Journal articles: '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.

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Nikitorowicz, Jerzy, Krzysztof Sawicki, and Emilia Zylkiewicz-Plonska. "YOUTH IDENTITY FROM ECOLOGICAL PERSPECTIVE BETWEEN EDUCATION AND PREVENTION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 26, 2017): 243. http://dx.doi.org/10.17770/sie2017vol3.2372.

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Socialisation is one of the key processes that shapes the identity of youth. This construct, which over the last century has undergone significant transformation, became a pattern for determining the purposes of upbringing (Nature vs. Nurture), or interpretative model that is used to explain character of this process from a socio-cultural perspective. On the basis of ecological framework, the concept of resilience and positive psychology, in recent years it has been developed a new approach towards socialisation - Positive Youth Development (PYD). Because of its relevance, pragmatic assumptions, this model is worth examining in terms of teleology, epistemology and methodical context.According to the Ecological Systems Theory of Urie Bronfenbrenner the youth socialisation process is included in the micro, meso, exo and macro systems. While the socialisation process, youth experiences the interactions between these systems, which in consequence shapes its identity. An element that fits into a methodical context is the characteristic of chosen supportive, educational and preventive actions undertaken towards youth in the northeastern Poland.

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PANDIAN, SIVAMURUGAN, OMAR GOMAA, and NUR HAFEEZA AHMAD PAZIL. "Socialisation and Recruitment in Islamist Movements: A Comparison between the Muslim Brotherhood and Al-Qaeda." International Journal of Islamic Thought 12, no. 1 (December 1, 2020): 110–20. http://dx.doi.org/10.24035/ijit.18.2020.186.

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To date, a little work has been undertaken to compare the socialisation process between the Muslim Brotherhood and Al-Qaeda. According to critics, both are considered intermediate and extremist movements. While the Muslim Brotherhood utilises various methods of socialisation, Al-Qaeda utilises internet networks to recruit new members without looking at their prior history, leaving the Al-Qaeda movement extremely vulnerable. This article explores the main differences in the roles and impacts of the political movements the Muslim Brotherhood and Al-Qaeda. It focuses on the most significant aspect of the socialisation process on shaping alfard al-muslim the individual Muslim.

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Vaicekauskienė, Violeta. "Links between the Provisions of Social Work and Education Science in the Socialisation of the Disabled." Pedagogika 124, no. 4 (December 2, 2016): 92–104. http://dx.doi.org/10.15823/p.2016.54.

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The article reveals the theoretical conception of the construct of socialisation as well as the process and nature of the process of its practical implementation that is directed to meet globalisation challenges, i.e. sustainable and accordant development ensuring the well-being of communities and individuals, as well as life quality. Hence, the priorities of the socialization of disabled people is changing focusing on the development of inclusion and participation in social life as well as striving for more rapid development and socialisation of the disabled. Social sciences, including educational science, social pedagogy and social work that is relatively new as it has lasted for a decade in Lithuania, search for solutions enabling to efficiently employ connections between them in solving problems of socialisation implementation. The article presents empirical research that involved 10 participants and included a semi-structured group interview. The participants have a qualification of a social pedagogue acquired in BA studies and have accomplished MA studies in the field of social work at Lithuanian University of Educational Sciences; they implement practical social work with different groups of the disabled. The research results were generalised and interpreted using content analysis method that is based on “the measurement of the frequencies of quality categories” (Bitinas, 2006, 275). The group discussion method was employed to discuss socialisation problems of the disabled and it embraced three groups of questions: the first group covered the selection and definition of the conceptions and approaches of socialisation, as well as the prevailing paradigms of science and socialisation,; the second group incorporated achievements in socialisation implementation and identification of its prevailing strategies and methods; whereas the third group dealt with the anticipation of socialisation factors and distracters, as well as the possibilities and prospects of their elimination. The following conclusions are drawn: 1) under the conditions of modern socialization implementation, the diversity of the paradigms of socialisation process and their conceptions become of topical importance as they reveal the connections between experts of education and social work. They are manifested through: a) holistic approach towards socialisation by both sciences, which is especially relevant for the socialisation of the disabled that is determined by the developmental disorders of individual persons; b) the specifics of the implementation of functional goals of the systems of every science correlate with the spectrum of the employed paradigms; c) the paradigms of social work are directed towards and reflect globalisation challenges to a greater extent; 2) when identifying the factors of socialisation implementation, the experts give an identical evaluation of the aspects of educational and social work socialisation distinguishing the creation of an integrative environment and cooperation in it, application of the diversity of specialists’ professionalism and work methods, ensuring of activity and rehabilitation possibilities and measures in regard to the functional requirements of science systems; 3) it is important and essential to develop interdisciplinary tendencies of cooperating social work and educational science and search for effective means of its expression in the socialisation of disabled people.

