Dissertations / Theses: 'Socialization experiences'

1

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

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/.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

11

Dameron-Brown, Rebecca Merle. "Examining the Lived Experiences of Child Welfare Workers." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/538.

Full text

Abstract:

The purpose of this phenomenological study was to examine the lived experiences of a homogeneous group of frontline child welfare workers in Los Angeles, CA. Data were collected using recorded in-depth, open ended interviews with 10 participants. Critical incident technique was used to collect data on specific incidents. Symbolic interactionism was the theoretical framework used. Five themes emerged during the analyses which are the main findings of this study: (1) Organizational factors contributed to the challenges and stress of the job, (2) participants shared a belief that management did not value them, (3) participants' morale and workloads were adversely affected by a highly publicized child fatality, (4) the job was rewarding and meaningful when participants felt they had protected children and helped families, and (5) participants reported being socialized to accept abusive behavior from clients through the omission or minimization of safety as a training topic in college and work sites. The positive social change implication includes information that may help facilitate a paradigm shift in the professional and academic socialization of social workers. The realistic picture on public child welfare work that participants shared has the potential to be useful to future social work students, researchers, professors, law enforcement, and administrators of public child welfare agencies. Realistic expectations may also increase retention of employees.

APA, Harvard, Vancouver, ISO, and other styles

12

Thornton, Annette Bordelon. "Understanding the Socialization Experiences of New Technical Faculty: A Transition from Industry to the Technical College." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1152.

Full text

Abstract:

This phenomenological qualitative research study sought to gain insight into the socialization experiences of new vocational technical faculty. Ten Louisiana vocational technical faculty members were interviewed face-to-face. The interviews were audiotaped, transcribed, and analyzed to discover how these new vocational technical faculty members transitioned from industry to academe. Data analysis revealed that participants in the study experienced a similar transitional process into the technical college as twoyear and four-year faculty into community colleges and universities. Like their two-year and four-year counterparts, the participants experienced similar challenges related to their new teaching positions, such as balancing heavy workloads, maintaining industry contacts, and interacting with administration, faculty and students. Similarly, they tended to value teaching, collegial relationships with other faculty and their interactions with students. However, some of the challenges were unique to their new positions as Louisiana vocational technical instructors. These faculty members experienced an anticipatory phase that prepared them for the workplace rather than academe. Many of the participants experienced notable levels of stress as they transitioned from industry to the technical college. The stress seemed to be related to their lack of pedagogical knowledge of teaching and the issues of forging a new academic persona. This research found that new vocational technical faculty members enjoyed formal professional development activities that were discipline specific and advanced their knowledge of their craft. The study also explored the use of Menges' (1999) Model of Faculty Academic Life as it related to the new vocational technical instructor experiences, role conceptualization, and resources that would help the faculty grow and develop as instructors. Through their shared experiences and stories the researcher identified the needs of this subpopulation and made recommendations for future studies.

APA, Harvard, Vancouver, ISO, and other styles

13

Steen, Thomas B. "A case study of teacher socialization in physical education during early training experiences : a qualitative analysis /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487262513409083.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Joseph, Jacob David. "Beyond academic preparation: Anticipatory socialization, values, and the experiences of undergraduate male African American engineering students." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1550154101.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Wilson, Connie S. "The perception of values and the process of professional socialization through classroom experiences among baccalaureate nursing students." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/1001186.

