Academic literature on the topic 'Socialisation process'
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Journal articles on the topic "Socialisation process"
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Belinskaya, Elena, Tatiana Martsinkovskaya, Vasilisa Orestova, Ekaterina Kiseleva, and Evgenia Kriger. "Dynamics of sociocultural and linguistic identity in the process of socialisation in a multicultural society." Global Journal of Sociology: Current Issues 10, no. 1 (April 30, 2020): 15–22. http://dx.doi.org/10.18844/gjs.v10i1.4752.
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The relevance of the problem of socialisation in multicultural space is extremely high. Its significance is connected with the processes of globalisation and increasing migration. In this situation, the sociocultural and, especially, linguistic identity can be analysed as a bonding and bridging social capital that helps or complicates socialisation, depending on the specifics of the social situation. These assumptions were checked in the empirical research of the sociocultural and linguistic identity of the three groups of ethnic Germans: living in Russia, in the CIS and those who moved to Germany. The obtained data showed the bilingualism of the majority of respondents. At the same time, respondents from Russia and Germany consider both Russian and German languages as native, while respondents from the CIS no longer regard German as their mother language. For them, ethnic, not linguistic, identity is the most essential for socialisation in a multicultural society. For Germans living in Russia, on the contrary, both languages help in communication and in professional activity. For the Germans, who now live in Germany, the Russian language helps in understanding their sociocultural specifics. The future is associated with the German language. Our respondents answer that the main group of socialisation for them is the family. This was especially marked in the answers of respondents living in Russia and Germany. So, we can state that in a complex multicultural environment, the family for them is not only a group for socialisation, but also an object of identity, partly playing the role of psychological defence and support in a changing world. The obtained results also showed a tendency towards individualisation. For the respondents from Russia and Germany, the main identity groups, besides family, are professional groups and groups with common interests. Thus, it can be concluded that linguistic identity plays the role of both bonding and bridging social capital. In positive socialisation, sociocultural identity plays the role of a bridging rather than a connecting capital. Mixed linguistic identity is predominantly a positive moment, increasing socialisation in a multicultural environment.
Keywords: Socialisation, transitivity, identity, multicultural world.
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Chan, Janet. "Negotiating the Field: New Observations on the Making of Police Officers." Australian & New Zealand Journal of Criminology 34, no. 2 (August 2001): 114–33. http://dx.doi.org/10.1177/000486580103400202.
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This paper draws on the findings of a longitudinal study of police socialisation to refine and expand on the Bourdieuian framework of police culture developed in Chan (1997). The research supports the conclusion that the socialisation of police is a more complex and contingent process, and recruits far more active and reflective, than previously assumed. In addition, the paper shows that the socialisation process has become more unpredictable as a result of the changing social and political context of policing. It is argued that a deeper understanding of the socialisation process must take into account the interaction between the occupational “habitus” and the changing “field” of policing.
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Giousmpasoglou, Charalampos, Evangelia Marinakou, and John Cooper. "“Banter, bollockings and beatings”." International Journal of Contemporary Hospitality Management 30, no. 3 (March 19, 2018): 1882–902. http://dx.doi.org/10.1108/ijchm-01-2017-0030.
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Purpose This study aims to conceptualise how the occupational socialisation of young chefs is conducted in Michelin-starred restaurants in Great Britain and Ireland; the key role of banter and bullying in this process is explored and critically discussed. Design/methodology/approach This qualitative research critically discusses the data from 54 in-depth, face-to-face interviews with male and female Michelin-starred chefs in Great Britain and Ireland. A flexible interview guide was used to ensure all key areas, and topics discussed earlier in the literature review were covered. The rich data from the interviews were categorised in four different themes. Findings Drawing upon the fieldwork, fresh insights into the social structures, processes and group dynamics which underpin the socialisation process of young chefs are revealed in the participants’ own words. Four areas emerged from the usage of thematic analysis: occupational status, discipline and hierarchy in kitchen brigades, gender segregation in kitchen brigades and the role of banter and bullying in occupational socialisation. Research limitations/implications This study generates empirical data that inform contemporary debates about the role of banter and bullying in the occupational socialisation process of new members in Michelin-starred restaurants. A conceptual framework on the process of occupational socialisation in Michelin-starred kitchen brigades in Great Britain and Ireland is also provided. Practical implications The findings of this study suggest that banter and bullying are deeply embedded in chefs’ occupational culture; they also play a key role in the process of induction and occupational socialisation of the new recruits. In addition, gender segregation was found to be a persistent problem in commercial kitchens – young female chefs have to endure the same harsh conditions during the induction and occupational socialisation process. A recommended course of action to eradicate this phenomenon involves HR professionals, hospitality managers and the Michelin Guide. Originality/value The understanding of chefs’ induction and occupational socialisation is deemed crucial for successful hospitality operations; nevertheless, this still remains an under-researched area. This study is unique in terms of scale and depth; it is expected to provide useful insights in both theoretical and practical perspective, regarding the induction, socialisation and eventually, retention of young chefs in Michelin-starred restaurants.
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Vorobjovs, Aleksejs, Ilona Skuja, and Larisa Ābelīte. "SUBJECTIVE PERCEPTION OF AN INDIVIDUAL WITHIN SOCIALISATION PROCESS." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 30, 2015): 99. http://dx.doi.org/10.17770/sie2013vol2.551.
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This a pilot study where the study method “Autoidentification and Identification Method According to Oral Portrayals of Character”. Contemporary psychological studies show that a person’s behaviour in social context is not only simple consequences of the objective conditions having effect on him or her, it significantly depends on subjective perception and interpretation of the aggregate of external events, i.e., determination of situation carried out by an individual. Autoidentification method according to oral portrayals of character (Эйдемиллер, 1973) was used for diagnosing the personality and image of “I” accentuation types. The pilot study involved two groups of adolescents; one group included adolescents with deviant behaviour (n=60, 39 boys, 21 girl) but the second group included adolescents without actual behaviour disorders (n= 60, 35 boys, 25 girls). The study allowed determination of differences between the results presented by both groups with constituting grounds for performing further empiric study with a larger selection of study in the future.