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Shestopalova, I. "THE ENGLISH LANGUAGE LEARNING AS A PROCESS OF SOCIALISATION." Visnyk Taras Shevchenko National University of Kyiv. Military-Special Sciences, no. 1 (2019): 56–59. http://dx.doi.org/10.17721/1728-2217.2019.41.56-59.

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The article is devoted to the problem of socialization of an individual in the process of studying a foreign language, which is a part of multicultural education and is considered as an important tool for a person’s adaptation in a multicultural society. The leading idea of the article is the assertion that foreign language as a discipline has a huge socializing potential, as in the process of studying a foreign language, not only in terms of the active development of inherent capabilities, abilities, initiative, independence, take place, but also, in terms of assimilating and activating the generally accepted in a society socio-cultural rules and moral norms, which play a crucial role in the process of socialization. Since the main goal of the educational process in foreign languages is the formation of high communicative skills, its contribution to the process of socialization of a person is indisputable. In this sense, the following characteristics of the learning process in a foreign language are important: the focus on communication, respect for the identity and culture of other people, the focus on social activities, the acquisition of social experience in solving life and social problems, and the creation of its own system of life priorities. The communicative method of teaching foreign languages is based on the fact that the learning process is a model of communication. The learning process in foreign languages is based on the linguistic partnership, creative collaboration, constant motivation of communication, based on a combination of such interconnected factors as activity, creativity, autonomy, individualization, which contribute to the intensification of cognitive and educational processes. That is, organization of training in the form of communication is the main methodological task of a modern teacher of foreign languages. It is this specificity of the discipline "foreign language" that is capable of effective implementing educational socialization, helping to complete the formation of the students' ability to communicate, co-exist and cooperate in the professional activities of people of different ethnic groups, the formation of a rich experience of social and cultural communication, which is a solid base for the involvement of learners to the global values of civilization.Key words: socialization; foreign language; multicultural education; polycultural person; professional socialization

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Zapico, B., C. Tuero, J. Espartero, and R. González-Boto. "The socialisation process and gender inequality in school sports." Science & Sports 29 (October 2014): S20. http://dx.doi.org/10.1016/j.scispo.2014.08.037.

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KOBAN, O. G. "Task of Internal State Activity in the Socialisation Process." Journal of the National Academy of Legal Sciences of Ukraine 26, no. 1 (2019): 48–61. http://dx.doi.org/10.31359/1993-0909-2019-26-1-48.

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Herath, H. M. D. Subodini. "Ramifications of the Socialisation Process on Institutionalised Girl Children." Institutionalised Children Explorations and Beyond 6, no. 2 (September 2019): 167–73. http://dx.doi.org/10.5958/2349-3011.2019.00018.5.

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Lahire, Bernard. "Sociological biography and socialisation process: a dispositionalist-contextualist conception." Contemporary Social Science 14, no. 3-4 (November 22, 2017): 379–93. http://dx.doi.org/10.1080/21582041.2017.1399213.

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Molnár, Regina, Tibor Nyári, Anikó Hazag, Adriána Csinády, and Péter Molnár. "Career choice motivations of medical students and some characteristics of the decision process in Hungary." Open Medicine 3, no. 4 (December 1, 2008): 494–502. http://dx.doi.org/10.2478/s11536-008-0063-5.

