Journal articles: '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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Washburn, Nicholas S., K. Andrew R Richards, and Oleg A. Sinelnikov. "The development of US physical education teachers’ motivating styles: A socialization perspective." European Physical Education Review 26, no. 2 (September 2, 2019): 495–514. http://dx.doi.org/10.1177/1356336x19873355.

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Physical education (PE) teachers’ interpersonal sentiments and behaviours towards students during class define their motivating styles. These motivating styles range from those that support student autonomy to those that pressure students to think and behave in certain ways. Motivating styles are believed to develop through teachers’ prior socialization experiences and the way they are socialized in their current school environments. Drawing from the theories of self-determination and occupational socialization, this study examined the impact of psychological need satisfaction and frustration throughout the socialization process on PE teachers’ motivating styles. Twenty-nine US physical educators with identified autonomy-supportive ( n = 9), controlling ( n = 8), and neutral ( n = 12) motivating styles, based on responses to the Problems in Schools Questionnaire, were formally interviewed. Inductive analysis generated six analyst-constructed typologies describing the teachers’ motivating styles linked to their socialization experiences: (a) Humanitarians; (b) Concrete Roses; (c) Stage Managers; (d) Referees; (e) Coasters; and (f) Jaded Shepherds. Factors affecting motivating styles included the inductive or deductive nature of the contexts in which participants were involved during their acculturation and professional socialization, their professional identity, and the extent to which they experienced psychological need satisfaction and frustration through socializing experiences at work. In general, the results of this study suggest that more autonomy-supportive teachers (a) tend to have experienced inductive contexts growing up, (b) identify chiefly as PE teachers rather than coaches of extracurricular school sports, and (c) enjoy psychological need satisfaction at work.

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Akanwa, Emmanuel E. "Socialization Experiences of First Year non-Western International Master’s Students at a Mid-Western University." International Education Studies and Sustainability 1, no. 2 (September 15, 2021): p39. http://dx.doi.org/10.22158/iess.v1n2p39.

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As the international student population continues to increase in the United States’ higher education institutions, the need to explore the significance of socialization as a necessary predictor to academic success has become inevitable. While most studies on students’ socialization had investigated socialization experiences of students in general, there has been a paucity of research that specifically explored the socialization experiences of first-year international master’s degree students from non-Western countries. This study’s findings revealed respondents’ varying perspectives on adjustment, group support, social experiences, making friends, among other constructs, and implicated the need for more support services as well as the need for international students to take ownership of their socialization, determination, and persistence.

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Knox, Kathy, David James Schmidtke, Timo Dietrich, and Sharyn Rundle-Thiele. "“Everyone was wasted”! Insights from adolescents’ alcohol experience narratives." Young Consumers 17, no. 4 (November 21, 2016): 321–36. http://dx.doi.org/10.1108/yc-02-2016-00585.

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Purpose This paper aims to examine the socialization of alcohol through a reflective writing task within a social marketing program delivered to adolescents. The aim was to elicit adolescents’ experiences and perceptions of alcohol and investigate cognitions, emotions, attitudes’ and behaviors regarding alcohol. Design/methodology/approach This study used a qualitative approach in which 1,214 adolescents aged 14 to 16 years were invited to write a story about an experience that involved alcohol. Data were qualitatively coded, and themes were discerned by an inductive analytic process. Findings Adolescents’ perceptions of alcohol were arranged along a continuum from mere description with little analysis to reasoned reflection and cognition. Qualitatively different socializing agents, learning situations, processes and effects of learning were apparent in the narratives. Family roles influenced adolescents’ perceptions and experiences of alcohol. Research limitations/implications This study supports the use of narratives and reflective introspection tasks as methods that uncover insights into the socialization of alcohol among adolescents. Findings provide guidance to social marketers and alcohol educators for future program design. By understanding the continuum of developing socializations toward alcohol, social marketers can effectively engage adolescents and design targeted programs involving key social learning variables that shape adolescents’ perceptions and experiences with alcohol. Originality/value Narratives provide a research methodology that can bring consumer voice to inform scenarios that can be delivered in future program design.

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Mena, Irene B., Heidi A. Diefes-Dux, and Brenda M. Capobianco. "Socialization Experiences Resulting from Doctoral Engineering Teaching Assistantships." Journal of Higher Education 84, no. 2 (March 2013): 189–212. http://dx.doi.org/10.1080/00221546.2013.11777285.

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POSNER, BARRY Z., and GARY N. POWELL. "Female and male socialization experiences: An initial investigation." Journal of Occupational Psychology 58, no. 1 (March 1985): 81–85. http://dx.doi.org/10.1111/j.2044-8325.1985.tb00182.x.

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Rosenfarb, Irwin S., Joseph Becker, Arifulla Khan, and Jim Mintz. "Dependency, self-criticism, and perceptions of socialization experiences." Journal of Abnormal Psychology 103, no. 4 (1994): 669–75. http://dx.doi.org/10.1037/0021-843x.103.4.669.