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Haegel, Florence. "Political Socialisation: Out of Purgatory?" European Journal of Sociology 61, no. 3 (December 2020): 333–64. http://dx.doi.org/10.1017/s000397562000017x.
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AbstractThis paper aims to put contemporary political socialisation research in perspective. It offers a rapid overview of the crisis of the subfield after the 1970s and then shifts attention to post-crisis studies. Beginning with child political socialisation, it raises four issues: the use of theoretical frameworks derived from child psychology; the need to reconnect political socialisation to the sociology of family; the benefits of renewing methods for understanding the world of child politics; and a new account of social inequality in the process of political socialisation. It then explores lifelong political socialisation and how it has developed around four research dynamics: the study of civic and political socialisation of school-age adolescents and young adults; the generational renewal; the socialising effects of political mobilisation; and the processes and agents of the secondary political socialisation of adults. The final section raises the major question of what is political in political socialisation.
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Cwynar, Andrzej, Wiktor Cwynar, Monika Baryła-Matejczuk, and Moises Betancort. "Sustainable Debt Behaviour and Well-Being of Young Adults: The Role of Parental Financial Socialisation Process." Sustainability 11, no. 24 (December 16, 2019): 7210. http://dx.doi.org/10.3390/su11247210.
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Literature shows that parental financial socialisation plays an important role in attaining financial literacy as well as in shaping sustainable financial behaviours and that both translate into increased well-being indicators and financial security on micro- and macroeconomic levels. However, debt literacy and debt behaviour seem to be unique. Very little is known about the childhood financial socialisation process through which adults’ sustainable debt behaviour is shaped and how debt behaviour may affect well-being. This study tests a hierarchical model of childhood financial socialisation consisting of five levels: the anticipatory parental socialisation, and later life financial learning outcomes (particularly, debt literacy levels), financial attitudes, debt behaviour, and well-being. Using data collected from a purposive sample of young adult Poles (N = 600) during the period from 10 to 13 November 2018 and employing structural equation modelling, we have found evidence confirming the hierarchical relationship of literacy–attitude–behaviour. Our data do not support, however, either the hypothesised positive relationship between parental socialisation and objectively measured debt literacy or the assumed relationships between debt behaviour and well-being indicators. We posit that country-specific factors related to generational differences entailed by system-wide transition and the specificity of debt behaviour, respectively, are key for explaining these empirical deviations from the assumed conceptual framework. Finally, we found no significant differences between the models estimated separately for maternally conditioned and paternally conditioned respondents.
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Andersson, Erik. "A transactional and action-oriented methodological approach to young people’s political socialisation." Education, Citizenship and Social Justice 15, no. 3 (June 24, 2019): 243–57. http://dx.doi.org/10.1177/1746197919853807.
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The research field of (young people’s) political socialisation faces methodological challenges in (1) handling individual agency and political culture as simultaneous and mutual, (2) handling the relation between continuity and change and (3) observing the process of meaning-making in political socialisation. The aim of the article is to theoretically argue, present and analytically demonstrate a methodological approach for the study of young people’s political socialisation in action, in the meaning-making process of being and becoming (a) political (subject). Within the research framework of situational political socialisation, a transactional methodological approach is contributed and analytically demonstrated with an empirical analysis of political norms in action. Political socialisation is handled as an observable communication and meaning-making practice, thus implying a subjective, situational, relational, participation and action-oriented approach in order to counteract the risks of treating the rising generation as depoliticised objects for political fostering.
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Ławniczak, Kamil. "Socialisation and decision-making in the Council of the European Union." Przegląd Europejski, no. 4-2015 (April 24, 2016): 122–40. http://dx.doi.org/10.31338/1641-2478pe.4.15.7.
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The complex system of decision-making in the Council of the European Union has many specific features which require explanation. This article presents a constructivist approach to this problem and focuses on the influence of socialisation. First, it explains why inquiry into the decision-making in the Council from the constructivist perspective is justified and then proposes the use of process-tracing, a method that allows to trace causal mechanisms linking the effects of socialisation and the characteristics of decision-making in the Council. Second, a typology of socialisation mechanisms and effects is presented. The third section is an attempt to use the inductive variety of process-tracing in order to explain certain qualities of decision-making in the Council. The final section outlines the theory-oriented approach to process-tracing, which could follow from the presented conceptualisation and explains the need to include the constitutive aspects of socialisation within the causal framework of process-tracing research.
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Burböck, Birgit, Sandra Schnepf, and Stephan Pessl. "Personality Differences in Organisational Socialisation Tactics." Journal of Intercultural Management 6, no. 4-1 (December 1, 2014): 289–305. http://dx.doi.org/10.2478/joim-2014-0051.
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Abstract The demographic shifts, the increased workforce mobility, and the shortage of skilled workers have led to a new thinking within human resource management. To address this issue, organisations adapt their methods towards a higher focus on their employees. The purpose of this paper is therefore the identification of organisational socialisation tactics, which are classified into the individualized socialisation strategy and the institutionalised socialisation strategy. Studies show that the institutionalised socialisation strategy causes better results in terms of newcomer adjustment than the individualized socialisation strategy. In this context, the instiutionalised socialization strategy determines that organisations consider newcomers’ personalities and demographic characteristics. The results of this paper support this argument and reveal that students in the DACH region differ in their organisational socialisation preferences. In other words, a well-structured organisational socialisation process, which considers newcomers’ personalities can lead to a competitive advantage for organisations.
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Kerrane, Ben, Shona M. Bettany, and Katy Kerrane. "Siblings as socialization agents." European Journal of Marketing 49, no. 5/6 (May 11, 2015): 713–35. http://dx.doi.org/10.1108/ejm-06-2013-0296.