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AbstractThe changed circumstances of medical work, raises the question of how socio-economic changes over the last few decades has affected the professional socialisation of medical students. This paper explores the career choice motivations of medical students, as well as some characteristics of the process of making that choice and their effects on professional socialisation. The study was carried out with a self-administered questionnaire with 503 students in general medicine, randomly selected from two Hungarian Medical Schools. More than half of the students contemplated becoming a doctor as early as in their childhood. Their final decision was typically made in high school. Significant differences can be demonstrated in professional socialisation between those individuals identifying with the profession in early childhood and others turning to the profession later. Altruistic motivations were the most significant career choice reasons. In conclusions, the medical career choice must have deeper roots, yielding to an evolutionary psychological analysis as well, one aspect of which is altruism.

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Androsovych, Kseniia A., Yaroslav M. Rudyk, Maryna Yu Melnyk, Oksana A. Kovalova, and Iryna O. Yakymova. "Psychological Guidance of the Socialisation Process of Gifted Students using Information and Communications Technology Means." Journal of Intellectual Disability - Diagnosis and Treatment 9, no. 3 (June 1, 2021): 236–46. http://dx.doi.org/10.6000/2292-2598.2021.09.02.11.

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Objective: The purpose of this article is to substantiate the psychological conditions that determine the content, forms, ways of organising, and promoting the process of socialisation of gifted students. Background: The success of modern man largely depends on his socialisation – the ability to see and understand others, analyse the course of events, to capture the prospects for development. Therefore, the key competencies include, among others, information and communication and social as those that ensure the successful acquisition of knowledge throughout life and entry into society. Method: A set of methods was used in the study: analysis, synthesis, generalisation, and systematisation of scientific data, observations, questionnaires, document analysis, methods of mathematical data processing. An online testing platform was developed to conduct a survey of students. Results: The authors proposed and implemented a project aimed at providing psychological and pedagogical support to gifted students; to provide the teaching staff with the necessary knowledge and skills to work with gifted children, to encourage participants in the educational process to use information and communications technology tools in educational activities. A model of psychological support and accompaniment of participants in the educational process has been developed. Conclusion: The experiment showed positive changes in socialisation in the experimental group in relation to the control group at a significant level. The findings of the study give grounds to conclude that the proposed author's comprehensive approach promotes the socialisation of gifted students.

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Zarubina, Yuliya N., and Anna V. Kosheleva. "Empirical study of the features and problems of socialisation of the child in a young family through the implementation of its basic functions." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 4 (2019): 30–34. http://dx.doi.org/10.34216/2073-1426-2019-25-4-30-34.

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The article discusses the issues of socialisation of children in modern young families, the problems of modern young families and the functional purpose of the family. The results of the author's study on the features of the socialisation of the child in a young family through the implementation of the functions of the family are presented. The aim of the authors' study is to identify the relationship between the success of family functions and the effectiveness of the child’s socialisation. The study analyses current trends related to the digital age and their impact on the process of child socialisation. The issues of relations between parents and children are investigated. The main agents of socialisation are identified, their transformation in modern society and the role of upbringing of the younger generation. The effectiveness of the functions of a modern young family is evaluated.

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Olweny, Mark. "Socialisation in architectural education: a view from East Africa." Education + Training 59, no. 2 (February 13, 2017): 188–200. http://dx.doi.org/10.1108/et-02-2016-0044.

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Purpose Concern for the state of architectural education in East Africa was a catalyst for this exploration of socialisation, which sought to understand socialisation and its influence on educational outcomes in the region. Socialisation within architectural education has long been known to influence how students acquire important aspects of the profession, building both values and a cultural ethos in the process. An appreciation of these processes in the context of East Africa adds to the wider understanding of the implicit curriculum in architectural education. The paper aims to discuss these issues. Design/methodology/approach An ethnographic study was undertaken in five architecture schools across Kenya, Tanzania and Uganda, making use of a mixed method approach incorporating document analysis, a questionnaire study, participant observations and focus group discussions as the data gathering instruments. Focus group discussions, as the primary data gathering method, acknowledged the social context of the study, with data gathered from multiple sites across the region. Findings As an integral component of architectural education, socialisation was evident at all stages of the educational process. Within the educational realm, contrasting expectations of students and instructors were evident, leading to conflicts that influenced the values acquired by students. This was seen in attitudes towards contemporary architectural issues within architectural education, and suggests that socialisation can at times have pronounced negative consequences. Originality/value The wider study represents the first comprehensive review of architectural education in the context of East Africa, and contributes to the global appreciation of the influence of socialisation on educational outcomes.