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Mena, Irene B., Heidi A. Diefes-Dux, and Brenda M. Capobianco. "Socialization Experiences Resulting from Doctoral Engineering Teaching Assistantships." Journal of Higher Education 84, no. 2 (2013): 189–212. http://dx.doi.org/10.1353/jhe.2013.0013.

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Popov-Momčinović, Zlatiborka. "Political socialization of women: Experiences of women's movement." Socioloski godisnjak, no. 5 (2010): 229–41. http://dx.doi.org/10.5937/socgod1005229p.

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In this work it was tried to point out the forms and contents of political engagements of women within women's movements both old and new, as well as the contemporary obstacles and challenges in globalizing world. The significance of women's movement is not only in its endurance and successfulness, yet also in the fact that it expanded the framework of what is considered political and offered different political sensibility within the movement's activists and general public were socialized politically.

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Jannesari, Milad T., and Sherry E. Sullivan. "How relationship quality, autonomous work motivation and socialization experience influence the adjustment of self-initiated expatriates in China." Cross Cultural & Strategic Management 28, no. 2 (March 30, 2021): 309–31. http://dx.doi.org/10.1108/ccsm-02-2020-0056.

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PurposeThe continued expansion of organizations outside China's planned economy due to the Belt-and-Road Initiative (BRI) is expected to increase recruitment of self-initiated expatriates (SIEs). Drawing on social capital, motivation and socialization theories, this study examines the experiences of SIEs in China, which is considered one of the most difficult locations for foreigners to work. While previous research has focused on the impact of individual characteristics on adjustment, this study explores the interplay among relationship quality (trust and shared vision), autonomous work motivation, socialization experience and adjustment.Design/methodology/approachBased on the developed theoretical framework, hypotheses are proposed and tested using data collected by surveying 274 SIEs in China.FindingsRelationship quality with host country nationals (HCNs) was positively associated with adjustment, and autonomous work motivation fully mediated this relationship. Socialization experience moderated the association between relationship quality and autonomous work motivation. Specifically, SIEs' socialization experience strengthened the associations of trust and shared vision with autonomous work motivation. However, socialization experiences failed to moderate the mediated effects of trust and shared vision on adjustment via autonomous work motivation.Originality/valueThis study answers repeated calls for more research on SIEs' adjustment and SIEs working in non-Western countries, especially China. The findings underscore the importance of studying SIE-HCN work relationships and the theoretical value of autonomous work motivation as an underlying mechanism by which the quality of an SIE's relationship with an HCN colleague influences adjustment.

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Aksakalova, M. K. "POLITICAL SOCIALIZATION OF PERSONALITY IN THE KAZAKHSTAN INFORMATION SPACE." BULLETIN Series of Sociological and Political sciences 69, no. 1 (March 15, 2020): 15–19. http://dx.doi.org/10.51889/2020-1.1728-8940.02.

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The article on the materials of Kazakhstan examines the issues of political socialization of the individual in the information space and communication processes that are not yet sufficiently studied in the socio-political sciences. Political socialization of a person is considered as an active reproduction of political experience, a certain system of norms, values and attitudes of political activity and political relations. Political socialization of a person is always a two-way communication process in which a person experiences the influence of various kinds of political entities and it self affects others.

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Lee, Hong-Min. "Physical education teachers’ perceptions of professional socialization." Journal of Kinesiology & Wellness 4, no. 1 (November 1, 2015): 39–42. http://dx.doi.org/10.56980/jkw.v4i1.23.

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The purpose of this study was to examine factors affecting positive professional socialization of physical education (PE) teachers. The participants were one elementary and two middle school PE teachers. Data were collected through field notes during passive participant observations, two semi-structured formal interviews and informal interviews, and document analysis of autographical posters. Thematic analysis was employed to examine data. The triangulation of data and member checks were utilized to establish trustworthiness. Results showed that the three PE teachers strengthened their teaching perceptions during professional socialization. The following key themes were identified in the study: impact from physical education teacher education faculty, positive experiences in method courses, positive experiences in early field experiences and student teaching, and close supervision from classroom teachers and university supervisors. The findings of the study suggested that different socializing events played a significant role in shaping positive perspectives during early field experiences, physical education teacher education courses, and student teaching.

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Yeo, Michelle, Deb Bennett, Deb Bennett, Cari Merkley, Cari Merkley, Jane McNichol, Jane McNichol, et al. "25. Experiences of New Faculty in a Transitional Institution." Collected Essays on Learning and Teaching 3 (June 13, 2011): 153. http://dx.doi.org/10.22329/celt.v3i0.3255.

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This research project studies the induction and socialization of new faculty at Mount Royal University, recently transitioned from college to undergraduate university status. There is extensive documentation in the literature on issues faced by new faculty in post-secondary institutions; however, very little is published on how a culture in flux may complicate this socialization. This project uses interpretive inquiry to study the experience over three successive years of new faculty experience. We use themes found in the prior literature of stress, time, socialization, and evaluation to structure our initial findings, but propose that a more complex framework is required to understand new faculty experience under these conditions of institutional transformation.