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Purpose – This paper explores how siblings act as agents of consumer socialisation within the dynamics of the family network. Design/methodology/approach – Key consumer socialisation literature is reviewed, highlighting the growing role that siblings play in the lives of contemporary children. The authors’ interpretive, exploratory study is introduced which captures the voices of children themselves through a series of in-depth interviews. Findings – A series of socialisation behaviours are documented, with children working in both positive and negative ways to develop the consumer skills of their siblings. A fourfold typology of sibling relationships is described, capturing the dynamic of sibling relationships and parental approaches to parenting vis-à-vis consumption. This typology is then used to present a typology of nascent child consumer identities that begin to emerge as a result of socialisation processes within the family setting. Research limitations/implications – The role siblings play in the process of consumer socialisation has potentially important implications in terms of the understanding of the socialisation process itself, and where/how children obtain product information. Scope exists to explore the role siblings play as agents of consumer socialisation across a wider variety of family types/sibling variables presented here (e.g. to explore how age/gender shapes the dynamics of sibling–sibling learning). Originality/value – Through adopting a networked approach to family life, the authors show how the wider family dynamic informs sibling–sibling relationships and resulting socialisation behaviours. The findings problematise the view that parents alone act as the main conduits of consumer learning within the family environment, highlighting how parent–child relationships, in turn, work to inform sibling–sibling socialisation behaviour and developing consumer identities.
Dissertations / Theses on the topic "Socialisation process"
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Tjikongo, Ricardo. "Using a system dynamic approach to understanding the socialisation process of IT graduates." Thesis, University of the Western Cape, 2013. http://hdl.handle.net/11394/3837.
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This study analyses the process that an IT refurbishing organisation used to socialise 15 IT graduates to the norms of the working world. In addition, 5 IT industry and 2 governmental agency interviews were used, and 60 online job advertisements were analysed to develop a System Dynamic model. The main motivation for this study was to develop a system dynamics model of the graduate socialisation process, in an attempt to understand the cause and effect of practical exposure, to bridge the IT skill-expectations gap. The main source of data for the model
was from a-priori coding and content analysis of job adverts, online blogs and reports created by
the students, supported by a review of the existing literature. System dynamics modelling and simulation uses computer generated software to test the behaviour of real world cross discipline problems over time (Sterman 2000). System dynamic studies have been conducted in project management, education, engineering, geography,
sustainable fuel development and agriculture, etcetera. System dynamics is a flexible approach,
as it uses both qualitative and quantitative data to model and address a problem situation,
gathering data from intellectual and observation experiences, as well as written and verbal databases. This research advises on the successful integration of IT graduates into industry by identifying the relevant casual relationships. It recognises that graduates are genuinely interested in a career in IT, despite initial difficulties of adapting to a new career. The study was further strengthened by showing that organisational and governmental requirements vary and that they occasionally recruit based on these varying requirements. Primary and secondary data was combined to model a casual loop diagram as well as a stock and flow diagram, which could benefit curriculum advisors in academia, professors, human resource managers in industry and most importantly recently graduated IT graduates.Magister Commercii - MCom
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Mols, Elise, and Simon Lundqvist. "Onboarding : An investigation of onboarding processes in a Swedish grocery store." Thesis, Högskolan Kristianstad, Avdelningen för arbetsliv, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-21730.
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This thesis aims to examine and analyse the department head's perspective on the onboarding process, as well as the new employees' experience of the onboarding process at a well- established Swedish grocery store. A semi-structured interview, as well as semi-structured focus group interviews were completed in order to gain an understanding of the onboarding process within the organisation. An analysis of the result presents an understanding of the complexities of the onboarding process that the organisation undergoes in comparison to three well- established models on the subject. The models were also used to form the focus group questions and also helped in determining seven themes to be analysed. The organisation garners a complex onboarding process that encompasses both formal and informal processes that aid the newcomer’s assimilation into the organisation. Despite this, there are areas for improvement. Furthermore, despite a functioning onboarding process, different agents have different understandings of when the onboarding process starts.
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Jee, Sam David. "The process of professional socialisation and development of professionalism during pre-registration training in pharmacy." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/the-process-of-professional-socialisation-and-development-of-professionalism-during-preregistration-training-in-pharmacy(abf73dac-cde1-4fa1-acd0-75db67318c02).html.
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Background: Following the MPharm degree, the pre-registration training year is a critical time where the values, attitudes and behaviours of qualified pharmacists are inculcated. Given the paucity of research, a programme of work was undertaken to explore the process of professional socialisation and development of professionalism in trainees during the pre-registration year. Method: The programme of work, the first of its kind in pharmacy, explored the process of professional socialisation and development of professionalism in trainees prospectively during the 2011/12 pre-registration year. A purposive sample of 20 pre-registration trainee-tutor pairs - 14 from community and 6 from hospital pharmacy – were recruited across North West England. Semi-structured interviews and behavioural professionalism questionnaires were used longitudinally in four rounds of data collection during the training year and with newly qualified pharmacists (NQPs; formerly trainees). A cross-sectional survey was administered to 1706 trainees towards the end of the training year to examine areas explored in the longitudinal study, including behavioural professionalism, supervision and ‘patient mattering’. Interviews were analysed thematically using template and framework analyses, and the critical incident technique. Quantitative data was analysed using descriptive and multivariate analyses. Results: Findings demonstrated that many of trainees’ attitudes and values appeared to be fostered during their upbringing and were further shaped by the MPharm degree, laying out professional expectations for pharmacists. At the beginning of training, sector differences were apparent with more formalised inductions in place in hospital than community pharmacies, particularly independents. Previous pharmacy work experience, which all 20 trainees had undertaken during MPharm studies, facilitated the transition into training. Early on in the year, as trainees familiarised themselves with the organisation and working processes they were often supported by pharmacy technicians and other support staff and trainees worked effectively and in a professional manner with them throughout training. The application of clinical knowledge acquired from the MPharm degree was challenging, as recognised by trainees and tutors. With continued practice experience and increased responsibility and patient contact, abilities in applying clinical knowledge and communicating with patients improved, as did trainees’ confidence. Longitudinal ratings of behavioural professionalism increased significantly during training, as assessed by trainees and their tutors, and this was confirmed in the analysis of a representative sample of 347 trainees that were surveyed (response rate = 24.2%). Survey findings showed how elements of behavioural professionalism such as communication skills were more prone to development compared to, for example, appearance and interpersonal skills. Perceptions of supervision received during the training year were generally positive. The pre-registration tutor was a key source of support, as well as role model, throughout the year, particularly in community pharmacy. Hospital tutors had a more distant relationship with their trainees and relied on other pharmacists to supervise their trainees. Tutors were often considered to have the largest impact on the development of professionalism in trainees, particularly in community. When considering aspects of their supervision, hospital trainees rated their tutors significantly higher than those in community in ‘articulation’ and ‘exploration’, relating to asking trainees for rationale of actions and encouraging them to pursue learning goals, respectively. Differences between training sites, such as the pharmacy services being delivered and patient mix, were found as were trainees’ beliefs that they mattered to patients: community trainees believed they mattered more (e.g. were more helpful) to their patients than hospital trainees. Conclusions: The multiple methods employed in this programme of work revealed experiences trainees faced and contributing factors associated with their professional socialisation and development of professionalism. The findings led to recommendations for pharmacy education and training including: integrating university-based and work-based learning more closely, ensuring consistency in training experiences in different settings and sectors, improving training and support for staff involved in training and setting explicit standards relating to elements of professionalism. These are considered in the context of anticipated changes to the MPharm into a more integrated 5-year degree programme.