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Eagle, Gill. "Learning to Become a "Natural Woman": The Process of Socialisation." Agenda, no. 2 (1988): 67. http://dx.doi.org/10.2307/4065701.

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Lueg, Jason E., and Nicole Ponder. "Understanding the socialisation process of teen consumers across shopping channels." International Journal of Electronic Marketing and Retailing 1, no. 1 (2006): 83. http://dx.doi.org/10.1504/ijemr.2006.010097.

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Smith, Tracy. "Recognising Difference: the Romani ‘Gypsy’ child socialisation and education process." British Journal of Sociology of Education 18, no. 2 (June 1997): 243–56. http://dx.doi.org/10.1080/0142569970180207.

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Nishanthi, Hewawaduge Menaka. "Does Organisational Socialisation Resembles Employee Orientation? Or is There More to It? (A Comprehensive Review of Literature)." International Journal of Human Resource Studies 7, no. 4 (September 21, 2017): 38. http://dx.doi.org/10.5296/ijhrs.v7i4.11557.

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The concept of organisational socialisation has been widely tested in the international context as well as in local context with the view that it is a process where novel candidates are familiarised to the current organisational setting. Hence, it is viewed as an orienting programme. However, it is worthwhile to examine whether the process of organisational socialisation is a mere employee orienting programme or whether there is more to it than this. This viewpoint is assessed below through a comprehensive literature review.

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Lin, Qing-qing, and Julie Jie Wen. "The Socialisation and Interaction in the Volunteer Experience." International Journal of Social Science Studies 8, no. 6 (October 22, 2020): 98. http://dx.doi.org/10.11114/ijsss.v8i6.5052.

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Volunteering experience is believed to provide the potential for the socialisation and interaction of the participants. By means of observations, focus group and interviews, the research attempts to analyse the volunteering process and attitude shifts in relation to volunteering. Findings of the research confirm that apart from helping the destinations, volunteers develop their personalities and attitudes towards life during their journey of helping children in rural China. A wide range of interactions and socialisation opportunities take place before, during, and after volunteering. Volunteers benefit in the confirmation of self-value, interaction, learning and socialisation. The research concludes that volunteering makes notable contribution to youth development and poverty alleviation.

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Kowtha, Narasimha Rao. "School-to-work transition and newcomer socialisation: The role of job-related education." Journal of Management & Organization 17, no. 6 (November 2011): 747–63. http://dx.doi.org/10.1017/s1833367200001152.

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AbstractThis study investigated the interactive effects of on-the-job training (OJT), co-worker support (CWS), and supervisor support (SS) with newcomer job-related education (JRE), on newcomer adjustment. Given that socialisation is a learning process, an important factor in socialisation is job-related knowledge. Although many studies on organisational socialisation drew on new graduates making the school-to-work transition, they have not considered the role of JRE and associated job-related knowledge for socialisation. It was hypothesised that JRE and newcomer information-seeking will moderate the effects of OJT, CWS, and SS on role clarity, role conflict, and role orientation. The study was conducted with a sample 244 business and engineering graduates of an Asian university. Results provide some support for the moderating effects of JRE on role clarity and conflict. It was also found that SS was positively related to newcomer innovative role orientation. Implications for theory and practice are discussed.

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Kowtha, Narasimha Rao. "School-to-work transition and newcomer socialisation: The role of job-related education." Journal of Management & Organization 17, no. 6 (November 2011): 747–63. http://dx.doi.org/10.5172/jmo.2011.17.6.747.

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Abstract This study investigated the interactive effects of on-the-job training (OJT), co-worker support (CWS), and supervisor support (SS) with newcomer job-related education (JRE), on newcomer adjustment. Given that socialisation is a learning process, an important factor in socialisation is job-related knowledge. Although many studies on organisational socialisation drew on new graduates making the school-to-work transition, they have not considered the role of JRE and associated job-related knowledge for socialisation. It was hypothesised that JRE and newcomer information-seeking will moderate the effects of OJT, CWS, and SS on role clarity, role conflict, and role orientation. The study was conducted with a sample 244 business and engineering graduates of an Asian university. Results provide some support for the moderating effects of JRE on role clarity and conflict. It was also found that SS was positively related to newcomer innovative role orientation. Implications for theory and practice are discussed.