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Gardiner-Shires, Alison M., and Marlaina E. Kloepfer. "Examining the Professional Identity Development of Professional Master's Athletic Training Students: A Cohort Study." Athletic Training Education Journal 18, no. 1 (January 1, 2023): 16–25. http://dx.doi.org/10.4085/1947-380x-21-085.

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Context Professional identity development in professional master's (PM) athletic training students occurs over time and is influenced by numerous socializing factors. Although socialization processes of athletic training students have been examined, professional identity development related to the Weidman et al graduate and professional student socialization framework [Weidman JC, Twale DJ, Stein EL, et al. Socialization of Graduate and Professional Students in Higher Education: A Perilous Passage? ASHE-ERIC higher education report. Vol 28, No. 3. Jossey-Bass Higher and Adult Education Series; 2001] has never been examined in athletic training. This model values the multiple networks, individuals, and experiences that influence graduate students throughout their program. Objective To assess the lived experiences of 1 cohort of students enrolled in a PM athletic training program and determine what curricular and clinical education factors influence the development of professional identity. Design Qualitative study. Setting Focus group interview. Patients or Other Participants Ten of 12 (83%) students (5 females and 5 males) from a single PM athletic training cohort program participated. Data Collection and Analysis We conducted a focus group interview, which we transcribed verbatim, with participants during the last week of their last semester in the PM athletic training program. Data analysis was deductive and then inductive throughout the coding process, and we reached data saturation at the individual participant and cohort levels. We ensured trustworthiness through multiple analyst triangulation, peer expert review, and multiple data sources. Results Three factors influenced the development of the PM athletic training student's professional identity: (1) their clinical education experiences, (2) the cohort experience, and (3) their school/life balance. Within the clinical education experience, the immersive experience, clinical setting, and patients and preceptors were also influential. Conclusions This study used the Weidman et al socialization model. The experiences of PM athletic training students and their professional identity development are inclusive of the relationship with others throughout the educational experience, as well as their self-reflective practices within the field. It is important for stakeholders to understand the many factors that influence professional identity development.

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Barretti, Marietta. "The Professional Socialization of Undergraduate Social Work Students." Journal of Baccalaureate Social Work 9, no. 2 (March 1, 2004): 9–30. http://dx.doi.org/10.18084/1084-7219.9.2.9.

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This article compares the early interest in social work students' professional development to the early professional socialization studies in allied professions. Disparity is noted between the early holistic inquiries in other disciplines and social work's predominantly narrow empirical focus on only one dimension of professional socialization—value acquisition. The author also reports the findings of a grounded case study exploring the process of professional socialization and the influence of role models, as experienced by undergraduate social work students. Data construct a process of six phases spanning from “expectation” to “affirmation” with regard to differential experiences based on gender, race, and age. Implications for further research and professional education are noted.

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Gopaul, Bryan. "Applying cultural capital and field to doctoral student socialization." International Journal for Researcher Development 7, no. 1 (May 9, 2016): 46–62. http://dx.doi.org/10.1108/ijrd-03-2015-0009.

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Purpose Although the production of a dissertation and the transition to an independent researcher undergird the outcomes of doctoral education, this study aims to emphasize issues of inequality in doctoral study through the use of Bourdieu’s (1977, 1986) concepts of cultural capital and field. Design/methodology/approach This qualitative study with 15 doctoral students in Engineering and in Philosophy revealed that activities in doctoral study that tend to socialize students possess value, given the conventions of various contexts or social spaces related to academe. Findings Doctoral students who attain particular accomplishments experience doctoral study in ways that suggest that doctoral study is a system of conventions and norms that imbue particular activities with value, which then impact students’ doctoral education experiences. Originality/value Inequality is tied to students’ portfolio of achievements, as the value of these achievements suggests differential socialization experiences, such that different students learn about the norms and practices within doctoral study in different ways.

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Shin, Jung Cheol, Hyejoo Jung, and Soo Jeung Lee. "Professional Socialization of Postdoctoral Training among Academics in South Korea." International Journal of Chinese Education 8, no. 2 (December 18, 2019): 209–34. http://dx.doi.org/10.1163/22125868-12340113.

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Abstract This study aims to develop a theoretical perspective on postdoctoral experiences as professional socialization, and to empirically analyze whether postdoctoral experiences are associated with professional socialization such as deepened knowledge and skills, sense of belonging and academic identity. For this study, we used the data of the Academic Profession in the Knowledge Society (APIKS) survey. The results show that postdoctoral experiences are associated with research performance, their identity as a researcher, and their sense of belonging to their academic discipline; however, postdoctoral training is not associated with their sense of belonging to their affiliated institution. These findings imply that professional socialization during postdoctoral training is closely related to academic identity and their disciplinary affiliation as well as scholarly performance. This study proposes to develop and redesign doctoral education and postdoctoral training in the continuous process of academic and professional socialization.

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Romar, Jan-Erik, and Alexandra Frisk. "The Influence of Occupational Socialization on Novice Teachers’ Practical Knowledge, Confidence and Teaching in Physical Education." Qualitative Research in Education 6, no. 1 (February 27, 2017): 86. http://dx.doi.org/10.17583/qre.2017.2222.