Full text

Abstract:

Socialization into the nursing profession is essential for student nurses to develop an internalized professional identity and the corresponding professional role. The espoused professional values are the foundation for the development of professional identity and commitment to the profession. Nurse educators have a responsibility to foster students' learning for the development of the student nurse as a professional. The formation and internalization of a professional identity through acquisition of values that are congruent with those espoused by the profession facilitates professional development.The purpose of this qualitative study was to examine how baccalaureate nursing students were professionally socialized into nursing values in the classroom. Mezirow's transformational learning was used to examine how nursing students came to critically reflect on personal and professional values as part of the process of professional socialization.The context for this study was a university classroom setting. A purposive sample of eight nursing students in a baccalaureate program in the first nursing, non-clinical course was used.The study used interviews, observations, and review of documents which included the informants' journals, course text, course examinations and syllabus. Two one-hour interviews were conducted with the informants at the fifth week of a seven week course and at completion. The instructor was also interviewed following completion of the course. The three classroom observations were conducted every other week to correspond with significant content areas. Journals were collected every other week.The findings suggest that nursing students do not attain the espoused professional values from the formal curriculum or role-modeling of the instructor in a classroom setting. Qualities attributed to the professional values were expressed rather than the values themselves through personal experiences. Content areas which were controversial and value-laden held the most meaning and triggered critical reflection on personal and professional values. Eight subcategories emerged from the data analysis: formal curriculum, perceived personal values, perceived values learned in the classroom, perceived values role-modeled, triggers for critical reflection, hidden curriculum, sense of belonging to the profession, and consequences of professional socialization.This study has implications for nurse educators regarding teaching strategies, nursing education and curriculum development, professions concerned with professional socialization, and adult educators interested in Mezirow's theory. Further study is recommended on aspects of belonging, triggers for critical reflection, and professional values.
Department of Educational Leadership

APA, Harvard, Vancouver, ISO, and other styles

16

Magaya, Aldrin Tinashe. "Christianity, culture, and the African experiences in Bocha, Zimbabwe, c.1905 – 1960s." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6189.

Full text

Abstract:

This dissertation examines the history of VaBocha experiences with Christianity. Historians have long assumed that Christian conversion was a static product. I show that conversion was an ongoing fluid process that churchgoers negotiated, contested, and appropriated to suit the Bocha social fabric. I demonstrate how existing social facts and sites of socialization shaped VaBocha understanding of Christianity. In doing so, I focus on the daily social practices to reveal how VaBocha reconciled the idioms of Christianity with their indigenous lifeways. VaBocha made use of existing sites of socialization to make Christianity useful to their everyday life. These sites were social spaces were VaBocha articulated familial and kinship relations and learned the values, behavior, and skills fitting to Bocha society. By probing the relations occurring at the familial and communal level, the dissertation illustrates that the domestication of Christianity started in familial domestic spaces. In the dissertation, I discuss the nuanced relationships that occurred between churchgoers and family members who were not churchgoers. The fact that Christianity never established hegemony over existing social facts and the ways of socialization which reproduced them meant that VaBocha churchgoers had to devise ways to balance the demands of Christianity against familial and communal obligations. I show why churchgoers became eclectic Christians who participated in both church and indigenous activities and beliefs, despite the fact that the churches condemned most of these indigenous practices. The dissertation shows that the pre-Christian ethics of tolerance of diversity allowed for Christian and indigenous practices to co-exist harmoniously.

APA, Harvard, Vancouver, ISO, and other styles

17

Menard, Catherine Anne. "New Job, New School System, Now What? An Examination of the Socialization Experiences of Curriculum Directors in Maine." Fogler Library, University of Maine, 2006. http://www.library.umaine.edu/theses/pdf/MenardCA2006.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Saddler, Tonya N. "Socialization to Research: A Qualitative Exploration of the Role of Collaborative Research Experiences in Preparing Doctoral Students for Faculty Careers in Education and Engineering." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/27615.

