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Academic literature on the topic 'Socialization experiences'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Socialization experiences"

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Constantine, Madonna G., and Sha'Kema M. Blackmon. "Black Adolescents' Racial Socialization Experiences." Journal of Black Studies 32, no. 3 (January 2002): 322–35. http://dx.doi.org/10.1177/002193470203200303.

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Anakwe, Uzoamaka P., and Jeffrey H. Greenhaus. "Prior work experience and socialization experiences of college graduates." International Journal of Manpower 21, no. 2 (March 2000): 95–111. http://dx.doi.org/10.1108/01437720010331035.

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Hyland, Dillon, Julie Cavallario, Elizabeth R. Neil, Mark Laursen, and Lindsey E. Eberman. "Socialization Experiences of Athletic Training Preceptors." Athletic Training Education Journal 15, no. 2 (April 1, 2020): 102–12. http://dx.doi.org/10.4085/1947-380x-19-060.

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Context Preceptors serve to model behaviors for athletic training students (ATSs) and provide meaningful practical experiences. Preceptor development in athletic training has been described as both formal and informal training. Whereas regular and ongoing formal preceptor training is common and an expectation of accreditation, informal training may also be occurring but less is known about its impact. Objective Determine the socialization experiences influencing the role of being a preceptor. Design Qualitative. Setting Focus group. Patient or Participants Inclusion criteria were met if candidates were currently or had been previously a preceptor, whereas exclusion criteria were met if candidates had no previous or current preceptor experience. Participants (age = 32 ± 9 years, clinical-practice experience = 10 ± 8 years, preceptorship experience = 7 ± 4 years) were predominantly women (72.2%, n = 13/18), held a master's degree (77%, n = 14/18), and were educated and eligible for certification through an accredited bachelors program (88%, n = 16/18). Main Outcome Measure(s) A total of 18 individuals participated in 7 focus groups, with 1 focus group excluded for minimal attendance. A 2-member data-analysis team coded focus group transcripts using the phenomenological approach; data were organized into themes and subthemes. Results Preceptors discussed their formal training as programmatic responsibilities (Theme 1) while striving to create an ideal culture and environment (Theme 2) for student learning. The perceived preparedness theme (Theme 3) represented a lack of preparation and how preceptors worked to develop what they did not know. Last, preceptors described how they aimed to continue to improve their ability as preceptors (Theme 4). Conclusions Participants focused on incorporating behaviors modeled for them previously as well as peer feedback to work toward the development of an ideal learning culture for ATSs. Although informal socialization to the role of preceptor is important, it is also irregular; formal pedagogical instruction and development may prove more beneficial.
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López, María Muradás, and Pilar Mendoza. "Can professors be socialized in good teaching practices? The case of the Project Visibilidad." education policy analysis archives 18 (August 30, 2010): 20. http://dx.doi.org/10.14507/epaa.v18n20.2010.

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The purpose of this study is to analyze the socialization to teaching experience of faculty who participated in the project Visibilidad. The main objective of this project was to obtain knowledge related to teaching from faculty who are considered good teachers in Spanish universities. This knowledge could enlighten how the socialization to teaching occurs as well as insights on how to improve the process. Based on the international literature on socialization to teaching in higher education and using a methodology of generating themes inductively, the experiences of faculty at the beginning of their careers were analyzed. The data was collected using semi-structured interviews. We found that role models of socialization, self-reflection and formal socialization are the most common experiences reported by participants. This suggests that reinforcing these elements deliberately at an institutional level, it is possible to improve the socialization process of new faculty in higher education as well as their teaching practices.
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Reising, Deanna L. "Early Socialization of New Critical Care Nurses." American Journal of Critical Care 11, no. 1 (January 1, 2002): 19–26. http://dx.doi.org/10.4037/ajcc2002.11.1.19.

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• Background Critical care nurses provide care to acutely ill patients, yet little is known about the early socialization processes of new nurses to critical care units from the nurses’ perspectives.• Objectives To explore the early socialization processes of critical care nurses.• Methods A grounded theory design was used to generate a local theory of how critical care nurses experience socialization. Interviews and journals of participants (N = 10) during the first 4 to 5 months of the socialization experiences were collected. Preceptors were interviewed to triangulate data. Orientation materials and field notes were examined.• Results A process of 5 phases was uncovered: the prodrome, welcome to the unit, disengagement/testing, on my own, and reconciliation. Participants experienced difficulty while being evaluated by preceptors early in the orientation process because of changing expectations. Participants also expressed disappointment in their level of comfort at the end of the orientation. The theory termed “navigating the challenge” explains the nature of the changing expectations that new critical care nurses face during their socialization process.• Conclusions This exploratory study defines the phases that new critical care nurses experience during the early socialization process. Phase-specific recommendations are made on the basis of the results of the study.
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Rutledge, Essie Manuel. "African-American Socialization Experiences by Family Structure." Journal of Black Studies 19, no. 2 (December 1988): 204–15. http://dx.doi.org/10.1177/002193478801900207.