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The purpose of this qualitative multiple-case study was to examine the influence of occupational socialization on three novice physical education teachers’ practical knowledge, confidence in teaching content and enacted pedagogical practices. This study involved three novice teachers who taught in Finnish primary schools. Data sources included nonparticipant lesson observations and semi-structured in-depth teacher interviews. The analysis occurred in two phases. Initially, we created a case narrative for each teacher with respect to the research questions through an inductive process that integrated the occupational socialization theory. For the second phase, a cross-case analysis was completed to provide a comprehensive and in-depth understanding of the data set. Each teacher’s occupational socialization experiences influenced their teaching confidence, planning practices and enacted pedagogical actions. In addition, the teacher education program experience extended their practical knowledge and was evident in their PE teaching. Therefore, in designing the pedagogical structure in teacher education, it is essential to consider pre-service teachers’ experiences about teaching, schooling, sport and physical education and thereby strengthen their knowledge and skills of how to teach physical education and provide students with quality learning experiences.

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Kuzhabekova, Aliya, and Aizhan Temerbayeva. "The role of conferences in doctoral student socialization." Studies in Graduate and Postdoctoral Education 9, no. 2 (November 5, 2018): 181–96. http://dx.doi.org/10.1108/sgpe-d-18-00012.

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PurposeThe purpose of this paper is to explore the role scholarly conferences play in professional socialization of doctoral students.Design/methodology/approachUsing data from 20 interviews on conference experiences of student attendees of a North American conference in social sciences, as well as on the conference experiences of students from various disciplines at a private research intensive university in the USA, the authors explored how research identity of doctoral students change over time as result of participation in conferences, how the process of socialization is shaped by advisers and peers and how the experiences vary depending on the characteristics of the participants.FindingsThe authors found that conferences play an important role in socialization, and the effect from conference attendance increases with the number of conferences attended. The study also showed that students undergo several stages in the process of their socialization, throughout which they develop greater agency and independence as scholars, as well as a more positive image of themselves as researchers, and become more strategic in their behavior. The results also point to the key role of adviser and peers in the process of socialization, whereby the former can provide direction and orientation, while the latter may offer support and opportunities for mutual learning or future collaboration. The authors also found a notable difference in the support provided by advisers between teaching and research-oriented universities.Originality/valueThe paper applies doctoral student socialization theory to the analysis of informal doctoral experiences outside the program of study.

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Flory, Sara Barnard. "Professional socialization experiences of early career urban physical educators." European Physical Education Review 22, no. 4 (July 25, 2016): 430–49. http://dx.doi.org/10.1177/1356336x15616074.

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Amelink, Catherine T., and Cherie D. Edwards. "EXPLORING THE SOCIALIZATION EXPERIENCES OF UNDERREPRESENTED ENGINEERING GRADUATE STUDENTS." Journal of Women and Minorities in Science and Engineering 26, no. 4 (2020): 357–79. http://dx.doi.org/10.1615/jwomenminorscieneng.2020032606.

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Hughes, Diane, and Deborah Johnson. "Correlates in Children's Experiences of Parents' Racial Socialization Behaviors." Journal of Marriage and Family 63, no. 4 (November 2001): 981–95. http://dx.doi.org/10.1111/j.1741-3737.2001.00981.x.

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Richards, K. Andrew R., and Wesley J. Wilson. "Recruitment and initial socialization into adapted physical education teacher education." European Physical Education Review 26, no. 1 (January 24, 2019): 54–69. http://dx.doi.org/10.1177/1356336x18825278.

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While much has been learned about the socialization of physical education teachers through occupational socialization theory, less is known about the socialization of adapted physical educators. The purpose of this study was to examine the experiences leading individuals to enrol in a graduate-level adapted physical education teacher education programme in the United States. Participants included 17 first semester preservice adapted physical education teachers (5 males, 12 females). Data were collected through two individual interviews with each participant and autobiographical essay writing. Results revealed similarities and differences in the recruitment of adapted physical educators and physical education generalists. Specific themes included: (a) individuals with disabilities were the most powerful socializing agents; (b) both positive and negative experiences in sport and physical education facilitated recruitment; (c) an incomplete apprenticeship of observation framed recruitment; and (d) participants had different background experiences and espoused diverse career goals. Results are discussed with implications focusing on the socialization of both physical educators and adapted physical education specialists.

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Orr, Margaret Terry. "Learning the Superintendency: Socialization, Negotiation, and Determination." Teachers College Record: The Voice of Scholarship in Education 108, no. 7 (July 2006): 1362–403. http://dx.doi.org/10.1177/016146810610800705.

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National attention to a possible superintendent shortage has created concern about the changing nature of the superintendency, particularly new challenges, and how superintendents are prepared. Through 23 focus group interviews, superintendents across the country described the challenges they faced when new, how these have changed in recent years, and the benefits and gaps of their leadership preparation. Through a grounded theory analysis and comparison with relevant adult learning and leadership development theories, this article argues that structured advanced leadership development experiences could improve superintendents’ leadership development and transition. The article recommends that these experiences be structured as a learning community that is experiential and intensively reflective.