Full text

Abstract:

One challenge facing graduate education is the preparation of future faculty members across disciplines to assume faculty positions (Wulff & Austin, 2004). This qualitative study explored the socialization process of doctoral students in education and engineering fields committed to a career as a faculty member. Specifically, this study attempted to understand what knowledge, skills, and understandings (Weidman, Twale, & Stein, 2001; Van Maanen & Shein, 1979) are acquired during the research collaborations some doctoral students have with their faculty mentors and how this relationship prepared doctoral students for a future as a faculty member. Core elements of the Graduate and Professional Student Socialization model (acquisition of knowledge and skills, investment, and involvement) were used to explore doctoral student socialization (Weidman et al.). Semi-structured telephone interviews were conducted with forty doctoral students (20 education, 20 engineering) from four predominately White research institutions (PWRIs). Five themes emerged from the data regarding the role research collaboration played in socializing doctoral students in education and engineering to faculty careers. First, the research collaborative process with mentors aided doctoral students in learning how to communicate research to different audiences, the realities of research, how to conduct problem solving research, and the competitive nature of research. Second, participants identified learning about the complexity of a faculty role, particularly responsibilities that extend beyond teaching and research for faculty members. Third, doctoral students reported learning about the requirements of the tenure process. There were ways the collaborative experience positively or negatively contributed to an interest in a faculty role. Positive factors included enjoyment of research and the perceived autonomy and flexibility of research. Negative factors included the perceived low priority given to teaching and the demands placed on faculty members. Participants reported varying levels of commitment to the research collaborative relationship depending on whether they had competing interests. Exposure to the research collaborative process with a faculty mentor allowed doctoral students to conceptualize the entire research process from beginning to dissemination and to get an intimate idea of the realities of faculty life. Implications for practice, research, and theory are outlined.
Ph. D.

APA, Harvard, Vancouver, ISO, and other styles

19

Amuzu, Elom Akosua. "Fast tailed girls: A qualitative analysis of adult African American women's experiences with gender and sex-related socialization messages." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/dissertations/1585.

Full text

Abstract:

The purpose of this study was to explore adult African American women’s interpretations of early gender and sex-related socialization messages within the familial environment, with an emphasis on the projection of hypersexuality. The exploration of sexual socialization practices has been a longstanding area of research (e.g., Raffaelli & Ontai, 2001). However, in accordance with a recommendation from the APA Task Force (2007) on the sexualization of girls, more research is needed to examine the specific ways in which girls of color are impacted by sexualization. African American women have a unique history within the United States, as the use of controlling images that depicts their alleged hypersexuality have been used to legitimize their social marginalization. This strategy may also have paved a pathway to the expectation of hypersexuality of young African American girls. This concept was highlighted in a popular twitter hashtag, #FastTailedGirls, which showcased adult African American women’s reflections on the consequences of being mislabeled as hypersexual (Trudy, 2013). Using Interpretive Phenomenological Analysis (Smith & Osborn, 2008), I conducted eight semi-structured interviews with adult African American women to explore their meaning making of early gender and sex-related socialization messages within the familial environment, with attention to culturally relevant constructs. Seven emergent themes were derived from participants’ stories: (a) Learning expectations, (b) Presumed guilty, (c) Assumptions of hypersexuality, (d) Concern for safety, (e) Coping, (f) Respectability, and (g) Resisting.

APA, Harvard, Vancouver, ISO, and other styles

20

Facemire, Vanessa Caitlynn Facemire. "Understanding the Insidious Trauma of Racism: An Exploration of the Impact of Racial Socialization, Gender, and Type of Racist Experiences." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1525285448114384.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Weiss, Jennifer M. "Marital Preparation, Experiences, and Personal Qualities in a Qualitative Study of Individuals in Great Marriages." DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/2120.

Full text

Abstract:

The current study presents findings regarding marital preparation for individuals in great marriages. Data from a national qualitative study of individuals in self-identified great marriages were used. Thirty-eight individuals were identified as being married for 20 years or less, and therefore, chosen as the subsample for the current study. Their rich, narrative responses were analyzed and coded, using a qualitative method, to identify what marriage preparation occurred for these couples prior to marriage and contributed to their successful marriages. Findings from this research provide helpful, descriptive data on the experiences and socialization of individuals that influenced their choice in a marriage partner as well as later marital success. Implications for practitioners, researchers, and individuals are provided.