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Pearce, Nicholas David. "An investigation of biochemistry higher education as a process of socialisation into the culture of the biochemistry community." Thesis, King's College London (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396269.
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Austin, Trevor William. "Transition, perspectives, and strategies : on the process of becoming a teacher in higher education." Thesis, Cardiff University, 2011. http://hdl.handle.net/10547/223516.
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For those who teach in higher education and draw on vocational rather than academic backgrounds, the processes of socialisation are complex, extended and highly conditioned by their ‘past’ professions. These professions are seen to provide both ‘resources’ and ‘dissonances’ in the transitions that constitute their progress towards becoming a teacher. Whilst a great deal has been written of these processes in older universities with high concentrations of academic staff whose careers are largely confined to higher education itself, relatively little is known of parallel processes in newer institutions that are highly connected to specific kinds of workplace. This study addresses the way in which the current literature has under-represented the experiences and perspectives of ‘late entrants’ to teaching in higher education who come to work in a university from a profession that is ‘outside’ of higher education itself. The study uses a case study approach based on a series of semistructured interviews to reveal and analyse the processes of socialisation for ten participants undertaking a programme of teacher training (PGCAP). It describes a certain kind of ‘insider’ research where closeness and rapport exist alongside asymmetries of power and forms of ‘guilty knowledge’. Narrative methods are used to analyse and represent the data from differing perspectives to reveal a range of engagements, commitments and experience. These are seen to shape the socialisation process through key ‘turning points’ promoting movement towards a teacher identity. The study draws on theoretical perspectives based on the work of Bernstein (2000) and Bandura (1997) in order to analyse core processes both situationally and from an individual perspective. The research raises key questions about the learning environments created for participants on this teacher training course and the wider discourses that influence such provision. It also challenges a growing assumption that the attempts by the state to control and improve teaching in higher education are incorporated into individual teaching practice.
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Nuttall, Peter John. "Exploring the consumption and use of popular music as a means of expressing an adolescent's identity during the socialisation process." Thesis, University of the West of England, Bristol, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431306.
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Introduction Understanding the way in which Inusic is chosen and used by adolescents to express identity is explored in this thesis. Given the increasing diversity of familial structures, the social backdrop and environment in which teenagers are raised is also considered to be salient. The record industry continues to consider 'youth' as a homogenous target audience, differentiating only between male and females and grouping theln by age (15-24 years). This does not account for the rise in early teenage consUlnption nor does it facilitate an understanding of Inusic use and consumption. This study explores the 'journey' of adolescence and the role of music, family and friends in this process. 36 teenagers were recruited to ascertain the views and experiences of adolescents and the role Inusic plays in identity expression. Methodology Initial interviews were held with 12 teenagers ranging in age frOln 12-to-17 years. Follow-up, longitudinal interviews were then conducted six months to a year later with the satne respondents. Ten of these respondents were then 'recruited' to become 'experts' and interviewed a close friend, a member of their friendship group and one of their parents. The in-depth interviews conducted by the author explored the role of Inusic in identity expression considering if and how this role would change over tilne. This was to understand the influence of friends and the role of fatnily Inembers in identity fonnation during this period of socialisation. A more ethnographic approach was then en1ployed as 10 teenagers became 'researchers', designing their own interviews and independently conducting and recording their 'own' research. This gave credibility and validity to the initial research findings and provided a dilnension to the research that the author would be unable to obtain on his own Inerit. Findings Although there were issues on which the adolescents agreed unanilnously, many expressions of identity through Inusic and associated semiotic cOlnlnunication were viewed differently by males and females and those raised in a variety of fatnily environments. The findings also illustrated that the use of and dependence on music varied between teenagers raised in intact, blended and single parent fatnilies and that this was relevant for understanding music consUlnption as well as providing a foundation for Inore targeted communication approaches. The teenage experts who conducted their 'own' research also 'interpreted' their own data which contributed to an understanding of the difference between the 'close friend' and Inelnber of a friendship group. Contribution Using the infonnation from this research, key characteristics associated with -adolescent Inusic consumption provided a basis for profiling teenage music conSUlners. These segments included adolescents who were' extreme' or 'chameleon' like in their behaviour ancithose who were more' experiential '. By exploring identity expression, Inusic consUlnption and the social context in which the adolescents were raised, this research has implications for the way in which research is conducted by, for and with adolescents and for the music industry and their approach to understanding the teenage market and the future consumption of music itself
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Montmasson, Doriane. "La réception de la littérature de jeunesse par les enfants : une fenêtre ouverte sur le processus de socialisation." Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCB180/document.