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Hamilton, Douglas N., Peter N. Ross, Rosanne Steinbach, and Kenneth A. Leithwood. "Differences in the Socialization Experiences of Promoted and Aspiring School Administrators." Journal of School Leadership 6, no. 4 (July 1996): 346–67. http://dx.doi.org/10.1177/105268469600600401.

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This study examined the socialization of seven promoted and seven aspiring vice-principal candidates in a large suburban school district. Evidence from these interviews indicates that the following socialization experiences were highly valued in the selection process, especially regarding the promoted candidates: having administrative experience at the system level; possessing a focused orientation toward preparation; understanding and practising instructional leadership; developing a strong support system (e.g., mentoring); and possessing highly valued personal qualities such as being change-oriented and demonstrating a positive orientation to the role. Recommendations for the improvement of vice-principal promotion programs focused on the importance of specific and clear feedback to all candidates and the role of school districts in proactively facilitating candidate preparation.

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Callary, Bettina, Penny Werthner, and Pierre Trudel. "Shaping the Way Five Women Coaches Develop: Their Primary and Secondary Socialization." Journal of Coaching Education 4, no. 3 (December 2011): 76–96. http://dx.doi.org/10.1123/jce.4.3.76.

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Using Jarvis’ (2006) psychosocial perspective of human learning, we explore how the career choices and the subsequent coaching approaches of five Canadian women coaches have been influenced by their primary and secondary socialization. A content analysis was performed to identify how coaches learned in their primary socialization with their family, and in their secondary socialization at school and in their sport experiences. The findings indicate that the learning situations in their primary and secondary socialization influence the coaches’ career choices and their subsequent coaching approaches. These findings have implications for coaching education, enabling course developers and facilitators to understand (a) the importance of creating environments where coaches are able to critically reflect, and (b) how coaching approaches can be influenced by early life experiences.

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Cormier, Christopher J., LaRon A. Scott, Christine Powell, and Kendra Hall. "Locked in Glass Classrooms: Black Male Special Education Teachers Socialized as Everything But Educators." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 45, no. 1 (February 2022): 77–94. http://dx.doi.org/10.1177/08884064211061038.

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This qualitative study of 10 Black men who teach special education found that they experience their socialization into the profession by school leaders and other system-level influencers as both challenging and conflicting. Although past research demonstrates that Black men who teach special education face pressure to engage in noninstructional roles, especially as disciplinarians and sports coaches, the impact on their school work experiences has not been examined. Study findings show that participants experience a conflict in role that creates a “glass classroom” distinct from the glass ceiling and the glass escalator. The barriers of the glass classroom make school experiences difficult because others do not see Black male teachers’ potential for other meaningful school-based assignments. Thus, their opportunities are constrained. The study uses Wingfield and Chavez’s racial inequity and occupational outcomes and role socialization theory as conceptual frameworks. Implications for practice and research are provided.

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Ignácz, Zsófia S. "The Remains of the Socialist Legacy: The Influence of Socialist Socialization on Attitudes toward Income Inequality." Societies 8, no. 3 (August 2, 2018): 62. http://dx.doi.org/10.3390/soc8030062.

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Despite convergence processes between Western and post-socialist societies in the past three decades, there are still considerable cross-country differences in individuals’ attitudes toward income inequality. To explain these differences, studies have primarily focused on the role of macro level differences and have only theoretically acknowledged how the role of diverging socialization experiences could also be responsible. To date, little is known about the importance of socialization for attitudes toward income inequality. This article assesses whether the differences between Western and post-socialist countries are influenced by socialization effects. Applying an adapted age-period-cohort analysis on the dataset of the International Social Survey Program’s (ISSP) “Social Inequality” module in survey years 1992, 1999, and 2009, the paper shows that socialization has a substantial effect on attitudes and a socialist socialization clearly differentiates individuals from post-socialist countries from Westerners. Results underline that experiences gained in formative years are crucial for attitudes. A further finding is that both perception and preferences toward income inequality are influenced by socialization.

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Gordon, Hava R., and Jessica K. Taft. "Rethinking Youth Political Socialization." Youth & Society 43, no. 4 (October 25, 2010): 1499–527. http://dx.doi.org/10.1177/0044118x10386087.

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This article draws from the experiences and narratives of teenage activists throughout the Americas in order to add a needed dimension, that of peer political socialization, to the larger political and civic socialization literature. The authors argue that although the existing literature emphasizes the roles and responsibilities of adults in shaping young people’s civic capacities, the roles that young people play in socializing each other for political engagement is underexplored. Based on two qualitative studies of teenage activists throughout North and Latin America, the authors argue that teenage activists, who are largely left out of this literature, represent a different process by which youth engage in politics. We use teenagers’ narratives about their own youth-led political socialization to extend the existing theorizing on youth civic engagement, rethink some of its core tenets, and elucidate the roles that young people themselves play in the processes of political socialization.

