Onboarding is a strategy used as an introduction for new employees with the purpose to retain staff and skills in an increasingly competitive labor market. Onboarding aims to introduce the new employee to the organization. The new employee is expected to develop knowledge and skills that existing organizational members possess to become an effective organization member. The need for onboarding will probably remain and the study contributes to the sociological research about onboarding which is currently limited. Research has previously addressed the effects of onboarding in specific organizations and focused on the socialization process. Organizational socialization is the scientific explanation of how the new employee becomes an effective member of the organization, while the onboarding process is understood as a practical process of socialization that occurs at the beginning of the employment. This study uses document analysis to examine how the onboarding process is described in organizational documents. By including theories about onboarding, role and modernity, the study examines how organization, individual and society is considered in the documents. A successful onboarding process is described in a similar way in all documents. The reason for this is partly that all documents have been established by modern organizations in modern society where individuals have high demands on employers. Documents state that the onboarding process should be organized systematically and involve the entire organization. How the new employee deals with their role and understands the roles of other organizational members is crucial to becoming an effective member. / Onboarding används i introduktionen av nyanställda som en strategi för att behålla personal och bevara kompetens på en alltmer konkurrensutsatt arbetsmarknad. Onboarding syftar till att introducera den nyanställde till organisationen. Den nyanställde förväntas utveckla kunskap och färdigheter som befintliga organisationsmedlemmar besitter för att bli en fullvärdig organisationsmedlem. Behovet av onboarding kommer förmodligen kvarstå och studien bidrar till den sociologiska forskningen om onboarding som idag är begränsad. Forskning har tidigare behandlat effekter av onboarding i specifika organisationer och fokuserat på socialisationsprocessen. Organisationssocialisation är det vetenskapliga sättet att förklara hur den nyanställde blir en effektiv medlem av organisationen medan onboardingprocessen förstås som en praktisk process av socialisation aktuell vid anställningens början. Denna studie använder dokumentanalys för att studera hur onboardingprocessen framställs i organisatoriska dokument. Genom att inkludera teorier om onboarding, roll och modernitet studeras hur hänsyn tas till organisation, individ och samhälle i framställan. En lyckad onboardingprocess beskrivs på liknande sätt i samtliga dokument. Förklaringen är dels att samtliga dokument är upprättade av moderna organisationer i det moderna samhället där individen ställer höga krav på arbetsgivare. Dokument framställer att onboardingprocessen bör organiseras systematiskt och involvera hela organisationen. Hur den nyanställde intar sin roll och förstår övriga organisationsmedlemmars roller är avgörande för att bli en effektiv medlem.

This study examines lived experiences of veterinarians. A common feature of being a veterinarian is curing and caring for nonhuman animals. It is the love and connection most veterinarians share for animals that ignite their journey to become an animal doctor. Data collected during semi-structured interviews with 17 veterinarians reveal that there are many more intricacies to the job than just animal medicine. These veterinarians suggest that they must treat animals as learning tools during veterinary training and once they complete school, they deal with people and business on a regular basis. Most veterinarians would like their jobs to be animal-centric, but these data show that they are not.

The film addresses the problem of why it is challenging for Chinese college students to study, socialize and succeed in American universities and how language barriers, differences in family communication, educational systems and socialization between the United States and China contributes to the challenges that Chinese students are facing in the The United States. Some of the problems that Chinese students encounter are getting worse, leading to serious mental health problems or even Chinese students committing suicide.

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<p>  </p> <p>Prior research supports the significance of sexual debut (i.e., first sexual intercourse) in Western societies. Of concern, less than 5% of this research is from a sex-positive perspective with most researchers emphasizing sexual risks, particularly for underrepresented communities (e.g., Black women) and college students. Sexual socialization (i.e., messages communicated about sex) serves a critical role in the development of self-perceptions about sex, and scholars suggest sexual/relational development is rooted in experiences during emerging adulthood. </p> <p><br></p> <p>The primary aim of the present study was to identify meaningful subgroups/clusters of participants based on their experience of sexual socialization through messages received about sex (i.e., gendered, abstinence, casual, relational) from parents and from formal sex education and intersecting identities (i.e., gender, race). Additionally, the focus included determining if these clusters were associated with self-perceptions about sex: sexual satisfaction, frames of virginity (i.e., gift, stigma, process), gains following sexual debut (i.e., romantic, friendship, existential), and self-communicated messages about sex (i.e., gendered, abstinence, casual, relational). Participants were 435 undergraduate college students at a large, Midwestern university who completed an online survey. I used latent class cluster analysis (LCCA) and Bias-Adjusted Step-3 Analysis to address my research questions. The results of the LCCA indicated six subgroups/clusters: Relational Messaged White and Multi-Racial Women (Cluster 1, 22.99%), Under-Messaged Men (Cluster 2, 21.67%), Casual/Relational Messaged Individuals of Color (Cluster 3, 18.49%), Non-Casual and Parent Messaged Women of Color (Cluster 4, 15.67%), Abstinence/Relational and Formal Sex Education Messaged Individuals (Cluster 5, 11.80%), and Gendered Messaged White and Multi-Racial Women (Cluster 6, 9.38%). Cluster membership was significantly associated with self-communicated abstinence messaging in that Cluster 2 displayed significantly lower self-communicated abstinence messages than Clusters 1, 3, 4, or 6. The results of the present study have the potential to increase understanding of sexual socialization in the United States and its impact on self-perceptions about sex (e.g., abstinence). The findings can guide clinicians in avoiding inappropriate and harmful assumptions and support college campus professionals in creating balanced and meaningful programming to better serve college students. </p>