APA, Harvard, Vancouver, ISO, and other styles

22

Brinkley, Stacey K. "Time out on the field : a study of the socialization experiences of African American women in intercollegiate athletics administration /." View abstract, 2006. http://www.oregonpdf.org.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Heard, Courtney Christian Charisse. "Sex-role egalitarian attitudes and gender role socialization experiences of African American men and women| A mixed methods paradigm." Thesis, Texas A&M University - Corpus Christi, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3587931.

Full text

Abstract:

The purpose of this study was to assess the sex-role egalitarian attitudes and gender role socialization experiences of African American men and women. A sequential mixed-methods design was employed to research this phenomenon. The Sex-Role Egalitarianism Scale-Short Form BB (SRES-BB) was utilized to assess sex-role egalitarian attitudes (King & King, 1993).

A total of 183 participants, 86 males and 97 females, completed the SRES-BB. Results revealed statistically significant differences in male and female total scores on the SRES-BB. Participants were purposefully selected to engage in the follow-up interview process. There were a total of eight participants. Eight themes were identified that depicted the perceived gender role socialization experiences of the participants: instillation of religious/spiritual values, familial generational socialization, gender role flexibility, male gender role norms, female gender role norms, ethnic cultural differences in gender role socialization, the influence of educational accomplishment on gender role socialization, and the influence of society and social networking on gender role attitudes.

Overall the results depicted the African Americans in this sample as less egalitarian than asserted in much of the literature (Bryant & Beckett, 1997; Davenport & Yurich, 1991; Stanik & Bryant, 2012). The interviews supported and expanded existing literature on themes relevant to understanding the gender role socialization experiences of some African Americans to include installation of religious values, diversity in roles assumed by African American women, and perceived ethnic cultural differences in the gender role socialization experience.

Results of this study provided several implications for counselor educators and practitioners: the relevance of broaching race and gender when working with African American clients, or students, awareness of the perception of privilege for middle and upper-class Whites highlighting the importance of exploring the intersectionality of status variables (e.g. race, gender, religion, etc.), and considering gender role socialization experiences when providing counseling and supervision to African Americans individually, as couples, and families.

APA, Harvard, Vancouver, ISO, and other styles

24

Goodman, Kimberly L. "Children's Coping with Peer Rejection Experiences: The Regulating Role of Emotion." VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd/1405.

Full text

Abstract:

The primary purpose of this investigation was to examine the role of emotions as predictors of children's coping responses to peer rejection experiences. This study also explored how children's emotional experience and coping behaviors were related to gender, peer socialization (i.e., receiving prosocial acts by peers and previous victimization experiences), and indices of psychopathology. Children ages 7-12 (N=53) completed questionnaires to assess emotional and coping responses to hypothetical peer rejection scenarios, symptoms of depression and anxiety, and peer experiences. Overall, findings suggested that emotion-related factors (emotion states and more stable "emotional tendencies" such as psychological symptoms) and social context (i.e., children's prosocial peer experiences and victimization) are important predictors of children's coping with peer rejection. Children's emotions predicted coping responses after controlling for peer experiences. Discrete emotions were uniquely associated with coping responses, indicating that coping responses are emotionally-driven. Finally, gender emerged as a predictor of children's emotions in response to rejection experiences. Girls were more likely than boys to anticipate feeling sad or worried inresponse to rejection. These findings provide an empirical foundation for future research and the development of interventions to facilitate adaptive reactions to peer rejection.

APA, Harvard, Vancouver, ISO, and other styles

25

Valentine, Megan L. "THROUGH HER EYES: EXPLORING THE HIGH SCHOOL SPORTS EXPERIENCES OF FEMALE ATHLETES." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1151092996.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Serota, Susan B. "Socialization of teacher education students through early field experiences that engage them with secondary students at-risk for academic success /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137748.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Fraser-Arnott, Melissa Ann. "Personalizing professionalism: The professional identity experiences of LIS graduates in non-library roles." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/97526/4/Melissa_Ann_Fraser_Thesis.pdf.