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González, Juan Carlos. "Academic Socialization Experiences of Latina Doctoral Students." Journal of Hispanic Higher Education 5, no. 4 (October 2006): 347–65. http://dx.doi.org/10.1177/1538192706291141.

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Korte, Russell, and Jessica Li. "Exploring the organizational socialization of engineers in Taiwan." Journal of Chinese Human Resource Management 6, no. 1 (May 11, 2015): 33–51. http://dx.doi.org/10.1108/jchrm-01-2014-0002.

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Purpose – The purpose of this study was to better understand the more complex social, technical and personal socialization experiences of engineers when they started new jobs in Taiwan. Much of the research and practice on the socialization of newly hired employees is narrowly focused on newcomer learning. Design/methodology/approach – The study is a qualitative, case study approach designed to collect in-depth data about the socialization experiences of engineers in Taiwan. Thirteen participants reported their experiences from when they began new jobs, and the researchers collected and analyzed data from semi-structured interviews. The analysis followed qualitative analysis methods for content analysis. Findings – The findings indicated that interpersonal relationships are critical to successful socialization, and the relational structures encountered by newcomers reflect the broader culture of Confucianism and the social interactions of guanxi in the Taiwanese workplace. Three main dimensions of socialization emerged from the data referring to social, technical and personal learning experiences. Practical implications – The findings identify what is working (mentoring) and what is not working well (training). Human Resource managers and supervisors of newcomers can take actions to better manage the multiple dimensions of socialization. Originality/value – Unlike most studies of socialization in Asia, this study took an in-depth, qualitative look into the experiences of newcomers. What emerged from the analysis of the data was a framework composed of three interdependent dimensions of socialization experiences. The findings inform both managers and newly hired employees about socialization experiences and how they can be improved.
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De Maria Belfort de Carvalho, Conceição, Donny Wallesson dos Santos, Maurício José Morais Costa, Kláutenys Dellene Guedes Cutrim, Arkley Marques Bandeira, and Vanderley Rabelo de Jesus. "Collective Experiences with Heritage." International Journal for Innovation Education and Research 9, no. 1 (January 1, 2021): 134–45. http://dx.doi.org/10.31686/ijier.vol9.iss1.2883.

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Discussion about tourist events and other forms of socialization that take place in the Historic Center of São Luís – located in the State of Maranhão, in Brazil – which, in turn, give rise to collective tourist experiences linked to Historical Heritage. The aim of our work is to highlight the role of these events in the composition of collective heritage interactions, enhancing the general notion about the importance of preserving historic spaces and monuments. It addresses concepts of themes such as experience, heritage, and tourism, with an emphasis on the narrative of collective experiences. With a descriptive and analytical focus, it uses bibliographic material from authors who address the issues pertinent to the study and also analyzes the data collected through field research made with residents who participated in tourist events and socializations in the Historic Center of São Luís. These gregarious interactions are believed to promote the materialization of a collective feeling of belonging with the heritage.
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Tharenou, Phyllis, and Carol T. Kulik. "Skilled Migrants Employed in Developed, Mature Economies: From Newcomers to Organizational Insiders." Journal of Management 46, no. 6 (May 22, 2020): 1156–81. http://dx.doi.org/10.1177/0149206320921229.

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Migrants are a growing segment of the highly educated international workforce, and these skilled migrants (SMs) are critical to the growth of developed, mature economies. SMs frequently report negative workplace experiences antithetical to their integration, raising important questions about how organizations might help these host-country newcomers to transition to become organizational insiders. Our aim is to integrate a broad and multidisciplinary literature and identify opportunities where organizations and managers might intervene to enable a successful socialization process and improve SMs’ workplace experiences. We review the empirical research from 2000 to 2019 for SMs employed in developed, mature economies and focus on the SMs’ workplace experiences postorganizational entry. We employ a three-phase socialization model (anticipatory socialization, accommodation, and adaptation) as our organizing framework to identify SMs’ key challenges and outcomes, consider those challenges and outcomes through a socialization lens, and isolate the challenges and outcomes that characterize each transition point (from anticipatory socialization to accommodation and from accommodation to adaptation). We then use these distinguishing characteristics to recommend activities that organizations can implement at each transition to facilitate SMs’ socialization process. By leveraging the three-phase socialization model to align organizational activities with SMs’ workplace experiences, we extend the field’s understanding of SM socialization (in particular) and of the organizational socialization process (more generally).
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Dissertations / Theses on the topic "Socialization experiences"

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Caponetto-Valentie, Paola. "Children with autism and their socialization, the reported experiences of mothers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0023/MQ51691.pdf.

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Wallace, Amy L. McLoyd Vonnie C. "Differences in parent and child experiences of parents' racial socialization practice." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,143.

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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2006.
Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Masters of Arts in the Department of Psychology (Clinical)." Discipline: Psychology; Department/School: Psychology.
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Kelly, Jennifer. "Socialization of the new graduate : the lived experiences of new graduate nurses /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18718.pdf.