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C Brazill, Shihua. "Narrative Inquiry into Chinese International Doctoral Students’ Journey: A Strength-Based Perspective." International Journal of Doctoral Studies 16 (2021): 395–428. http://dx.doi.org/10.28945/4785.

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Aim/Purpose: This narrative inquiry study uses a strength-based approach to study the cross-cultural socialization journey of Chinese international doctoral students at a U.S. Land Grant university. Historically, we thought of socialization as an institutional or group-defined process, but “journey” taps into a rich narrative tradition about individuals, how they relate to others, and the identities that they carry and develop. Background: To date, research has employed a deficit perspective to study how Chinese students must adapt to their new environment. Instead, my original contribution is using narrative inquiry study to explore cross-cultural socialization and mentoring practices that are consonant with the cultural capital that Chinese international doctoral students bring with them. Methodology: This qualitative research uses narrative inquiry to capture and understand the experiences of three Chinese international doctoral students at a Land Grant institute in the U.S. Contribution: This study will be especially important for administrators and faculty striving to create more diverse, supportive, and inclusive academic environments to enhance Chinese international doctoral students’ experiences in the U.S. Moreover, this study fills a gap in existing research by using a strength-based lens to provide valuable practical insights for researchers, practitioners, and policymakers to support the unique cross-cultural socialization of Chinese international doctoral students. Findings: Using multiple conversational interviews, artifacts, and vignettes, the study sought to understand the doctoral experience of Chinese international students’ experience at an American Land Grant University. The findings suggest that Chinese international doctoral students use cultural capital (aspirational, linguistic, familial, social, navigational, and resistance) as leverage in this cross-cultural socialization process. Recommendations for Practitioners: The findings from this study offer insights for practitioners into what institutions and departments might do to support Chinese international doctoral students in their socialization journey. It is vital to support the whole student through understanding their different forms of capital. Recommendation for Researchers: Future researchers may want to further explore how students experience this process. An important question for future researchers to consider is: do Chinese international doctoral students benefit from multilingual discourse with their peers and from a multi-lingual command of the literature? Also, does the ability to read scholarly publications in both Chinese and English bridge a gap and strengthen professional identity development? Impact on Society: Significant impact on society includes improved opportunities for cross-cultural learning, international partnerships, and support for positive socialization experiences where diverse students may use their cultural capital as strengths and express new ideas. Moreover, there is also an economic benefit for the institutions and communities that rely on international students’ economic contributions. Future Research: Future research may want to explore how students perceive and experience multilingualism as a benefit in their education; for example, does the ability to read scholarly publications in both Chinese and English bridge a gap and strengthen professional identity development?

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Bowman, Thomas G., Joanne C. Klossner, and Stephanie M. Mazerolle. "The Doctor of Philosophy Experience of Athletic Trainers: Facilitators and Barriers to Anticipatory Faculty Socialization." Journal of Athletic Training 52, no. 10 (October 1, 2017): 925–36. http://dx.doi.org/10.4085/1062-6050-52.7.01.

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Context: It is important to understand the process whereby athletic trainers learn about their future roles, particularly when the roles can be complex and demanding. Little is known about the experiences of athletic training doctoral students, including facilitators and barriers to socialization as aspiring faculty members. Objective: To investigate factors influencing the anticipatory socialization of athletic training doctoral students into future faculty roles. Design: Qualitative study. Setting: Universities with athletic training doctoral students. Patients or Other Participants: We recruited 28 students (19 women, 9 men, age = 28 ± 3 years) with a minimum of 1 year of doctoral coursework completed and participating in an assistantship at the time of the study to reach data saturation. Participants were certified for 6 ± 3 years and represented 5 National Athletic Trainers' Association districts and 9 institutions. Data Collection and Analysis: We completed semistructured, 1-on-1 telephone interviews with participants. We transcribed each interview verbatim and analyzed the data using an inductive approach. Peer review, multiple-analyst triangulation, and member checks ensured trustworthiness. Results: We uncovered 4 themes from our analysis related to facilitators and barriers to professional socialization. Participants described comprehensive autonomous experiences in research that allowed them to feel confident they could sustain a scholarly agenda. Independent experiences and lack of pedagogy training yielded mixed preparedness relative to teaching responsibilities. Limited formal experience led to incomplete role understanding related to the service component of the professoriate. Finally, with regard to the administrative duties associated with athletic training faculty positions, participants noted a lack of direct exposure to common responsibilities. Conclusions: Role occupation in various aspects of the professoriate helped doctoral students prepare as future faculty members, although full role understanding was limited. Intentional exposure to research, teaching, service, and administrative expectations during doctoral experiences may facilitate the socialization of future athletic training faculty into academic roles.

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Sirsch, Ulrike, Maja Zupančič, Mojca Poredoš, Katharina Levec, and Mihaela Friedlmeier. "Does Parental Financial Socialization for Emerging Adults Matter? The Case of Austrian and Slovene First-Year University Students." Emerging Adulthood 8, no. 6 (October 31, 2019): 509–20. http://dx.doi.org/10.1177/2167696819882178.