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La vitalité du secteur jeunesse de l'édition est un indice, parmi d'autres, de la place importante qu'occupent encore aujourd'hui les livres dans le quotidien des enfants. Si le contenu des albums a été étudié par quelques sociologues français, la manière dont les jeunes « lecteurs » reçoivent les normes et les représentations transmises par la littérature de jeunesse n'a en revanche fait l'objet que de bien peu d'investigations sociologiques. A travers l'analyse de la manière dont les enfants comprennent et (ré)interprètent le contenu textuel et iconographique des livres, cette thèse entend non seulement mettre en lumière ce qui se joue dans l'acte de réception, mais également apporter des éléments contribuant à une meilleure compréhension du processus de socialisation. Nous centrons pour cela notre regard sur l'« alimentation », observatoire emblématique de l'ensemble des modalités de ce processus ainsi que de ses nombreuses différenciations. Par la mise en place, sur le terrain, d'un protocole expérimental permettant d'approcher le point de vue d'enfants âgés de 5 à 8 ans (et issus de milieux sociaux contrastés), cette thèse permet ainsi d'appréhender la manière dont s'agencent - de façon toujours particulière - les messages délivrés par différentes instances socialisatrices (famille, médias, école), et dont se construisent d'éventuelles appartenances à un genre et/ou à un milieu social. La capacité d'action (agency) des très jeunes enfants est de cette façon, ici, mise en jeuAmong other signs, the vitality of the children's book publishing field bears testimony to the important place books still occupy today in children's everyday lives. However, despite the fact that some French sociologists have already studied the content of children's books, the way young "readers" receive the norms and representations conveyed by this literature has been the object of very little sociological investigation. In the present thesis I analyze the way children understand and (re)interpret the textual and iconographic content of children's books, with a view to both shedding light on what is really at stake in the act of reception, and also bringing elements that might contribute to better understanding the process of socialization. I focus on "food," as it is an iconic observation tool for the entirety of this process's modalities and its many differentiations. An experimental protocol implemented on the field has allowed me to approach the point of view of 5- to 8-year-old children coming from various social backgrounds, and thus to study the way the messages conveyed by the various agents of socialization (such as family, mass media, and school) are organized, as well as the construction of potential belongings to a gender and/or social group. In this regard, the agency of very young children is also addressed
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Skogberg, Gerd. "Stark, stolt och finsk : En studie om finska kvinnors liv i Sverige." Thesis, Högskolan Väst, Avd för socialpedagogik och sociologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-7437.
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The purpose of this study is to illustrate and analyze what the socializing process of the Finn ish woman looks like ant to discuss what contributes to the feeling of inclusion, or the feeling of exclusion. The questions asked in the study aim to classify what influenced the decision to move to Sweden. Furthermore they aim to describe what the life in Sweden has been like and what the socialization process for the Finnish woman looks like. Finally I will study what kind of impact the change of life has had for the feeling of inclusion and for social identity. Initially the Finnish immigration to Sweden, through time, is described and then earlier stud ies relation to this study is accounted for. Then the role of social pedagogy in this study is presented. My theoretical concepts are Giddens theory regarding socialization and socializa tions processes and Jenkins theory regarding identity and identity processes. I have prepared the concepts by breaking them down to their core with the purpose to analyze how the con cepts coincide and interact. My means of approach to the area is then accounted for in the method chapter. I have chosen a narrative method and have studies stories of five women , about what their lives in Finland was like, what affected the decision to move to Sweden and what has their lives been like in Sweden. By using a self made process chart for analyze I have charted different themes from the stories I collected in Finnish. These themes have then been connected to my theoretical concepts and earlier studies related to this one. The primary reason for the women to move to Sweden was work. Also search for adventure, the dream of welfare and the duty to follow their husbands is mentioned as reasons. Mostly the life in Sweden is perceived as good and only a few have negative experiences, which usu ally is due to the own attitude regarding the move. The women have experiences of socializa tion in the areas of work, housing, language and communication and association with others. Changes in the identity of the women, have appeared due to changes in context and values or when they have been positively acknowledged by others and finally in situations when the acknowledgment has defaulted, after which an identity crises occurs, which culminates in a changes identity.
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Thers, Alain. "Les autels religieux, analyseurs des dynamiques subjectives dans les processus d'interculturation chez les migrants vietnamiens : une approche en psychologie interculturelle." Thesis, Bordeaux 2, 2012. http://www.theses.fr/2012BOR21925/document.
