THE SCHOOL SOCIALIZATION AND ITS EFFECT IN FORMING SOCIAL IDENTITY FOR STUDENTS : ANALYTIC STUDY IN SYMBOLIC INTERACTION THEORY

Abstract

This research explores the critical role of school socialization in shaping students' social identity through the lens of symbolic interaction theory. Recognizing school as a formal institution where students undergo dynamic social learning, the study emphasizes how daily interactions, symbols, and hidden curricula contribute to the development of self-awareness and social roles among students.

The research is significant in highlighting the school's function beyond academic instruction—it acts as a formative space that influences students' values, behaviors, and perceptions of themselves and others. By utilizing symbolic interaction theory, particularly the ideas of Mead and Blumer, the study reveals how meanings are generated and reinterpreted through social interactions within the school context.

The study aims to (1) analyze theoretical frameworks of school socialization, (2) explain identity formation mechanisms using symbolic interaction concepts, and (3) investigate how symbols and social behaviors influence students' self-perception and group belonging. The methodology adopts a qualitative analytical approach, relying on interviews and observations.

Findings indicate that positive teacher-student relationships, inclusive school policies, and participation in extracurricular activities foster a stronger, more positive social identity. Conversely, marginalization, hidden discrimination, and authoritarian systems contribute to identity disruption and social alienation.

The study concludes that schools are not only educational platforms but symbolic environments where identities are formed. It recommends integrating symbolic interaction into teacher training, revising curricula for cultural inclusivity, and enhancing extracurricular activities and dialogue. Such strategies can foster a supportive environment for identity formation and social integration.