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The study tested a model of first-year university students’ financial socialization focusing on parents as financial socialization agents and students’ present financial outcomes. Results from 395 Austrians (70% females) and 412 Slovenes (55% females) revealed significant pathways from recollected socialization experiences to students’ self-perceived financial learning outcomes (adopting parental role modeling and financial knowledge) and financial behavior control. Financial knowledge and behavioral control partly mediated the effect of prior socialization experiences on students’ financial behavior, financial relationship with parents, and financial satisfaction. Among country-specific pathways, adopting parental role modeling indirectly influenced financial outcomes in the Slovene students, whereas for the Austrian students, it was directly associated with better financial relationships with parents. Our findings on the pathways to healthy financial outcomes provide important suggestions to parents and emerging adult students.

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Holland, Steven K., and Justin A. Haegele. "Socialization Experiences of First-Year Adapted Physical Education Teachers With a Master’s Degree." Adapted Physical Activity Quarterly 37, no. 3 (July 1, 2020): 304–23. http://dx.doi.org/10.1123/apaq.2019-0126.

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The purpose of this study was to examine the meaning that first-year adapted physical education teachers with a master’s degree ascribed to their occupational socialization experiences. An interpretative phenomenological analysis research approach was used, and occupational socialization theory was adopted as the theoretical framework. Five teachers participated in this study. The sources of data were a semistructured focus group interview, semistructured one-to-one interviews, and reflective interview notes. Thematic development involved a three-step analysis process informed by the research approach. Three themes were constructed: (a) interactions with individuals with disabilities and activity experiences, (b) recruitment of adapted physical education teacher education students, and (c) graduate training and initial workplace experiences. The constructed themes provide unique insight into how teachers are socialized into adapted physical education and the meaning they ascribe to various socialization experiences, such as the limited impact that interactions with individuals with disabilities had on the decision to pursue this career.

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Koegel, Robert L., Kelsey Oliver, and Lynn K. Koegel. "The Impact of Prior Activity History on the Influence of Restricted Repetitive Behaviors on Socialization for Children With High-Functioning Autism." Behavior Modification 42, no. 1 (June 3, 2017): 34–57. http://dx.doi.org/10.1177/0145445517706346.

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Research has demonstrated that incorporating restricted interests of an individual with autism into recess activities is effective at increasing socialization with typically developing peers. However, certain activity contexts may alter the reinforcing influence of the restricted repetitive behaviors (RRBs) depending on an individual’s history in that activity. Using an alternating treatment design, this study examined whether an individual’s history with an activity affected socialization. RRBs were embedded into activities with a reported positive history (i.e., prior history of positive experiences) and activities with a reported negative history (i.e., prior history of aversive experiences) for participants. Data indicated that socialization increased and remained above baseline levels when RRBs were introduced during activities with a positive history, whereas socialization was minimal when RRBs were introduced in activities with a negative history. Social significance and implications for designing activities that incorporate a child’s RRBs are discussed.

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Azizova, Zarrina Talan, and Pamela P. Felder. "Understanding racial/ethnic meaning making." Studies in Graduate and Postdoctoral Education 8, no. 2 (November 13, 2017): 144–68. http://dx.doi.org/10.1108/sgpe-d-17-00004.

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Purpose The purpose of this paper is to examine the racial and ethnic aspects of the doctoral socialization to provide a meaningful insight into the belief systems and decision-making processes related to academic success and degree completion. This paper addresses a gap in literature focusing on the racial and ethnic aspects of the doctoral student experience as they relate to student agency. Design/methodology/approach This narrative research of four doctoral students uses a postmodern active interview method to foreground the role of a doctoral agency as manifested in the ways students make meaning of their experiences as members of the science, technology, engineering, agriculture and math academic community. A dialectical approach to the traditional socialization models provides the framework for understanding the meaning-making processes within a critical context of academia. Findings Findings present the intrinsic foundations for a doctoral agency and forces that shape key decision-making processes for doctoral students. Research limitations/implications Implications for research and practice provide guidance for faculty, graduate school administrators and organizations interested in supporting degree completion for historically marginalized doctoral students. Originality/value This study examines doctoral socialization as a meaning-making process of racial/ethnic students in engineering and agricultural programs. Narrative research design provides depth into the individual experiences and the role of racial/ethnic histories in students’ socialization (meaning-making) processes in a predominantly White academic environment.

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KALMUSS, DEBRA, and JUDITH A. SELTZER. "A Framework for Studying Family Socialization Over the Life Cycle." Journal of Family Issues 10, no. 3 (September 1989): 339–58. http://dx.doi.org/10.1177/019251389010003003.