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Notre présence de 1990 à 2010 en qualité d’éducateur spécialisé sur Beaubreuil, quartier de la ville de Limoges, Haute-Vienne, nous a permis d’accompagner, d’observer et de prendre part pendant plus de vingt années aux processus migratoires vietnamiens. Durant tout ce temps nous avons pu constater d’un point de vue psychologique que les ruptures consécutives à l’exil, puis au choc culturel né du contact avec la société d’accueil, ont fait surgir chez les individus des problématiques complexes, notamment identitaires. Dans l’exil, pour faire face aux risques psychosociaux provoqués par l’instabilité de leur structure psychique et de leur système culturel, les vietnamiens ont investi l’espace public et l’espace privé proposés par la culture d’accueil. Ces démarches, multiples, leur ont permis dans le réaménagement de ces espaces, de retrouver, de recréer, les éléments perçus par eux comme fondamentaux de leur culture d’origine, nécessaires et indispensables au travail de rééquilibrage psychique. En France, l’injonction culturelle vietnamienne d’élaboration d’autels religieux au sein de leurs habitations a conduit les personnes à réinterpréter, au sein de dynamiques subjectives, la question des différentes composantes de leur identité, personnelle et sociale, culturelle et religieuse. Les interactions entre l’injonction de la culture d’origine et l’espace proposé par la culture d’accueil ont conduit les sujets à engager des transformations, des modifications dans l’élaboration de leurs autels religieux. En ce sens ces élaborations rendent compte et constituent des analyseurs particulièrement pertinents des processus d’interculturationOur presence from 1990 to 2010 as a social worker in Beaubreuil, district of the city of Limoges, Haute-Vienne, allowed us to support, observe and take part for over twenty years in the Vietnamese migration processes. All this time, we noted from a psychological perspective, that ruptures, resulting from the exile, then from the culture shock, were born by contacts with the host society, have given rise to individuals, complex problems including identity ones. In exile, to face the psychosocial risks caused by the instability of their psychic structure and their cultural system, the Vietnamese have invested public and private areas offered by the host culture. These approaches, multiple, allowed them in the redevelopment of these areas, to find, to recreate the elements perceived by them as fundamental in their native culture, necessary and essential to their work of psychic restructuring. In France, the cultural injunction of religious altars development in the private sphere has led them to reinterpret in a subjective way the question of the different components of their identity personal and social, cultural and religious The interactions between the native culture injunction and the space proposed by the host culture has engaged transformations, changes in the elaboration of religious altars. In that way, they are reflecting and are forming analyzers, particularly relevant to us, the intercultural exchange process
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Ducloux, Thibault. "Le ballon des pèlerins : sociogenèse du recours au religieux dans les trajectoires carcérales." Thesis, Paris Sciences et Lettres (ComUE), 2018. http://www.theses.fr/2018PSLEH128.
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Partant du constat d’une diversification des comportements des personnes incarcérées, ce travail de thèse se propose de modéliser les processus de socialisation se déployant au sein de la configuration carcérale. En effet, au regard des vies qu’ils ont vécues, les prisonniers adoptent des postures et des pratiques inédites. Mais, en réalité, l’ampleur des effets empiriquement observables de ces dynamiques contredit l’espoir de pouvoir décrire ces dernières en abordant de front le phénomène de la diversification. Comment les prisonniers sont-ils socialement amenés à adopter les pratiques qu’ils adoptent ? Embrassant une démarche indistinctement diachronique et indicielle, l’analyse se dote d’un outil sociologique à même de révéler les mouvements agitant la vie des gens en prison : Le recours au religieuxBased on the premise of a diversification in inmates’ behaviors, this thesis proposes to model socializing processes within a carceral configuration. Indeed, considering the lives they lived, inmates adopt unprecedentedpostures and practices. But, in reality, the extent of empirically observable effects of those dynamics contradicts the hope of being able to describe those latter in addressing the diversification phenomenon head-on. How are prisoners socially brought to adopt the practices they embrace ? Using an approach both diachronic and semiological, this analysis provides itself with a sociological tool able to reveal the motions agitating peoples’ lives in prison: the fallback on religion
Books on the topic "Socialisation process"
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Elkin, Frederick. The child and society: The process of socialization. 5th ed. New York: Random House, 1988.
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Elkin, Frederick. The child and society: The process of socialization. 5th ed. New York: Random House, 1989.
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Elkin, Frederick. The child and society: The process of socialization. 5th ed. Boston, MA: McGraw-Hill, 1989.
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Handel, Gerald, and Frederick Elkin. The Child and Society: The Process of Socialization. 5th ed. McGraw-Hill Humanities/Social Sciences/Languages, 1988.
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Handel, Gerald, and Frederick Elkin. The Child and Society: The Process of Socialization. McGraw-Hill Humanities/Social Sciences/Languages, 1988.
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Curdt-Christiansen, Xiao Lan. Family Language Policy. Edited by James W. Tollefson and Miguel Pérez-Milans. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190458898.013.21.
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The family is a social unit which has its norms for speaking, viewing, acting, and believing, thus providing a cornerstone for language socialisation and language development. This chapter begins with a brief introduction to the theoretical conceptualisation of family language policy (FLP) currently used by most researchers. It then provides a discussion of the major contributions to the field by focusing on three major themes: FLP and language-in-education policy; FLP and language ideology; and linguistic practices and the processes of language change. This discussion is followed by an overview of recent developments in research methodology employed in the field. Finally, future directions in research resulting from increasing transnational migration and evolving political environments are outlined.
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Oberlechner, Manfred, Franz Gmainer-Pranzl, and Anne Koch, eds. Religion bildet. Nomos Verlagsgesellschaft mbH & Co. KG, 2019. http://dx.doi.org/10.5771/9783845288444.
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Religion is a contested discursive field in which resources, belonging or exclusion and supremacy in relation to values are negotiated. Diversification processes and religious pluralisation during the alleged return of religion have re-raised the questions of how religion should be interpreted and how accessible it is. As a contribution to intersectionality research, this publication analyses how and in what interest new interfaces are being formed between religion, gender, origin, class and the nation. Its focus lies on educational processes as forms of socialisation, places of learning and reflexive change in religion. It aims to provide a forum for analysing and finding solutions to problems in ‘post-secular’ societies in Western Europe, which are being challenged by discussions on secularism, integration, how they deal with their history and liberal constitutional states. With contributions by Julika Bayer, Bettina Brandstetter, Lea Braun, Matteo Carmignola, Maria Fürstaller, Franz Gmainer-Pranzl, Magdalena Habringer, Assia M. Harawazinski, Evelyn Reuter, Sarah Jahn, Ramona Jelinek-Menke, Anne Koch, Thomas Krobath, Martin Jäggle, Karsten Lehmann, Doris Lindner, Torsten Mergen, Manfred Oberlechner, Karin Peter, Mizrap Polat, Martin Rötting, Sarah Tran-Huu.
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Zmerli, Sonja, and Ofer Feldman, eds. Politische Psychologie. Nomos Verlagsgesellschaft mbH & Co. KG, 2022. http://dx.doi.org/10.5771/9783748910121.