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Kowtha, Narasimha Rao. "School-to-work transition and newcomer socialisation: The role of job-related education." Journal of Management & Organization 17, no. 6 (November 2011): 747–63. http://dx.doi.org/10.5172/jmo.2011.747.

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AbstractThis study investigated the interactive effects of on-the-job training (OJT), co-worker support (CWS), and supervisor support (SS) with newcomer job-related education (JRE), on newcomer adjustment. Given that socialisation is a learning process, an important factor in socialisation is job-related knowledge. Although many studies on organisational socialisation drew on new graduates making the school-to-work transition, they have not considered the role of JRE and associated job-related knowledge for socialisation. It was hypothesised that JRE and newcomer information-seeking will moderate the effects of OJT, CWS, and SS on role clarity, role conflict, and role orientation. The study was conducted with a sample 244 business and engineering graduates of an Asian university. Results provide some support for the moderating effects of JRE on role clarity and conflict. It was also found that SS was positively related to newcomer innovative role orientation. Implications for theory and practice are discussed.

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Haruta, Junji, Sachiko Ozone, and Jun Hamano. "Doctors’ professional identity and socialisation from medical students to staff doctors in Japan: narrative analysis in qualitative research from a family physician perspective." BMJ Open 10, no. 7 (July 2020): e035300. http://dx.doi.org/10.1136/bmjopen-2019-035300.

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ObjectiveBecoming a doctor involves transforming a lay person into a medical professional, which is known as professional socialisation. However, few studies have clarified differences in the professional socialisation process in detail. The aim of this study was to clarify the process of professional socialisation of medical students to residents to staff doctors.DesignWe used narrative analysis in qualitative research as a theoretical framework.SettingThis study was conducted in Japan.ParticipantsParticipants were collected using a purposive sample of doctors with over 7 years of medical experience. We conducted semistructured interviews from September 2015 to December 2016, then used a structured approach to integrate the sequence of events into coherent configurations.ResultsParticipants were 13 males and 8 females with medical careers ranging from 8 to 30 years. All participants began to seriously consider their own career and embodied their ideal image of a doctor through clinical practice. As residents, the participants adapted as a member of the organisation of doctors. Subsequently, doctors exhibited four patterns: first, they smoothly transitioned from ‘peripheral’ to ‘full’ participation in the organisation; second, they could no longer participate peripherally but developed a professional image from individual social interactions; third, they were affected by outsiders’ perspectives and gradually participated peripherally; fourth, they could not regard the hospital as a legitimate organisation and could not participate fully.ConclusionThe professional socialisation process comprises an institutional theory, professional persona, legitimate peripheral participation and threshold concepts. These findings may be useful in supporting professional development.

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Sato, Miki. "Police Recruits' Training and the Socialisation Process: From the Network Perspective." Police Journal: Theory, Practice and Principles 76, no. 4 (September 2003): 289–303. http://dx.doi.org/10.1350/pojo.76.4.289.25826.

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Meacham, Hannah, Jillian Cavanagh, Amie Shaw, and Timothy Bartram. "Innovation programs at the workplace for workers with an intellectual disability." Personnel Review 46, no. 7 (October 16, 2017): 1381–96. http://dx.doi.org/10.1108/pr-08-2016-0214.

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Purpose The purpose of this paper is to examine human resource management (HRM) innovation programs in the early stages of employment for workers with an intellectual disability (WWID). Design/methodology/approach The first case study was carried out at a large national courier company where a film innovation programme was used to enhance the socialisation process of WWID. The second case study was at a five-star hotel situated in a large city where a buddy system innovation programme was used in the induction and training process of WWID. Findings The overarching “life theme” created through these innovation programs was one of enhanced and creative opportunities for social inclusion. The participants displayed more confidence and independence in their ability and exhibited aspirations to advance and succeed in their roles. Practical implications The study argues that HR professionals need to be more proactive in finding innovative ways to engage WWID in the early stages of employment. Originality/value The qualitative study is underpinned by socialisation and career construction theory which provides the framework to discuss the ways in which socialisation and socially inclusive HRM practices enable participants and other WWID achieve success on their career paths. The key message of our research is that early vocational socialisation innovation programs can make a positive difference to the work experiences of WWID.