Full text

Abstract:

This thesis is a grounded theory study of the professional identity experiences of library and information science graduates in non-library roles. It produced a theory called the theory of personalizing professionalism that identified two identities which are held by individuals and which are both influenced by their interactions with others inside and outside of their professional groups:an internal appraisal of self (which includes their perceptions of their profession, motivations and interests, and socialization experiences) and an externally expressed identity (which guides how individuals present themselves to others through their use of labels and their career strategies).

APA, Harvard, Vancouver, ISO, and other styles

28

Olszewski, Carol A. "Experiences of Music Therapy Junior Faculty Members: A Narrative Exploration." Cleveland State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu156812475885396.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Kubeka, Alvina Makhosazana. "NAVIGATING ADOLESCENCE: THE EXPERIENCES OF AFRICAN AMERICAN AND BLACK SOUTH AFRICAN YOUTH AND THE ROLE OF RACIAL IDENTITY AND RELIGIOUS SOCIALIZATION." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1268144774.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Alfano-Cooper, Maria R. "Understanding English Language Learners’ Social Experiences in a United States Suburban High School." Ashland University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1499443115557272.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Dallimore, Elise J. "The role of memorable messages in the socialization experiences of new university faculty : the impact of gender and disciplinary affiliation on the process of organizational and occupational assimilation /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/8228.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Hofman, Brian D. "“What is Next?” Gay Male Students’ Significant Experiences after Coming-Out while in College." University of Toledo / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1083849959.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Minton, Tamara Warner. "Male Socialization Experience in Two Birth Cohorts." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc279402/.

Full text

Abstract:

The purpose of this research was twofold; a quantitative examination of male socialization patterns along with an assessment of change over time in male socialization experiences. Men born in the 1950s and men born in the 1970s were compared to obtain an understanding of male socialization processes and possible changes since feminist issues have become a prevalent source of discourse in society. A survey questionnaire was utilized with a modified snowball sampling technique to explore male socialization experience. One hundred and one men participated in the project. Socialization experience for the men in this sample was five dimensional and while certain dimensions revealed change over time, others remained static. Findings indicate that quantitative measures can be successfully employed to study socialization processes.

APA, Harvard, Vancouver, ISO, and other styles

34

Balde, Aissatou MBambe. "The Schooling Experiences Of Fulani Muslim Girls In The Fouta Djallon Region Of Guinea: Forces Influencing Their Retention In A Rural Secondary School Of Dalaba." Ohio University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1103142410.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Gugula, Sara Elizabeth. "Parenting experience and gender role socialization in toy play situations." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ40334.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Bucht, Kerstin. "Lärande i verksamhetsförlagd utbildning : Sjuksköterskors upplevelser av lärande under Specialistutbildning inom Anestesisjukvård." Thesis, Stockholm University, Department of Education in Arts and Professions, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7995.

Full text

Abstract:

Studiens syfte var att få kunskap om hur sjuksköterskor under specialistutbildning inom akutsjukvård med inriktning mot anestesisjukvård upplever förväntningar, möjligheter och hinder för lärande under deras verksamhetsförlagda utbildning. I bakgrunden finns beskrivet specialistutbildningens uppläggning och mål. Några av anestesisjuksköterskans centrala arbetsuppgifter fokuseras: mötet med patienten inför anestesi och operation och den fria luftvägen. För studien användes en kvalitativ metod med intervjuer av tio studenter. Intervjuerna bearbetades och analyserades utifrån ett sociokulturellt perspektiv på lärande, vilken utgör studiens teoretiska ram. Analysen koncentrerades mot lärande som social praxis där fyra teman framkom vilka berörde praktikplatsen, yrkesidentiteten, samspelet med handledare, patient, arbetsteam och skola i lärandesituationer samt utvärderingen. Dessa teman anknöts till Nielsen och Kvales huvudaspekter på mästarlära och situerat lärande som beskriver lärande i en praxisgemenskap, lärande som utveckling av en yrkesidentitet, lärande utan formell undervisning och utvärdering genom praxis. Resultatet visade att samspelet med handledaren hade mycket stor betydelse för studenternas möjligheter till lärande och för utvecklingen av yrkesidentiteten. De kvaliteter som studenterna ansåg viktigast hos handledaren var motivation för handledaruppdraget, aktuella yrkeskunskaper, kommunikationsförmåga och ett pedagogiskt förhållningssätt. Praktikplatsen ansågs även ha stor betydelse för studenternas möjligheter till lärande där miljön, tillträde till lärandesituationer, gemenskapen och samspelet med teamet upplevdes ge goda förutsättningar. Utvärdering i form av feedback i samband med lärandesituationer och efterföljande reflektion av utförda handlingar upplevde studenterna vara nödvändigt för lärandets progress.