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It is the task of political psychology to examine political behaviour from a psychological or socio-psychological perspective. Its topics include the analysis of political elites, especially their personalities, motives and actions, political leadership, foreign policy decision-making processes, international and ethnic conflicts and their pacification, terrorism, the conditions of collective action, group behaviour, political socialisation and attitudes, stereotypes and prejudices, electoral behaviour, political communication and information processing, media effects and public opinion. In this handbook, which is now available in its 2nd revised and expanded edition, renowned international and German-speaking representatives of political psychology present the thematic spectrum of this sub-discipline in German for the first time. The handbook is aimed at students and teachers of political psychology, political science, psycholo-gy and social psychology as well as all those interested in the topics and theoretical approaches of political psychology. With contributions by Kai Arzheimer, Daniel Bar-Tal, Simon Bein, Klaus Boehnke, Franziska Deutsch, YohananEshel, Ofer Feldman, Stanley Feldman, Cornelia Frank, Henrik Gast, RayneeGutting, Katja Hanke, Sascha Huber, Leonie Huddy, Anke Hufer-Thamm, Rajiv S. Jhangiani, Christian Kandler, Shaul Kimhi, Angela Kindervater, Bernhard Leidner, Mengyao Li, Brian Lickel, Jürgen Maier, Michael F. Meffert, Michaela Pfundmair, Jerrold M. Post, Anna-Maria Renner, Rainer Riemann, Susanne Rippl, Tobias Rothmund, Christian Seipel, Markus Steinbrecher, Peter Suedfeld, Linda R. Tropp, Soli Vered and Sonja Zmerli.
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Human Development Theories: Windows on Culture. Sage Publications, Inc, 1999.
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Human Development Theories: Windows on Culture. Sage Publications, Inc, 1999.
Find full textBook chapters on the topic "Socialisation process"
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Lahire, Bernard. "Sociological biography and socialisation process: a dispositionalist-contextualist conception." In Biographical Research, 21–35. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003240730-2.
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Stasiūnaitienė, Eglė, and Julita Navaitienė. "Implementing UDL: Development of Purposeful and Motivated Students." In Inclusive Learning and Educational Equity, 217–40. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_9.
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AbstractThe assurance of purposeful and motivated learning activities in educational practice has been explored for many years. The essence of purposeful learning, which combines the goals of both teachers and learners, is to focus the participants of the pedagogical process on positive pedagogical interactions and mutual progress. The learner receives a package of knowledge, skills, behaviour and values important for socialisation from the teacher, whereas the teacher ensures confirmation of the quality of their own activity through pedagogical interactions. This chapter presents the results of a study aiming to answer two research questions: (1) What qualities and abilities of a purposeful and motivated expert learner are developed by applying the universal design for learning (UDL) approach? (2) How do educational factors facilitate the development of a purposeful and motivated expert learner by applying the UDL approach? In answering these questions, the processes occurring in the context of Lithuanian education were studied.
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O’Regan, Maeve. "Networked in or Networked Out? What Can We Learn from Diverse Learners’ Experiences of Progressing with and Completing Doctoral Studies?" In European Higher Education Area: Challenges for a New Decade, 253–69. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_17.
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Abstract Socialisation of the doctoral candidate into a community of researchers has been identified as an important aspect of the doctoral process and key to the production of original and innovative research. Yet, access to research communities and learning networks can be difficult for non-traditional students, for example part-time, international and non-science-based doctoral candidates, compared to their full-time and science-based peers. Drawing on Actor-Network Theory and Psychosocial theories of Agency, the current Ph.D. research proposes a methodology (questionnaire and interview) to explore doctoral candidates’ experiences of interacting with the academic institution (face-to-face and online) and developing support networks as influencing doctoral progression and completion. This article will discuss the preliminary findings from the study, drawing on the experiences of a diverse body of participants (e.g. full-time, part-time and international students) within the university sector in Ireland. The findings from this study can provide insights to policymakers and practitioners on supporting learners within Higher Education in Europe, not just within the doctoral process, but at different stages within the Bologna Qualifications Framework.
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Flanagan, Cara. "The attachment process." In Early Socialisation, 39–53. Routledge, 2020. http://dx.doi.org/10.4324/9781003070979-4.
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"The attachment process." In Early Socialisation, 57–72. Routledge, 2002. http://dx.doi.org/10.4324/9780203132975-7.
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"THE SOCIALISATION OF THE PRODUCTIVE PROCESS." In Towards Socialism or Capitalism? (Routledge Revivals), 97–105. Routledge, 2012. http://dx.doi.org/10.4324/9780203102923-5.
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Riesmeyer, Claudia. "Children’s Agency in the Media Socialisation Process." In The Routledge Companion to Digital Media and Children, 327–36. Routledge, 2020. http://dx.doi.org/10.4324/9781351004107-31.
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Berry, Christopher J. "Sociality and Socialisation." In Essays on Hume, Smith and the Scottish Enlightenment, 75–87. Edinburgh University Press, 2018. http://dx.doi.org/10.3366/edinburgh/9781474415019.003.0005.
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From the premise that humans are social beings, the Scots develop negative and positive arguments. Negatively they reject all contractarian/rationalistic accounts of social living and downplay any crucial role for ‘great men’. Positively they emphasise the effects of socialisation and underline the factors underpinning social coherence (here called institutional stickiness). Customary ways of behaving, and the institutions thus constituted, not only stabilise they constrain and since habits are creatures of time then it is gradual alterations in the sentiments of people that changes them. In contrast to any glib confidence in ‘progress’ the Scots are more cautious. They do believe in improvement but it is not guaranteed and is a gradual process.
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"Social Mediation and School Mediation: A Process of Socialisation." In Participation, Facilitation, and Mediation, 61–77. Routledge, 2013. http://dx.doi.org/10.4324/9780203119617-9.