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Theoretical and empirical work on family socialization focuses on the process by which parents transmit values to their children. This work tends to rely on the unstated assumption that individuals live in only two families during their lives: the family of origin and the family of procreation. Behavior is learned in the childhood family and transmitted to the marital/childbearing family unit formed later in life. This limiting assumption discourages consideration of how current rates of divorce and remarriage affect the process of family socialization. This article uses a lifetime perspective on family socialization to develop a framework for understanding the effects of divorce and remarriage on family violence. We identify three sources of family socialization experiences: socialization that occurs early in family life and creates a repertoire of behavior that may be carried into subsequent family relationships; lessons learned as a result of transitions from one family to another; and socialization experiences in a person's current family. Although the discussion focuses on the specific case of how the transitions of divorce and remarriage affect family violence, the framework can be extended to other family transitions and behaviors.

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Carlson, Rolf. "The Socialization of Elite Tennis Players in Sweden: An Analysis of the Players’ Backgrounds and Development." Sociology of Sport Journal 5, no. 3 (September 1988): 241–56. http://dx.doi.org/10.1123/ssj.5.3.241.

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This study analyzed the process of socialization of elite tennis players, thereby contributing to an explanation of the success experienced by Swedish tennis players in recent years. The top five male and top five female Swedish players, along with parents and coaches, were interviewed regarding background, early life sport experiences, and development. All five males held ranking positions among the 15 best in the world. The control group was chosen by matching pairs regarding age, sex, and junior ranking. Results indicated that both groups at the ages of 12 to 14 were equal, but after puberty the development of the groups diverged. As teenagers, some elite players were ranked among the world’s top players while the control group players did not experience success. The results clearly indicate that it is not possible to predict who will develop into a world-class tennis player based on individual talent alone. Personal qualifications and early life experiences in combination with social structures, tradition of sport, and tennis culture all worked together in an optimal way, particularly the local club environment and the players’ relationships to coaches.

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Dorsch, Travis E., Alan L. Smith, and Meghan H. McDonough. "Parents' Perceptions of Child-to-Parent Socialization in Organized Youth Sport." Journal of Sport and Exercise Psychology 31, no. 4 (August 2009): 444–68. http://dx.doi.org/10.1123/jsep.31.4.444.

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The purpose of this study was to enhance understanding of how parents are socialized by their children's organized youth sport participation. Five semistructured focus groups were conducted with youth sport parents (N = 26) and analyzed using qualitative methods based on Strauss and Corbin (1998). Sixty-three underlying themes reflected parents' perceived socialization experiences resulting from their children's organized youth sport participation. Each theme represented 1 of 11 subcategories of parental change, which were subsumed within four broad categories of parent sport socialization (behavior, cognition, affect, relationships). Each category of parental change was interconnected with the other three categories. Moreover, six potential moderators of parent sport socialization were documented, namely, child age, parent past sport experience, parent and child gender, child temperament, community sport context, and type of sport setting (individual or team). Together, these findings enhance understanding of parent sport socialization processes and outcomes, thus opening avenues for future research on parents in the youth sport setting.

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Talusan, Liza A. "Identity-Conscious Scholar Formation: Shaping More Inclusive Academic Communities." Education Sciences 12, no. 12 (December 19, 2022): 936. http://dx.doi.org/10.3390/educsci12120936.

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As colleges and universities commit to creating and sustaining a more inclusive and equitable community, it is important to understand how the role of identity intersects with the existing processes of socialization and development. An identity-conscious practice is the process of realizing that who we are informs and impacts how we act, interact, and see the world around us. In particular, how identity should be considered as part of bidirectional socialization. Understanding socialization as bidirectional means that organizations can contribute to healthier communities that not only retain scholars but also engage with the identities and experiences of their students. This paper explores the ways in which doctoral students of color, in particular, Asian American and Pacific Islanders, experience the socialization and development processes through the lens of race; identifies the key organizational challenges; and provides recommendations for how colleges and universities can move towards a more inclusive and equitable community. This paper advances a framework for an identity-conscious model of the formation of scholars.

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Sieger, Crystal. "“I Do Belong Here”: Identity Perceptions of Postgraduate Music Education Majors." Journal of Music Teacher Education 29, no. 1 (August 1, 2019): 56–70. http://dx.doi.org/10.1177/1057083719865890.

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Students choosing to enter the music teaching profession after having already obtained undergraduate degrees in other music fields may experience unique forms of socialization and teacher identity development. Participants were four students enrolled in a 3-year master’s program with a music teacher licensure component. Through individual and focus group interviews, participants shared their perspectives on program experiences, course elements, and interactions with peers and professors as important influences on their developing music teacher identity. I examined the data for emerging patterns and applied open and axial coding to the most prominent responses, resulting in themes centered on participants’ socialization experiences, desire for independence, need for self-justification, and “outsider” status among peers. To combat lack of peer recognition or support, participants developed strong, collaborative relations with each other. Implications for music teacher educators are considered.

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Bentley-Edwards, Keisha L., and Howard C. Stevenson. "The Multidimensionality of Racial/Ethnic Socialization: Scale Construction for the Cultural and Racial Experiences of Socialization (CARES)." Journal of Child and Family Studies 25, no. 1 (May 21, 2015): 96–108. http://dx.doi.org/10.1007/s10826-015-0214-7.

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Journal articles on the topic 'Socialization experiences'

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