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Newcombe, Rhiannon, and Elaine Reese. "Evaluations and orientations in mother–child narratives as a function of attachment security: A longitudinal investigation." International Journal of Behavioral Development 28, no. 3 (May 2004): 230–45. http://dx.doi.org/10.1080/01650250344000460.

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The present study examined the socialisation of children’s narrative ability across the preschool period, exploring the association between children’s and mothers’ narrative style and children’s attachment security. Fifty-six children and their mothers engaged in past event memory conversations about everyday shared past experiences when the children were aged 19, 25, 32, 40, and 51 months. At 19 months, mothers completed the Attachment Q-Set (Version 3.0) as a measure of children’s attachment security. Importantly, the results showed different patterns of narrative use and socialisation as a function of children’s attachment security. Specifically, securely attached children and their mothers used more evaluations over time, had a more consistent narrative style, and had more bidirectional influences. We clarify the narrative socialisation process and discuss the link between attachment and narrative.

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Pantaleeva, Rumyana. "INCLUSION, SOCIALISATION AND INTEGRATION OF THE CHILD WITH SPECIAL NEEDS IN A KINDERGARTEN GROUP." Education and Technologies Journal 12, no. 2 (August 1, 2021): 382–84. http://dx.doi.org/10.26883/2010.212.3533.

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The process of socialisation and integration represents unity, and at the same time – a continuous controversy between two aspects: socialisation and individuality. Due to this, the process is a single upside stream – the entry of a child into the world of adults, in the social world. Every child is a unique personality with its individual qualities, interests, abilities and educational needs. Every child with special educational needs has the right to be taught on an individual schedule with content, matching its own necessities and capacity. The general education kindergarten, in which the authors work and teach pupils with special educational needs has established a tolerant community and guarantees schooling, tutoring and mentorship for everybody.

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Mencel, Anita. "From Endangered Family Towards own Family – Experiences and Expectations of Social Orphans." Pedagogika 116, no. 4 (December 22, 2014): 170–82. http://dx.doi.org/10.15823/p.2014.056.

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In the contemporary world family still constitutes a superior value, but on the other hand, is subject to influences of many destabilizing factors that may disturb its appropriate functioning. “A child gets to know the world, own self, the others and life objectives directly experiencing such aspects of life within own family, as a family brings up through the presence of its members remaining with each other in a relation of love and kindness” (Kukułowicz, 2004). One of the basic functions of the family is socialisation that means “transmitting knowledge regarding the surrounding world, cultural heritage and preparation to fulfil adult social roles addressed to the offspring. The primary socialisation takes place within the family circle, where <…> an individual becomes a member of the society by internalisation and generalisation of the most overall meanings thanks to the mediation of those taking care of such individual” (Kawula, 2007). The children brought up in an orphanage are subject to a specific socialisation, located in the borderland of the functioning in an institution and the family of origin. The process of becoming independent reflects such type of socialisation.

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Moorosi, Pontso, and Carolyn Grant. "The socialisation and leader identity development of school leaders in Southern African countries." Journal of Educational Administration 56, no. 6 (September 3, 2018): 643–58. http://dx.doi.org/10.1108/jea-01-2018-0011.

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Purpose The purpose of this paper is to explore the socialisation and leader identity development of school leaders in Southern African countries. Design/methodology/approach The study utilised a survey of qualitative data where data collection primarily involved in-depth interviews with school principals and deputy principals of both primary and secondary schools. Findings Findings revealed that early socialisation to leadership transpired during childhood and early schooling at which points in time the characteristics and values of leadership integral to the participants’ leadership practice were acquired. Initial teacher training was found to be significant in introducing principalship role conception. Leader identity was also found to develop outside the context of school through pre-socialising agents long before the teaching and leading roles are assumed. Originality/value The study presents an overview of the findings from four countries in Southern Africa, providing a complex process with overlapping stages of career socialisation. Existing research puts emphasis on formal leadership preparation as a significant part of socialisation – this study suggests alternatives for poorly resourced countries. Significantly, the paper improves our understanding that school leader identity is both internal and external to the school environment.

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Cesar, Miguel. "Fear Thy Neighbour: Socialisation and Isolation in Animal Crossing." Animal Crossing Special Issue 13, no. 22 (February 16, 2021): 89–108. http://dx.doi.org/10.7202/1075265ar.

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In the last three decades Japan has experienced a steady process of social disconnection, the vanishing of interpersonal links, and the decline of the making of new bonds. As an increasingly popular saying, Japan has been labelled as a “muen shakai”, a relationless society. Then, while some neoliberal discourses have praised the disappearance of social relationships lionising individualism and self-responsibility, other voices have advocated for the active participation in the making of new communities. This article argues that,Animal Crossing has engaged this debate, exploring the complexities of the process of socialisation, interpersonal relationships, and the making of communitarian bonds. The article further argues that Animal Crossing: New Leaf proposes a socialisation simulation that presents such process as an uncontrollable, unpredictable, and demanding endeavour. To support this argument, the article examines Animal Crossing: New Leaf’s main mechanics focusing on its affective design, and how it modulates players’ attention through manipulating their agency over the game.

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Martišauskienė, Elvyda. "Spirituality as Foundation for Adolescents’ Socialisation: Methodological Approaches." Pedagogika 116, no. 4 (December 22, 2014): 94–111. http://dx.doi.org/10.15823/p.2014.050.

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The article discusses socialisation problems from the methodological perspective, which are of particular importance in adolescence because this period is closely linked with the most important process, i.e., search for own identity. Therefore, the focus is laid on the inborn powers of individuals, their functions and the role of spiritual dimensions based on transcendence and conscience while creating relations with others and oneself in real and virtual spaces is highlighted as well as spiritual values, as foundation of relations, and adolescents’ attitude towards them, which open up access to spirituality education and socialisation.

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Kallio, Kirsi Pauliina. "Rethinking Spatial Socialisation as a Dynamic and Relational Process of Political Becoming." Global Studies of Childhood 4, no. 3 (September 2014): 210–23. http://dx.doi.org/10.2304/gsch.2014.4.3.210.

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García, Luis F., Anton Aluja, and Victoria del Barrio. "Effects of personality, rearing styles and social values on adolescents’ socialisation process." Personality and Individual Differences 40, no. 8 (June 2006): 1671–82. http://dx.doi.org/10.1016/j.paid.2006.01.006.

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Wilkins, Raphael. "Is schooling a Technology, a process of socialisation, or a consumer product?" Management in Education 19, no. 1 (February 2005): 25–31. http://dx.doi.org/10.1177/08920206050190010701.

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Yahya, Fadwa, Khouloud Boukadi, Zakaria Maamar, and Hanêne Ben Abdallah. "CA4BPS: an end-to-end context-based approach for business process socialisation." International Journal of Business Process Integration and Management 9, no. 3 (2019): 147. http://dx.doi.org/10.1504/ijbpim.2019.100916.

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Vauquline, Polly. "Socialisation Process, Power Relations and Domestic Violence: Marginal Voices of Assamese Women." Space and Culture, India 3, no. 2 (November 29, 2015): 54. http://dx.doi.org/10.20896/saci.v3i2.155.

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Domestic violence is an evil that never dies. It is an indicator of inequality, injustice and discrimination of the social system. Though there is no justification for its existence in a civilized society, then why it is so difficult to root it out? Why does it persist to exist even after the prevalence of legal provisions to combat domestic violence? The causes maybe embedded on the facts that it involves intimate relationship on the one hand and exercise of power relations on the other. These power relations put women at disadvantaged positions, which are prominently gendered in nature. Assam, a state in the north-eastern corner of India, is unique in its own distinction. It is a region with myriad communities with varied culture, ethnic and social background. Distinctive statistical differences of domestic violence exist among these communities. These variations may categorically be due to the nature of power relations in intimate relations among these communities, which is probed with the application of oral history method. An effort is made through this study to explore the societal attitudes concerning power within intimate human relations. The focus of this paper is to search for the social beliefs attached with the power relations that have been governing them or promoting them in the form of social values, customs, rituals and traditions, which are the nucleus of domestic violence in Assamese society. This study intends to investigate the power relations amongst the different communities. Oral history method is applied to probe the socialisation process of the victims of domestic violence and to analyse how it creates power relations that caters to domestic violence. It gives a deeper understanding to the gendered nature of power in intimate relations. It illustrates that power relations is created through socialisation process and is a contributing attribute to domestic violence among spouses.