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Molu, Esra Fethiye, Laura M. Taylor, Kamile Gamze Yaman, Munevver Basman, and Merve Tezel. "Gender Stereotypical Toy Preferences in Children 3-5." In Advances in Early Childhood and K-12 Education, 243–59. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5167-6.ch015.
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Gender socialisation is the process through which society teaches children what it means to be male or female. While gender socialisation itself is a cross-cultural phenomenon, there are differences in the way that the process manifests itself cross-culturally. This is, in part, due to differences in the perceived roles of males and females across societies. Once the sex of a child is known, be that before or after birth, the process of gender socialisation begins. Parents generally prefer that their children adhere to traditional gender-roles, and are concerned when they do not. Rigid adherence to stereotypical gender roles can have negative consequences in childhood and beyond, as these stereotypes can limit children's educational and occupational aspirations, perceived academic competency, emotional expression, and social development. The impact of culture and parental influence in adherence to stereotypical gender roles is discussed via toy preferences and play.
Conference papers on the topic "Socialisation process"
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Martínez Carrasco, Robert. "Authentic experiential work in the socialisation of undergraduate students: an EHEA-framed epistemological consideration." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.4979.
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The European Higher Education Area (EHEA) is adamant about the role of employability in curriculum development and the overall education process of undergraduate students. This responds not only to the current emerging models of economic and social growth but also to an underlying epistemological shift regarding the very nature and characteristics of Education. This article provides the epistemological foundation of the said shift, arguing, from a post-positivist perspective, how authentic experiential work in the classroom may contribute to the progressive socialisation of students into their respective communities of practice, thus bridging the gap between the labour market and the education institutions.
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Kostyk, Liubov, and Vasyl Kostyk. "Formation of Gender Identity of Preschoolers is an Important Aspect of Socialisation of an Individual." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/atee2020/15.
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Children's gender perceptions are actively formed in preschool age and are an integral component of person's gender identity. The formation of sexual identity of a child continues from 2 to 7 years, and the formation of his/her imagination occurs in the process of socialization through: identification, imitation, following, modeling, direction, self-determination, encouragement, self-acceptance, self-reflection, cognitive dissonance. Child masters the social norms, patterns of behavior and cultural values of his/her nation. The gender approach to the upbringing of the preschool children should be focused on the formation and establishment of equal, gender-independent opportunities for self-realization of the individual. However as practical experience shows, the gender component and its methodological data are insufficient in terms of the content of preschool education. In preschool institutions, gender education takes place spontaneously, educators use the traditional approach to forming child's self-esteem and his stereotypes of self-perception only on the basis of gender, so it is important today to pay more attention to gender education and socialization. Experimentally it has been investigated the peculiarities of gender and age identification of the preschoolers of the preschool institution of a combined type #9 of the city of Chernivtsi. According to the research, the greater part of children of 5-6 years old are aware of their belonging to the male or female sex, having the already formed gender identity. Gender perceptions of preschool children are gender-appropriate: girls’ - feminine, and boys’ – masculine. In addition, they are stereotypical: boys have instrumental role, girls-expressive.
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Chesnokova, Lesya. "Privacy & Secrecy: The Right to Control of Personal Information." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-06.
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The article considers the right for privacy and secrecy as an opportunity to have a life sphere hidden from the government, society and other individuals. The study is based on a holistic approach including logical, hermeneutical and comparative methods. The historical process of the origin of publicness triggered the development of legal guarantees, personal freedom, and political involvement. This was accompanied by the occurrence of the sphere of privacy where an actor is protected from state and public interventions. Whereas the public sphere is associated with openness, transparency, total accessibility, the private sphere is connoted with darkness, opacity, and closedness. The need for privacy and secrecy is determined by the human vulnerability. One of the critical components of privacy is the right of an individual for control his personal information. To protect one’s own private sphere, one puts on a social mask when speaking in public. In an intimate relationship, unlike in a public one, he voluntarily waives protection by allowing those closest to him access to personal information. The restricted private sphere is sometimes a source of apprehension and a desire to penetrate other people’s secrets, both from the totalitarian state, which seeks to suppress and unify the individual, and from curious members of society. For the purpose of retaining the social world, a person in the course of socialisation learns to respect other’s privacy, behaving discreetly and tactfully. The right for privacy and secrecy is related with freedom, dignity, and the autonomy of personality.
Reports on the topic "Socialisation process"
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Hicks, Jacqueline. Drivers of Compliance with International Human Rights Treaties. Institute of Development Studies (IDS), August 2021. http://dx.doi.org/10.19088/k4d.2021.130.
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Are international human rights treaties associated with better rights performance? The appetite for a conclusive answer has driven a number of large scale quantitative studies that have broadly shown little or no effect, and sometimes even a backsliding. However, the headline conclusions belie much more complicated findings, and the research methods used are controversial. These issues undermine confidence in the findings. Comparative and individual case studies allow for more detailed information about how domestic human rights activists use international human rights laws in practice. They tend to be more positive about the effect of treaties, but they are not as systematic as the quantitative work. Some indirect measures of treaty effect show that the norms contained within them filter down into domestic constitutions, and that the process of human rights reporting at the UN may be useful if dialogue can be considered an a priori good. It is likely that states are driven to comply with human rights obligations through a combination of dynamic influences. Drivers of compliance with international law is a major, unresolved question in the research that is heavily influenced by the worldview of researchers. The two strongest findings are: Domestic context drives compliance. In particular: (1) The strength of domestic non-governmental organisations (NGOs), and links with international NGOs (INGOs), and (2) in partial and transitioning democracies where locals have a reason to use the treaties as tools to press their claims. External enforcement may help drive compliance when: (1) other states link human rights obligations in the treaties to preferential trade agreements, and (2) INGOs ‘name and shame’ human rights violations, possibly reducing inward investment flows from companies worried about their reputation. Scholars also identify intermediate effects of continued dialogue and norm socialisation from the UN’s human rights reporting processes. Interviews with diplomats involved in UN reporting say that the process is more effective when NGOs and individual governments are involved.