APA, Harvard, Vancouver, ISO, and other styles

37

Zebelman, Edna S. "Attitude change towards faculty careers during the socialization experience in nursing doctoral programs /." Thesis, Connect to this title online; UW restricted, 1988. http://hdl.handle.net/1773/7717.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Fahed, Nour. "The Dilemmal Socialization on Social Media Platforms : A Qualitative Study on the Experience of Online Socialization and the Infrastructure of Social Media Platforms." Thesis, Södertörns högskola, Medie- och kommunikationsvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-46523.

Full text

Abstract:

Social media effects may affect self-perception and the way media users live their offline lives. The purpose of this essay was to examine the phenomenon of social media saturation in order to understand the possible risks to the development of human identity during the adolescent period. Hence, these risks may be generated by being exposed to social comparison, cyberbullying, self-validation, and self-perception in a sensitive age when self-image is still fragile and being formed. The purpose of this essay is to examine the psychological tendencies of human beings while interacting with their peers on social media platforms. Hence, this will give us a clearer view of what would be achieved by conducting interviews. Moreover, a selection of theories will be applied to those interviews in order to associate those theories with what has been said by respondents. Hence, Meyrowitz’s theory will be used in relation to understanding the identity adaptation to online connection and linked to Goffman’s discussions of “onstage” and “backstage” (Meyrowitz, 1985: 5). After this, the essay will investigate how users’ self-perception and social comparison are enacted while socializing on social media platforms. Furthermore, this essay sheds the light on how identity is constructed online in the sense of belonging to a community on a social media platform as well as of gratification coming from peer validation in a virtual community. To be able to explain this, the “Social Identity Theory” will, therefore, be discussed (Teo, Matti, et al, 2017: 23). This will be discussed by mentioning theories like “Mediatization” (Couldry & Hepp, 2013). And lastly, the sociological concept of Habitus, minted by Pierre Bourdieu will demonstrate the process of adaptation towards unspoken social codes existing in virtual communities (Markham, 2017: 55). As found in the four qualitative semi-structured interviews with social media users, respondents are surrounding themselves with like-minded social groups which provide them with confidence about their own system of beliefs. Nevertheless, their perspectives are often marked by notable social pessimism and a lack of incentive to engage in conflictual interactions with others on social media. The results pointed out the perception among the interviewees that the impact of social media on identity formation is largely confined to adolescent users. Many users self-report significant daily screen time and are aware of the risks of social bubbles. Most of the respondents denied being subjected to cyberbullying, while they were surfing on social media, so the respondents’ physical lives were not affected by cyberbullying even for those who mentioned their exposure to cyberbullying. All the respondents expressed a sense of jealousy to some extent, even though some of them showed awareness of the thought that people post their lives from a perfect angle while hiding the flaws and not showing the imperfections of their lives on social media. Lastly, social comparison was an incentive feeling affected most of the respondents, and in their own experience, social media affected their character development and self-perception since they were exposed to social media at an adolescent age.

APA, Harvard, Vancouver, ISO, and other styles

39

Walker, Wendy Jackson. "Predicting two types of proactive socialization tactics the roles of context, experience, and age /." Diss., Atlanta, Ga. : Georgia Institute of Technology, 2009. http://hdl.handle.net/1853/31754.