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Gorgeon, Catherine. "Socialisation professionnelle des policiers : le rôle de l’école." Criminologie 29, no. 2 (August 16, 2005): 141–63. http://dx.doi.org/10.7202/017393ar.

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Anglo-Saxon studies on professional socialization of police officers have proven that the socialization process can be broken down into many steps, the major one being schooling. The results of all these studies have also demonstrated that the existence of specific cultural characteristics in the police profession influence and model new recruits. Recent French studies, with more quantitative methods, confirmed some of these results, but show many nuances and insist on the diversity in attitudes and expectations on the part of police students. It is namely the case with the year of training for constables.

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Szerląg, Alicja. "Axiology of Socialisation in Families of Nationally Dualistic Provenance." Pedagogika 116, no. 4 (December 22, 2014): 47–58. http://dx.doi.org/10.15823/p.2014.047.

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Multidimensionality and complexity of the world of a contemporary human is constituted by processes of defragmentation and deconstruction it involves, but on the other hand engages globalization and integration acknowledged within social and cultural orders. Hence, such new circumstances manifested particularly in cultural borderlands require changes in the process of socialisation, which introduces the young generation to such reality. It must be remember, that everyday life of such generation is dynamised by cultural differences of national provenance, which appear due to the national diversity of families, as well as residing in a nationally diverse environment. These two factors significantly influence the process of shaping identity which is a specific“ <…> location in a world only within which it can be subjectively assimilated, <…> Identification always takes place within a given social world, <…> subjective assimilation of the identity as well as subjective assimilation of the social world are various aspects of the same process of internalisation, where the significant Others mediate (Berger & Luckman, 2001). Therefore, the individual identity is shaped “ <…> in a given group under the influence of a given culture. A human has no other way but to construct the image and concept of own self, or to belong to, and identify with other(s) only when the group of reference is established, i.e. those important for own self and the cultural heritage.” (Nikitorowicz, 2005). As a result, the identity is located within the necessity and the choice (Budakowska, 2005), hence within and beyond borders, between this, what is inherited, and this, where one currently is (Chambers, 1994). This particular attention drawn to the quality of the socialisation process taking place in a culturally diverse family environment, where national diversity creates the axiology of a national and cultural self-identification of the youth, shaping their national identity, often of dual (double) nature. Such phenomenon occurs due to the fact that the world internalised in the course of primary (family) socialisation is entrenched in the awareness of the young individuals (Berger & Luckman, 2001). Therefore, the above reflections were made by the author a point of reference for the research exploration on axiology of the family socialisation in the context of national duality, occurring in nationally diverse families that have been also living in a nationally diverse environment for generations.

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TIMOFTI, Iulia Cristina. "Formation, Internalisation and Transformation of Personal Values." Anuarul Universitatii Petre Andrei din Iasi - Fascicula: Asistenta Sociala, Sociologie, Psihologie 25 (2020): 192–217. http://dx.doi.org/10.18662/upasw/25/44.

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The present study presents the complex process of generating and transforming personal values. It presents the major factors that influence the formation of values, the primary and secondary socialisation, and also the transformations that occur at an individual level.

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Heland, Krystyna. "Non – reflexivity and the religious preparation of children in the process of socialisation." International Journal of Pedagogy, Innovation and New Technologies 1, no. 1 (January 1, 2015): 87–95. http://dx.doi.org/10.5604/23920092.1134807.

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Paes-Machado, Eduardo, and Carlos Linhares de Albuquerque. "The Family Curriculum: Socialisation Process, Family Network and the Negotiation of Police Identities." Australian & New Zealand Journal of Criminology 39, no. 2 (August 2006): 248–67. http://dx.doi.org/10.1375/acri.39.2.248.

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Schmidt-Sinns, Dieter. "The transition to democracy in Eastern Germany as a process of political socialisation." History of European Ideas 19, no. 1-3 (December 1994): 485–94. http://dx.doi.org/10.1016/0191-6599(94)90251-8.

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Journal articles on the topic 'Socialisation process'

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