Purpose: This paper aims to describe the socialization process that audit associates experience within an auditing firm that is included in the Big 4-sphere. Our purpose is also to describe which attributes that characterize the organizational identity, and how these attributes are reflected in the self-image of the associates. Furthermore, we seek to explain how the socialization process has influenced the organizational identification. This subject is of interest since the business of auditing is facing higher demands from regulators and politicians, due to the bankruptcy of HQ-bank among others during the financial crisis in the beginning of the 21st century. Earlier research claims that the socialization process of recruits, especially in the initial state of the employment, has a major impact on their future values and attitudes in their job performance. Thus, the socialization process should also be a vital means to achieve organizational identification, which consequently will help the organization to assure a uniform outcome among its employees.       Methodology/approach: The collection of primary data was done by five interviews with audit associates, working within an auditing firm that belongs to the Big 4-sphere.  Findings: The socialization process within the auditing firm is foremost characterized by an informal socialization strategy, where learning by doing and interaction with more experienced colleagues are fundamental parts within the process. Hence, the serial strategy is integrated in the informal socialization process. Moreover, the individual socialization strategy is present in terms of the individual learning that takes place in the daily work context. Considering the explicit and mandatory steps within the personal development plan, the sequential strategy is distinct. Thus, with the emphasis on the educations, influences of the fixed strategy can also be identified. However, the personal development varies among the associates with differentiated goals, which is in accordance to a variable strategy. Finally, due to the complexity of the profession of auditing concerning specific skills, the socialization process has influences from both retaining and processing strategy.  The length of the employment enhances the degree of the organizational identification, and therefore also by how far the associate has made it in the socialization process. Attributes that characterize the organizational identity and that are reflected in the associates’ self-image are for example analytical skills, urge, quality, ambitious and stress-hardy. The socialization process can in various ways explain why these attributes are apparent.

The current study investigated the role of racial identity dimensions (racial centrality and private regard), academic identity, and parent socialization (specifically, academic and ethnic/racial socialization: cultural socialization and preparation for bias) in promoting success among a diverse sample of Black students. The study aimed to examine how parent socialization and academic identity mediated the relationship between racial identity dimensions and academic achievement. Data was collected nationwide from 685 Black students through an online survey conducted in Spring 2022. Path models were employed to explore the relationship between racial identity dimensions and academic achievement. To account for contextual factors, the analyses incorporated academic identity and parent socialization (academic and ethnic/racial socialization, including cultural socialization and preparation for bias) as mediators, while gender was considered as a moderator. However, the mediation analyses did not yield statistically significant results, highlighting the need for further research to investigate the nuanced relationship between these factors. In addition to the path models, supplementary analyses were conducted, including bivariate correlations and exploratory factor analyses of the scales used: Identification with Academics (IAS, Osborne, 1997), Identification with School Questionnaire (ISQ, Voelkl, 1996), Education Socialization Scale (ESS, Bempechat et al., 1999), and Parent Ethnic/Racial Socialization (PERS, Hughes & Chen, 1999). The results of the exploratory factor analyses and subsequent evaluation of psychometric properties revealed inconsistencies between the factor structures suggested by previous studies and the current study for the Identification with Academic, Identification with School Questionnaire, and Education Socialization Scale. This suggests the need for further refinement and validation of these measurement instruments. However, the exploratory factor analysis of the Parent Ethnic/Racial Socialization scale aligned with existing literature, indicating its appropriateness for use with Black students. Bivariate correlation analyses demonstrated small-to-moderate relationships that were consistently observed across most variables. Academic identity demonstrated a strong and significant correlation with private regard and a moderate and significant correlation with racial centrality. GPA demonstrated a moderate and significant correlation with academic identity and private regard and a small but significant correlation with racial centrality and parent academic socialization. Students who endorse a stronger academic identity and racial identity (private regard and racial centrality) are more likely to have better academic outcomes, including higher GPA. Furthermore, the findings related to parent academic socialization suggest that parental support and engagement may continue to have some influence on the academic performance of Black students, even in adulthood. The implications of the findings were such that fostering a strong academic identity and a positive racial identity contributed to better academic outcomes for Black students. Further, the findings highlight the sustained influence of parental support and engagement on the academic performance of Black students, even as they transition into adulthood. This underscores the significance of ongoing parental involvement throughout a student's educational journey. / School Psychology