Full text

Abstract:

Thesis (Ph.D)--Management, Georgia Institute of Technology, 2010.
Committee Chair: Parsons, Charles K.; Committee Member: Fulmer, Ingrid Smithey; Committee Member: James, Lawrence R.; Committee Member: Kanfer, Ruth; Committee Member: Shalley, Christina E.. Part of the SMARTech Electronic Thesis and Dissertation Collection.

APA, Harvard, Vancouver, ISO, and other styles

40

Walker, Kenyona N. "At What Cost: The Patterns of Persistence of First-Generation, Urban, Black Female, College Students." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1578248623563932.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Rosen, Nicole Lise. "Gender Differences in How Children Experience, Explain, and Cope with Bullying." University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1447160219.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Glover, Erica Joi. "This is Why I Teach! An Investigation into the ongoing Identity Development of African American Educators Teaching in Urban Settings." Cleveland State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=csu1495550892760682.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Given, Kim. "Beyond Novices: A Case Study of the Socialization, Induction, and Mentoring of New Experienced Teachers." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1457426278.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Moscatelli, Maria Jordana. "The socialization process of the student teacher during the student-teaching experience continous negotiation between student teacher and mentor teacher /." Pullman, Wash. : Washington State University, 2008. http://www.dissertations.wsu.edu/Dissertations/Fall2008/m_moscatelli_012609.pdf.

Full text

Abstract:

Thesis (Ph. D.)--Washington State University, December 2008.
Title from PDF title page (viewed on Apr. 15, 2009). "Department of Teaching and Learning." Includes bibliographical references (p. 166-179).

APA, Harvard, Vancouver, ISO, and other styles

45

Mohr, Derek J. "A qualitative analysis of the socialization factors experienced by induction phase physical education teachers fron one university." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1729.

Full text

Abstract:

Thesis (Ed. D.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains viii, 325 p. Includes abstract. Includes bibliographical references (p. 270-302).

APA, Harvard, Vancouver, ISO, and other styles

46

Shaver, Randall R. "The impact of the principal socialization experience on the professional lives of selected Wobegone county schools principals." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1482Shaver/umi-uncg-1482.pdf.

Full text

Abstract:

Thesis (Ed.D.)--University of North Carolina at Greensboro, 2007.
Title from PDF t.p. (viewed Feb. 29, 2008). Directed by Ulrich C. Reitzug; submitted to the School of Education. Includes bibliographical references (p. 287-293).

APA, Harvard, Vancouver, ISO, and other styles

47

Atwal, Kuljinder. "'Indo-Canadian experience' : a performance of voices of a socialization process of a 'brown' man in Canada." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/27096.

Full text

Abstract:

This critical, creative, nonfiction text captures what it means to be a ‘brown’ man in ‘Canadian’ society; many of ‘us’ find ‘our’ socialization process traumatic, leading to alienation, low self-esteem, internalized racism, anger, crime and even outright violence. The complex nuances of ‘Sikh’ racialization are revealed by creating a bricolage of literary styles and forms. I employ bricolage because a multivariate approach enables me to better explore and reveal the complexities, nuances and contradictions of being a ‘brown’ man. My personal experiences of racialization are embedded throughout these works of poetry, prose and creative non-fiction. This collection of texts examines the shortcomings of ‘Canadian’ multiculturalism and their impacts on the socialization of ‘Indo-Canadian’ men by focusing on themes of racism, history, violence, immigrant labour, internalized racism and racial profiling. In doing so, this research focuses on two inter-related questions: 1. “What kinds of discursive and structural dimensions of ‘multicultural’ Canada maintain cultural stereotypes and forms of racism that I have experienced personally?” 2. “How can I better understand and come to terms with my alienation as an ‘Indo-Canadian’ male in relation to how ‘brown’ violence has been constructed by the media and in turn understood by the general public?” This thesis encourages the reader to acknowledge and examine his/her (mis)perceptions of ‘Sikhs,’ and in turn, to acknowledge and examine how his/her actions and inactions contribute to the sociological challenges that confront ‘Indo-Canadian’ men.