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Sari, Artanti Puspita. "Online Socialization into Languages and Religion: Tracing the Experiences of Transnational Families." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1514946376856087.

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Otwell-Dove, Rebecca. "Adverse Childhood Experiences, Familial Emotion Socialization, and Adult Emotion Regulation: A Moderation Model." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3677.

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Adverse childhood experiences (ACEs) have been associated with maladaptive outcomes, including difficulties with emotion regulation (ER). ER difficulties, in turn, increase risk for experiencing physical and mental health problems. Parental emotion socialization is one factor that has been associated with ER skills across development. No known studies, however, have examined whether parental emotion socialization moderates the relationship between ACEs and ER difficulties. In the current study, undergraduates (N = 678) completed questionnaires about their history of ACEs, parental emotion socialization experiences, and current ER difficulties. Correlational results indicated a positive correlation between ACEs and ER difficulties. Results of the hierarchical multiple regression analyses found a significant moderation effect only within the context of distress reaction (DR) parenting. Results suggested that the link between ACEs and adult ER difficulties was stronger in the context of low to moderate DR parenting and relatively weak in circumstances of high DR parenting.
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Porter-Tibbetts, Sarah. "Perceiving and Coping with Exclusion: The Socialization Experiences of Ethnic Minority Nursing Students." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4610.

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This study focused on the experiences of ethnic minority nursing students at a predominately white institution, the Health Sciences University School of Nursing in an attempt to learn more about the stress, appraisal, and coping of this group of individuals. The University School of Nursing was selected as a comparison site as it offered a setting with no predominate ethnic group. Faculty•s perceptions of students stress, appraisal and coping were sought to provide a context for the students• experience. A review of the literature indicated that ethnic minority students in predominately white universities experience alienation. At some universities white and ethnic minority students and faculty differ in their perceptions of what should be offered as support to ethnic minority students. Studying the experiences of students at a health care science university, dedicated to the health and care of individuals provided useful insights. Of particular importance was the investigation of what constituted problematic and nonconstructive relationships and structures. Symbolic interactionism, socialization theory, stress, appraisal and coping theory and attribution theory offered sensitizing concepts from which 23 ethnic minority nursing student and 12 nursing faculty interviews were taped, and analyzed. A constant comparative method of qualitative analysis proposed by Glaser and Strauss offered a systematic approach in developing substantive concepts. Common to most nursing students was the phenomenon of making it in nursing school. Making it was characterized by two main categories, being out of control and gaining control. Being out-of-control was understood as the stress producing threats of conflicting demands of family, work and school and being sanctioned, the evaluation and approval by faculty of ones• professional performance. Gaining control included managing multiple demands, reaffirming ones• choice of nursing and disengaging from the student role to becoming a nurse. A set of experiences unique to ethnic minority students was identified when some aspect of ethnicity was central to the problematic experience. A core phenomenon of exclusion as a threat to identity emerged. Three forms of exclusion were identified: (1) linguistic difficulty; (2) interpersonal disregard; (3) ethno-cultural incongruity. Students 1 acceptance of responsibility for the problematic situation influenced their coping strategies. Holding back, keeping silent, disengaging and giving up were the usual coping responses. Only when the stakes were high, for example passing a course, would students speak out, negotiate or confront to in order to preserve their academic progression. Faculty accurately identified students 1 stresses as: staggering under the load, building a professional identity, experiencing isolation and facing cultural unresponsiveness. Faculty misidentified some of students 1 withdrawal coping behaviors as a cultural norm of being quiet or reserved. In addition, faculty offered descriptions of their own stress in teaching ethnic minority students with English as a second language such as trying to decide when to bend over backwards to help the students and when to draw the line. The most important conclusion reached was that ethnic minority students experienced a set of stressors linked to their perceptions of their ethnic status. A major stressor was exclusion, in that it interfered with the core task of becoming socialized as a nurse. Weak social bonds within the school of nursing and to the profession can hamper the recruitment of others from a particular ethnic group to the school and ultimately into the health care profession. A focus on the interpretation of interpersonal events in health care settings is crucial in surfacing the cultural nuances of understanding and meaning. Recommendations were made to: (1) develop an enriched grounded theory and promote mutual understanding through faculty, nursing staff and student group interviews and (2) increase the comprehensiveness of ethnic minority student retention data bases.
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Davis, Bowman Jennifer. "Parent Experiences with Child Social Interventions and their Perception of Bibliotherapy." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1367937741.

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Germann, Heinrich Peter. "Relationship Adjustment in Marriage as Influenced by Psychological Temperament and Family-of-Origin Socialization Experiences." Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc331650/.

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This research examined the influence of psychological temperament and family-of-origin socialization influences on relationship adjustment in marriage. The major goals were to determine: (a) if there was a relationship between the temperament of one mate in the marriage and the temperament of his or her spouse, and (b) if there was a relationship between the marital adjustment scores of a mate relative to either personal temperament or that of his or her spouse. A secondary purpose was to determine if certain family-of-origin socialization experiences influenced adjustment in marriage. One hundred seventy-nine couples (H = 358) completed three test instruments including the Myers-Briggs Type Indicator (Myers, 1962), Dyadic Adjustment Scale (Spanier, 1976), and the Socialization Background Questionnaire (Church, unpublished), along with a demographic questionnaire. The subjects, volunteers from 12 churches in a large metropolitan area, had mean ages of 35.3 and 33.6 years for husbands and wives, respectively, and had been married for an average of 10.1 years. Five hypotheses and two research questions were tested at the .05 level of significance. The results gathered did not support the hypothesis that there was a relationship between temperament type and mate selection. Similarly, no support was evidenced for any specific relationship between temperament and marital adjustment. On the Socialization Background Questionnaire, one relationship at the prescribed level of significance was present between husbands' self-concept and their marital adjustment scores. At the .10 significance level, there was also indication that husbands' marital adjustment was related to the acceptance they did or did not receive as children., regardless of the expectations held for them. Neither of these relationships was present with regard to wives' marital adjustment scores. The overall conclusions are that couples do not choose mates based on temperaments, that no relationship exists between temperament combinations and marital adjustment, and that socialization experiences affect marital adjustment differently for husbands and wives.
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Cox, Elizabeth K. "" Just a Teacher” with a PhD: The Doctoral and Professional Experiences of K-12 Practitioners." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108385.

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Thesis advisor: Audrey A. Friedman
Much of the research on doctoral students’ experiences is reported quantitatively from national studies across disciplines or in the form of abstractions about ways in which institutions might improve graduate education (e.g., Golde & Dore, 2001; Nerad, 2004). Qualitative, empirical research exploring the reasons for doctoral graduates’ career choices is limited, especially for doctoral students in the field of education. Given that ~ 50% of doctoral graduates pursue careers outside of academia, it might be beneficial for institutions of higher education to prepare their doctoral students for the careers they ultimately choose. After teaching high school English for seven years, I decided to pursue a PhD in Curriculum and Instruction because I thought I might want to become a teacher educator. My experience in the doctoral program challenged my expectations, and after completing coursework, I returned to the high school classroom. This dissertation sought to understand the experiences of doctoral students who earned PhDs in Curriculum and Instruction and chose to return to or remain in K-12 settings as opposed to pursuing careers in academia. I applied narrative inquiry (Clandinin & Connelly, 2000) and autoethnography (Denzin, 2014) as methodologies to present an exploratory, multiple-case study (Yin, 2014) of six graduates (and one almost-graduate) from a Curriculum and Instruction doctoral program. Written narratives, individual interviews, documents, and artifacts provided the data for this study. Findings reveal the factors that influence students’ experiences in the doctoral program, as well as their ultimate career choices, which include: a commitment to and passion for public education, the financial implications of pursuing a career in academia compared to one in K-12 schools, the specific requirements of the program (e.g., coursework, assistantship, and dissertation), the misconceptions upon entering the program, and the ability to share new knowledge within K-12 schools. Participants overwhelmingly agreed that the knowledge and skills they developed during the program impacted their practice in positive and powerful ways
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Frederiksen, Paul. "The Relationship Between Sport Fandom, Identification with a Specific Team, and an Individual's Socialization Experiences." TopSCHOLAR®, 2003. http://digitalcommons.wku.edu/theses/592.

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The present study was designed to gain a better understanding of why some people become sport fans and others do not. The study focused specifically on the differences in socialization experiences between people high and low in sport fandom and people high and low in team identification. Warm (2003) defines sport fandom as one's identification with his or her role as a sport fan. Wann (1997) states that team identification involves a person's psychological connection and attachment to a specific team. Understanding why people become sport fans can be of vital importance to sport marketers. Participants completed self-report measures of sport fandom (SFQ) and team identification (SSIS), as well as measures of socialization into sports and socialization with a specific team. It was hypothesized that participants who scored high on the SFQ would also score high on the sport socialization measure. It was also hypothesized that participants who scored high on the SSIS would tend to score high on the team socialization measure. Median splits were used to determine high and low groups for the SFQ and the SSIS. The scores from the socialization measures were submitted to a 2 (gender: male vs. female) x 2 (sport fandom: high vs. low) x 2 (team identification: high vs. low) Multivariate Analysis of Variance (MANOVA). Results indicated that both proposed hypotheses of the study were supported. Overall, participants who scored high on the sport fandom measure also scored high on the sport socialization measure. Likewise, the participants who scored high on the team identification measure also scored high on the team socialization measure. Therefore, it appears that the socialization experiences people receive are likely a determining factor in whether or not they become sport fans.
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Books on the topic "Socialization experiences"

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1955-, Butler Ian, and Shaw Ian 1945-, eds. A case of neglect?: Children's experiences and the sociology of childhood. Aldershot: Avebury, 1996.

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Becoming Buddhist: Experiences of socialization and self-transformation in two Australian Buddhist centres. New York: Continuum International Pub. Group, 2012.

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Life experiences, development, and childhood psychopathology. Chichester: Wiley, 1990.

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Berry, Mayall, ed. Children's childhoods: Observed and experienced. Bristol, Pennsylvania: Falmer Press, 1994.

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Berry, Mayall, ed. Children's childhoods: Observed and experienced. London: Falmer Press, 1994.

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The womb of mind: A sociological exploration of the status-experience of women in Delhi. New Delhi: Vikas Pub. House, 1990.

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The limits of family influence: Genes, experience, and behavior. New York: Guilford Press, 1994.

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Cultural practices and socioeconomic attainment: The Australian experience. Westport, Conn: Greenwood Press, 1997.

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Devine, Dympna. Structure, agency and the exercise of power in children's experience of school. Dublin: University College Dublin, 1998.

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Ann, Filer, ed. The social world of children's learning: Case studies of pupils from four to seven. London: Continuum, 2004.

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Book chapters on the topic "Socialization experiences"

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Cohn, Ellen S., and Susan O. White. "A Comparison of Two Rule-Enforcing Experiences." In Legal Socialization, 152–79. New York, NY: Springer New York, 1990. http://dx.doi.org/10.1007/978-1-4612-3378-7_10.

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Faiferri, Massimo, and Samanta Bartocci. "Landscapes of Knowledge and Innovative Learning Experiences." In Makers at School, Educational Robotics and Innovative Learning Environments, 347–52. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_46.

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AbstractIn these historic times, when there is a crucial shift in the way we consider the cultural and architectural aspects of learning spaces, it is important to investigate the role this spatial resource plays in the urban context. This, so we can understand the need to break with the outdated ideas about school that are deeply rooted in our society. There is common ground between architecture and pedagogy, a possible dialogue between space and knowledge, which can generate new explorations into the ordinary meaning of educational spaces and landscapes of knowledge, as a chance to expand the concept of inhabiting a space and how that impacts the world, and to devise a new urban condition. By first considering cities as a broad, extended learning space, we provide a chance and an incentive to reflect on the role of spatial design. The city is an important educational tool, since it represents a space of discovery, growth, socialization, tension, conflict and adventure. It is also where autonomy, adaptive intelligence and relational skills are developed. A new relationship between school and the city defines the future of learning and civilized co-existence.
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Winkler, Inga T. "Introduction: Menstruation as Fundamental." In The Palgrave Handbook of Critical Menstruation Studies, 9–13. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-0614-7_2.

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Abstract Most articles on menstruation start by pointing out that menstruation is a normal biological process. This, of course, is true. But at the same time, menstruation is so much more for many people; in fact, it is fundamental. Menstruation unites the personal and the political, the intimate and the public, and the physiological and the socio-cultural. The chapters in this section demonstrate the importance—and indeed urgency—of considering the lived experiences of all menstruators. These vary widely and are shaped by a range of different factors including religion, culture, political systems, socialization, caste, disability, place of residence, among many others. In many cases, an intersection of factors such as gender and disability, or gender, religion, and caste determine menstrual experiences and the underlying power relations.
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Johnston-Robledo, Ingrid, and Joan C. Chrisler. "The Menstrual Mark: Menstruation as Social Stigma." In The Palgrave Handbook of Critical Menstruation Studies, 181–99. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-0614-7_17.

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Abstract In this theoretical paper, we argue that menstruation is a source of social stigma for women. The word stigma refers to any stain or mark that renders the individual’s body or character defective. This stigma is transmitted through powerful socialization agents in popular culture such as advertisements and educational materials. We demonstrate, in our review of the psychological literature concerning attitudes and experiences of predominantly American girls and women, that the stigmatized status of menstruation has important consequences for their health, sexuality, and well-being. We argue that the stigma of menstruation both reflects and contributes to women’s lower social status and conclude with suggestions for ways to resist the stigma.
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Schönbauer, Sarah M. "A Passion for Science: Addressing the Role of Emotions in Identities of Biologists." In Sociology of the Sciences Yearbook, 283–301. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-61728-8_14.

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AbstractAs part of their socialization, scientists acquire the skills and know-how of the job and become part of a scientific community, its norms and values. Becoming part of a scientific community also involves that scientists adapt to its emotional culture. Emotional relationships, specifically the concept of passionate work, represent important repertoires in and for academia especially considering academic identities. In light of precarious employments and unstable academic futures, the researchers emotional relationships with their profession are tenuous. I accordingly ask: what role does passion have in scientists’ narrations of work experiences? And how does this play out in researchers’ identities? Based on interviews with biologists, I analyse how the scientists narrate passionate tales and explore how they recount their past and how they imagine a future generation of scientists. Specifically, I analyse the scientists’ stories of the past as productive for a particular rationale and storyline of their identity bringing forth qualities of a passionatescientist. These tales not only represent individual experiences but show how an emotional relationship to the science profession provides an exclusive belonging and serves to create and maintain a powerful disciplinary ideal. Consequently, I provide a jigsaw piece for understanding further how scientists build their identities and how these identities mirror today’s science cultures.
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Dorr, Aimée. "Contexts for Experience with Emotion, with Special Attention to Television." In The Socialization of Emotions, 55–85. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4613-2421-8_4.

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Schwarz, Christoph H. "Social Change and Generational Disparity: Education, Violence, and Precariousness in the Life Story of a Young Moroccan Activist." In Methodological Approaches to Societies in Transformation, 115–37. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65067-4_5.

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AbstractThis chapter illustrates how social change can be assessed in biographical research by methodologically focusing on processes of intergenerational transmission in interviewees’ life stories, not only within the family but also in educational institutions and other contexts. The author illustrates this by reconstructing the political socialization and politicization of a young activist in Morocco’s Unemployed Graduates Movement and Amazigh Movement. Life stories not only allow long periods of social time and the historicity of social processes to be taken into account but also shed light on the conflicts that young people have to tackle before they can claim to be adults as defined in their particular social contexts. From this perspective, social change and the reconfiguration of power relations depend to a great extent on how societies organize and broker the transition to adulthood, and what particular type of young individuals are granted by their position at the intersections of class, gender, and ethnicity. By assessing the interviewees’ reinterpretation of the experiences, narratives, and traditions passed down to them by the older generation and reconstructing how they position themselves in a generation or generational unit, social change and the formation of new social and political subjectivities become empirically accessible as narrated patterns of social interaction.
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Hess, Daniel Baldwin, and Alex Bitterman. "Who Are the People in Your Gayborhood? Understanding Population Change and Cultural Shifts in LGBTQ+ Neighborhoods." In The Life and Afterlife of Gay Neighborhoods, 3–39. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66073-4_1.

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AbstractGay neighborhoods, like all neighborhoods, are in a state of continual change. The relevance of gay neighborhoods—originally formed to promote segregation of individuals who identify as sexual minorities—is lately challenged by advances in technology, experiences with pandemics, shifts in generational opinion and social values, increasing acceptance of LGBTQ+ individuals, and (in certain places) increased rights and protections for LGBTQ+ individuals. This confluence of change has created for many people anxiety related to the belief that gay neighborhoods may be dissolving or even disappearing altogether. Seeking to address these concerns, this opening chapter of the book The Life and Afterlife of Gay Neighborhoods: Renaissance and Resurgence presents eight important takeaway messages distilled from the chapters in this volume that, taken together, provide an in-depth overview of the formation, maturation, current challenges, and future prospects of LGBTQ+ spaces in urban environments. Findings suggest that shifts in patterns of residence, socialization, and entertainment for LGBTQ+ residents and visitors across metropolitan space have resulted in certain gay neighborhoods becoming less gay while other neighborhoods become more gay. In this time of social change, economic inequities, public health crises, and technological evolution, gay neighborhoods provide a culturally and historically significant template for communities in confronting adversity, fear, and discrimination. At this point in their maturity, gay neighborhoods have reached a plateau in their evolution; from here we pause to consider the current state of gay neighborhoods—and trajectories that might describe their future form—as we contemplate the importance of gay neighborhoods in the ongoing advancement of LGBTQ+ people everywhere. We conclude by observing that while gayborhoods have experienced a certain level of de-gaying, the trend toward viewing gayborhoods as inclusive and gay-friendly places de-emphasizes the self-segregation aspects of gayborhoods that were important to their initial formation; consequently, while gay neighborhoods may become less gay, other neighborhoods may also become more gay.
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Martínez-Carrasco, Robert. "Social Action and Critical Consciousness in the Socialization of Translators-to-Be: A Classroom Experience." In Gender Approaches in the Translation Classroom, 45–61. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04390-2_4.

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Kapadia, Shagufa. "Socialization and Parenting." In Psychology: Volume 2, 53–124. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780199498857.003.0002.

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This chapter offers a theoretical and empirical perspective on socialization and parenting in the Indian cultural context. It critically examines the role of gender role expectations, micro ecology of family, and maternal employment in child development. The mediating effects of availability of resources, inconsistency in experiences of care, and availability of other nurturing caregivers and participation of fathers are also examined. It is observed that the parent–adolescent relationship is becoming more democratic, with parents participating actively in adolescents’ lives. Overall, research on socialization reflects positive trends such as the steady growth of culturally sensitive perspectives and attempts to engage with social change influences. However, the focus on middle-class contexts has precluded understanding of cultural diversity. It is concluded that further studies on the interplay of tradition and modernity, shifting power balance in parent–child relationship, and parenting across life span are warranted.
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Conference papers on the topic "Socialization experiences"

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Johnson, Royel. "A Critical Race Examination of Socialization Experiences of Black Male Doctoral Students." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1445758.

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Amelink, Catherine. "Understanding Majority and Minority Engineering Graduate Student Socialization Experiences: A Mixed-Methods Approach." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1426652.

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"Who We Are and Who Others Are: the Experiences of the Iraqi Youth of their Ethno-Religious Socialization." In International Conference on Educational Studies and Applied Linguistics. Tishk International University, 2022. http://dx.doi.org/10.23918/vesal2022a39.

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Hutapea, M. N. Erri Mutiha, and Julia Suleeman. "Experiences of Shame, Guilty Emotion, and Socialization of Batak Cultural Values among Batak Toba Older and Younger Generations." In Universitas Indonesia International Psychology Symposium for Undergraduate Research (UIPSUR 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/uipsur-17.2018.49.

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Lee, Helen. ""This Terrorism Happens and They're Just Silent": Racial Socialization Experiences of Asian American Youth Amid a Rise in Anti-Asian Sentiment." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1892060.

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Oliveira, Luana, Virgínia Maffioletti, Maria Baptista, Marcia Dourado, and Valeska Marinho. "THE USER’S PERSPECTIVE ON THE DAY CENTER SERVICE FOR PEOPLE WITH DEMENTIA." In XIII Meeting of Researchers on Alzheimer's Disease and Related Disorders. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1980-5764.rpda029.

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Background: The participation of health service users in satisfaction studies has provided important indicators of service quality. Objectives: To identify and analyze the perception of people with dementia about their experiences in a multidisciplinary Day Center health service. Method: A qualitative descriptive study carried out through the application of a semi-structured interviews to 17 patients with mild to moderate dementia. The data analysis was performed using the Framework method. Results: We identified two main themes: the experience and reasons to attend the Day Center and participants’perceptions of the service. The second theme was divided into six sub-themes: the Day Center as a treatment space, an occupation, a socialization space, a welcoming space, the trust in the team, and suggestions and satisfaction with the service. Participants reported confidence in the treatment provided and in the team. They considered being at the Day Center important to their physical and psychological health. The main reasons were being able to leave the house and get busy, the possibility of socializing and the feeling of happiness generated by being at the Day Center. They also demonstrated satisfaction with the service in general. Conclusion: Individuals with mild cognitive impairment and mild and moderate dementia may provide feasible and reliable information about health services provided.
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Feizaka, Margarita. "Ģentrifikācija un kultūras patēriņš sociālās distancēšanās laikmetā." In LU Studentu zinātniskā konference "Mundus et". LU Akadēmiskais apgāds, 2021. http://dx.doi.org/10.22364/lu.szk.2.rk.06.

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The aim of the study is to find out what changes have taken place in the neighbourhoods of Riga with regard to the concept of gentrification and how the consumption of culture has altered due to the Covid-19 crisis and social distancing. The socialization of the population is an integral part of cultural consumption, thus, the restrictions requiring social distancing are a challenge for the development of the theory of gentrification and the discourse of cultural consumption. The study was conducted using a qualitative research method – in-depth, semi-structured interviews. The results of the study reveal that restrictions imposing social distancing contributed to changes in the composition of the population and cultural consumption in the gentrified neighbourhoods of Riga. Likewise, it was found that although restrictions demanding social distancing had a negative impact on those involved in cultural consumption activities, the experiences of the individuals representing creative class tend to both overlap and differ significantly.
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Islam, Nazmul, and Yong Zhou. "Improving Engineering Students’ College Math Readiness by MSEIP Summer Bridge Program." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-88685.

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This paper details improvement of the Engineering Summer ridge (ESB) program at the University of Texas Rio Grande Valley (UTRGV). Here we provide some of our experiences to fine-tune the program depending on the student need. Initial goal of ESB program was to challenge the freshman students intellectually, improve student communication and socialization skills, and provide student an early introduction to the University expectations and culture. The students who are graduating from the high school has lack of these qualities and the ESB program at UTRGV prepares engineering students to cultivate these qualities and to meet the challenges of University requirements. First-year college students require developmental education in Reading, Writing, or Mathematics will become “college-ready” in those subject areas through the ESB program. In our 2017 ESB program, we focused mostly with the Calculus-ready component. Specific goals of our ESB program include improving the College algebra and Pre-calculus level math expectations, and help students eliminate the math gap by passing the COMPASS Test as well as the Pre-calculus Test by UTRGV math department in the summer to get ready for Calculus I in their first semester. Study to the six-year tracking data suggests that, participants in ESB program demonstrated higher engineering interests. Improvement of engineering math readiness and overall the success rate in the selected engineering major will be presented in this paper.
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Kostic, Jelena, and Marina Matic Boskovic. "Alternative Sanctions in the Republic of Serbia, Contemporary Challenges and Recommendations for Improvement." In The 8th International Scientific Conference of the Faculty of Law of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/iscflul.8.2.19.

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The application of alternative sanctions has positive effects both on the re-socialization of perpetrators of criminal acts, and on the reduction of pressure on institutions for the enforcement of prison sanctions. The use of alternative sanctions enables the offender to continue working, educating, keeping family connections, and other activities that may have preventive effect on the crime re-commission and prevent stigmatisation that person might have after the prison sanction. The subject of this paper is the analysis of the effectiveness of the application of alternative sanctions in the Republic of Serbia and impact of the implementation of National development strategy for the system of enforcement of criminal sanctions for period 2013–2020. In line with the Strategy, the key national legislative acts were amended to align with international and European standards on alternative sanctions, specifically with the CoE European Probation Rules. Bearing in mind previous experiences, the authors start form the assumption that there are still certain challenges in their application, which can be caused by various factors. In order to give recommendations for reducing the challenges, the authors analyse the compliance of national regulation with international standards, as well as available data on volume and structure of imposed alternative sanctions in period 2015–2020, with the special focus on community work and conditional sanction with oversight.
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Antoci, Diana. "Values and Emotions in Personality System of Adolescents and Youths." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/01.

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This article addresses the problem of identifying relationship between the emotional manifestations of adolescents and young people and dominant values in their personality system in order to establish priorities in the acquisition of the components of the value orientation at the subjects. The age of adolescence is the period of social and emotional development, cognitive and emotional explosion, and psychic and value system formation. Personality formation takes place in the social environment through interrelation with parents, friends, and teachers in different life situations. Adolescents may experience positive and negative emotions of varying intensity. Emotional stability develops gradually through experiences, socialization, cognitive progress, self-knowledge and self-affirmation which are already being formed and are specific to young people. It is important to self-recognize and self-analyse by the subject of his/her own specific emotions, to determine the causes of their occurrence, to know how to regulate the negative ones. The role of emotions is enormous for the human being. The affective sphere is one of fundamental elements for: the fixation of externalized manifestations through the behavioural display of suitable emotions, shaping of attitudes, the development of beliefs and, therefore, values. These components are organized hierarchically, forming the content of value orientation or values orientation. The experimental study carried out with adolescent and young subjects consisted in determining the specificity of emotions and dominant values in adolescence and youth ages, highlighting the dynamics of emotional and value changes, and establishing the relationship between the studied variables. The experiment results provide us with the current information regarding dynamics of the relationship of emotions and values, which, therefore, allows to elaborate new ways of emotions knowing and regulating during adolescence age including youth one. These strategies can be applicable in educational institutions, ensuring by them well-being for all education actors. Well-being means not only feeling well inside, but also to be in well- being created conditions in the environment around us, favouring the wellbeing of all subjects.
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Reports on the topic "Socialization experiences"

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Porter-Tibbetts, Sarah. Perceiving and Coping with Exclusion: The Socialization Experiences of Ethnic Minority Nursing Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6494.

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Balsa, Ana, Juanita Bloomfield, and Alejandro Cid. The Replication of a Parenting Behavioral Change Communication Intervention during the COVID-19 Pandemic: Too Much or Too Little Information? Banco Interamericano de Desarrollo, December 2022. http://dx.doi.org/10.18235/0004682.

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Parenting programs can improve experiences during the early years and generate long-term outcomes in variables such as employment, health, education, and salary. The need to scale up parenting programs has driven the implementation of interventions based on communication technologies and behavioral economics. This paper compares two impact evaluations of the Positive Parenting program in 2018 and a fully remote adaptation of the program in 2020. The evaluation of the first edition, which included an intensive face-to-face parenting workshop and emails, found significant increases in parental involvement and in the quality of child-caregiver interaction. The evaluation of the second edition of the program, which only included the sending of remote messages and was carried out in the context of the pandemic, does not find statistically significant effects, except in variables such as equal cooperation in parenting tasks within the household and socialization activities. The difference in results could be explained by the absence of an in-person workshop, the greater extension of the messages and the attention divided between multiple sources of stress and distractions observed during the second edition.
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Lavrentieva, Olena, and Oleh Tsys. The theory and practice of managing students’ independent study activities via the modern information technologies. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/4552.

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Theoretical foundations and existent practical experience in providing scientifically grounded management of students' independent study activities with the use of the latest information technologies have been studied in the research. The issues of organization of various types of management of students' independent study activities have been considered. It has been reported, that there are direct, indirect, and dynamic types of management. The possibilities of ICTs in the implementation of each type of management the students' independent study activities have been shown. It has been taken into account, that the introduction of computer-oriented means of co-management and co-organization into the educational process reflects the realization student-centered concept of learning. There has been emphasized the need to use both direct and indirect types of management, which will make it possible for students to move to the position of an actor of independent study activity and capable of exercising self-government. The authors have been paid special attention to the means of developing the students' personality and forming their motivational readiness for independent study activities and self-education. It has been shown, that such necessary means include the following: to promote the development of students' self-organization, self-actualization, as well as their socialization, to encourage self-assessment and reflection throughout the process of organizing independent study activities; to personalize independent study activities, to offer personally and professionally meaningful learning tasks with clearly defined and understandable goals for a student, and to ensure their gradual complication; to create informative feedback; to strengthen students' motivation.
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