APA, Harvard, Vancouver, ISO, and other styles

48

Peh, Kian Chye. "Foreign students' experience in socialization through participation in sports in a Singapore international school : a case study." Thesis, Durham University, 2013. http://etheses.dur.ac.uk/7775/.

Full text

Abstract:

This is a qualitative case study that aims at researching on six foreign students’ experiential process in inter-national socialization and identity development in their participation in a Singapore international school’s sport programme. Based on the multi-dimensional model, the study aims to provide understanding of the factors and experiences involved in the socialization process of these students as they participate in both formal and informal sporting activities. The study seeks to gain a theoretical understanding of the phenomena involved through using various social-psychological perspectives and theories to explain research findings. The study also serves to provide an understanding of the value of sport participation in a person’s schooling life as well as the problems young people generally encounter whilst socializing in an international setting. The findings of the study reveal the importance of having sporting activities as a means for inter-national socialization among the young students, where sport participation can provide a sense of shared reality which builds and develops positive relationships. The study also reveals the importance of having an amicable and people-oriented ethos in a school, which helps promote socialization in general. In relation to theoretical understanding from both the ‘developmental’ and ‘humanistic-social constructionist’ perspectives, the study reveals that multiple theories have to be utilized to provide better comprehension of the phenomena involved.

APA, Harvard, Vancouver, ISO, and other styles

49

Savarese, Krystyne A. "Living in the Liminal: A Phenomenological Study of the Socialization Experience of Midlevel Managers in Student Affairs." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1554908463303292.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

RAMOS, FRANCICLEO CASTRO. "THE SCHOOL EXPERIENCE OF LOWER-CLASS STUDENTS AND THE CHALLENGES OF A SOCIALIZATION FOR GREATER EQUITY IN BRAZI." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2014. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=24885@1.

Full text

Abstract:

PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
A presente dissertação busca compreender a socialização produzida pela escola brasileira no contexto de universalização do ensino. Para tanto, apresenta-se episódios de uma etnografia de recreio de quatro escolas públicas de ensino fundamental da cidade do Rio de Janeiro a fim de identificar os seus limites e suas potencialidades no trabalho de socialização dos estudantes de origens populares. Conclui-se que a Constituição de 1988 confere uma centralidade à escola na socialização de todas as crianças e, segundo seus princípios, uma de suas funções é desenvolver a habilidade no indivíduo para agir na sociedade de modo a fortalecer a democracia. Com efeito, como a interação escolar é marcada pelos efeitos da condição social do aluno morador de favela, os episódios de recreio dão indícios de uma socialização na qual há pouca reciprocidade de expectativas, e esse formato pode gerar uma integração precarizada na sociedade. Além disso, as diferentes formas observadas de socialização escolar apresentam baixa capacidade de ofertar aos alunos das classes populares a possibilidade de experimentar igualmente as instituições da democracia e as potencialidades educacionais atuais.
The present dissertation aims to comprehend the socialization produced by the Brazilian school in the context of educational expansion. Thus, it presents ethnographical field situations of school recesses in four elementary public schools in Rio de Janeiro, in order to identify limits and potentialities of the socialization of lower-class students. The Brazilian Constitution of 1988 confers centrality to public schools in the socialization of all children and, according to its principles, one of school s task is to develop individuals capacity to act in society to strengthen democracy. Since the educational interaction suffers the effect of the social condition of the student, majorly favela inhabitant, the recess situations seem to indicate a socialization in which there is a low expectation of reciprocity that may produce a fragile integration in society. Furthermore, the different ways of socialization observed offered low possibilities to lower-class students equally experiment democracy and educational potentialities.

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Socialization experiences'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles