The aim of this study is to describe and to interpret how fathers are concieved by their children. Various aspects of the male parent and the relationship between the child and his or her father are beeing investigated from the childs point of view. Forming an understanding of the fathers significance from the childs perspective is of particular importance for the study. This perspective is being formulated from a position that looks upon the childs socialization and the identityshaping processes as primarily a matter of "what children do with what is done to children".The empirical data in the study was obtained by interviewing one hundred children, seven and ten year old girls and boys, partly from Umeå and partly from some small villages a few swedish miles away from the town. The semistructured interviews were made with children from five different schools and from eighteen different school-classes.Data show that a vast majority describe a fairly close relationship to a father with clearly anti-patriarchal characteristics. The middle-class father is seen as a more family-oriented parent, more equal to his spouse than the working-class father who is more likely of beeing described in traditional terms. Some gender-related patterns are shown that concerns different orientations towards the father. While the boys tend to view their fathers in direct relation to themselves - him and me - the girls are more likely to describe their male parents as familyfathers and from a perspective that sees him as a partner to the mother.From the characterization the children made of their fathers from the family-drawings, four different cateogories, representing various perspectives on the father, were identified: The Positive, the Ambigous, the Disappointed and the Neutral.The symbolic interactionism, based on the works of George H. Mead, is argued to be a fruitful theoretical framework for understanding the socializationprocess in which the childs concepts of its father are being shaped. From a perspective on the cultural modernization and its impacts on parenting and the relationship between fathers and children, it is also claimed that there are reasons to beleive that the tendencies of release from a traditional determination not only put new burdons on parents and children in modern society, but also provide a widening of possibilities and a powerful potential for forming more "normalized", non-authoritarian and non-oppressive, interaction-based relations betweenchildren and their fathers. / digitalisering@umu

Introduktion av en ny medarbetare kan ha stor betydelse för den enskilda individens framtida resultat i organisationen, vilket i sin tur påverkar även arbetsgruppens och organisationens totala resultat. Utgångspunkten för studien är arbetslivets förändrade förutsättningar, vilka har fört med sig nya former att styra medarbetare i organisationer. Detta har medfört att även introduktionen antas ha fått en mer framträdande funktion. Denna kvalitativa studie fokuserar på att fördjupa sig i hur detta har påverkat introduktionsprocessen av nyanställda medarbetare. I kandidatuppsatsen undersöks hur Handelsbanken, genom sin introduktion av nyanställda, försöker påverka dessa att anpassa sig till organisationens normer, värderingar och arbetssätt i syfte att generera effektiva representanter för organisationen. Datan i studien har samlats in via information från organisationens hemsida, tillhandahållna dokument samt intervjuer som därefter tolkats och analyserats med hjälp av teorier om socialisering och identitetsstyrning. Slutsatsen är att Handelsbanken använder flera olika metoder i syfte att socialisera de nyanställda in i organisationen samt att dessa, under introduktionen, stimuleras att utveckla en identitet som överensstämmer med organisationens behov. Med hjälp av dessa kulturella, formella och sociala metoder antas organisationen försöka generera vad de själva benämner som ”handelsbankare”. / Induction of a new employee can be of the highest significance for the individuals future result within the organization, which in return influences the result of the workgroup and the organization as a whole. The basis for this study is the changing conditions in the working life, which have introduced new forms of managing the co-workers in organizations. A consequence of this can be that the induction can be assumed to have a more prominent function. This qualitative study is focusing on immersing in how this has reflected on the induction process of newly employed co-workers. This bachelor essay is examining how Handelsbanken, through their induction of their newly employed, is trying to affect these to adapt to the companies norms, values and work procedures with the intention to generate efficient co-workers in the organization. The data for this study have been gathered thru information from the organizations homepage, provided documents and by interviewing members of the organization, this information have then been interpreted and analyzed using theories about socialization and identity regulation. The conclusion is that Handelsbanken uses several different methods in their intention to socialize their newly employed into their organization as these, during the induction, gets stimulated to evolve an identity that correlates with the organizations requirements. With the help of these cultural, formal and social methods the organization is assumed to try to generate, what they within their organization refers to as, a “handelsbankare”.

Syfte med undersökningen var att undersöka vilka socialisationsverktyg använder personalen vid kommunala HVB (Hem för vård eller boende) för ensamkommande barn, samt ta reda på om personalen använder makt genom att stämpla ensamkommande barn som avvikare. Vi genomförde åtta semistrukturerade intervjuer med personal inom fem olika kommunala HVB för ensamkommande barn. Resultatet analyserades med utgångspunkt i symbolisk interaktionistiskt perspektiv, socialisationsteorin, maktteori samt stämplingsteorin. Resultat visade att socialisationsarbetet kan i hög grad bli bättre på att socialisera barnen på ett positivt sätt. Fyra socialisationsverktyg identifierades: 1) riktlinjer och handlingsplaner 2) språket 3) bemötandet i vardagen och personalens attityd 4) att överföra normer och värderingar. Vi fann att HVB för ensamkommande barn har stora kvalitetsbrister. Vi konstaterade också att makt och stämpling förekommer inom HVB för ensamkommande barn i syfte att forma barnen genom att det fastställs vad som är normalt/onormalt, önskvärt/icke önskvärt inom boendet. Nya sociala normer, värderingar och helt nya livsvillkor gör att barnen känner personalens upprepade påtryckningar om deras uppträdande och personlig egenskaper. Att inte rätta sig efter normerna ses som en avvikare och personalen betecknar barnets egenhet som avvikelse. Barnen går igenom en process som upphör i ett tankesätt om bestående avvikelse, som inkluderas av barnen själv och dem som omger honom. I detta sammanhang kunde vi koppla hur personalen med påtryckningar möjliggör för barnen ett negativt synsätt på sig själva. Vi fann också en positiv aspekt med resultatet och det är att det finns personal som är medvetna om bristerna och vill bättre ta hand om ensamkommande barnen inom boendena samt strävar efter att förbättra arbets siuationen på boendena genom att efterlysa behovet att bygga upp kompetensen bland personalen. Informanterna upplever att personalen behöver specialinriktad utbildning för att kunna bemöta barnen på ett professionellt sätt.

Mot bakgrund av att medier kan definieras som en socialiseringsfaktor samt att sexualitet är ett ämne som ofta vädras i olika medier är syftet med den här kvalitativa studien att undersöka hur livsstilsmagasin, i sina texter, skildrar sexualitet och då närmare bestämt kvinnors sexualitet. Kvinnors sexualitet undersöks av den anledningen att kvinnor under 1800-talet drabbades av en avsexualisering, det vill säga deras sexualitet förminskades i förhållande till männens, vilket sannolikt påverkar samhället än idag.                       Studien har tre frågeställningar där den första rör huruvida denna avsexualisering präglar livsstilsmagasin. Den andra frågeställningen undersöker vilka ord som används i livsstilsmagasinen för att beskriva det kvinnliga könsorganet. Den tredje frågeställningen har fokus på hur stor del av innehållet i livsstilsmagasinen som präglas av sexualitet, på ett direkt eller indirekt sätt. Ur ett medie- och kommunikationsvetenskapligt perspektiv lutar sig studien mot ett teoretiskt ramverk kring mediers påverkan, då främst hur unga människor påverkas, samt agenda setting. Jenny Kitzingers forskning har en central roll. Ur ett sociologiskt och sexologiskt perspektiv kretsar det teoretiska ramverket kring Gisela Helmius definitioner av samhällelig sexualsyn samt Gayle Rubins sexhierarki. De metoder som använts är huvudsakligen en kritisk diskursanalys med fokus på texternas konstruktivistiska funktion samt en mindre kvantitativ analys som ger svar på hur stor del av medieinnehållet som berör sexualitet. Empirin grundas på elva stycken livsstilsmagasin riktade till unga kvinnor.                       Av analysen framkommer att cirka nio procent av innehållet i de undersökta tidningarna berör sexualitet i någon form. Det framkommer också att de undersökta tidningarna är präglade av den restriktiva sexualsyn som råder i Sverige, vilken sannolikt delvis är ett resultat av ovan nämnda avsexualisering. Detta yttrar sig främst i ett befästande av den rådande kärleksideologin där sexualiteten endast får röra sig inom kärlekens, heterosexualitetens och tvåsamhetens ramar. Det framkom också att de undersökta tidningarna bidrar till ett osynliggörande av det kvinnliga sexuella könet. / Given that the media can be defined as a socialization factor and that sexuality is a topic that is often aired in various media, the purpose of this qualitative analysis is to examine how the media portrays sexuality and more specifically women's sexuality. The reason for examining women's sexuality is that women during the 17th century were constrained in their sexuality compared to men, and this constraint most likely has made an inprint on society to this day. This study poses three questions, the first concerns if the desexualisation of women characterizes the lifestyle magazines today. The second question examines which words that are used in lifestyle magazines to describe the female genitalia. The third question focuses on to which extent the media content in lifestyle magasines is characterized, directly or indirectly, by sexuality. From a media and communications perspective the study has a theoretical framework based on agenda setting and how media is able to influence its users, the young users in particular. The research done by Jenny Kitzinger plays a central part. From a sociological and a sexological perspective the theoretical framework revolves around Gisela Helmius' definitions on ideas of sexuality in society and Gayle Rubin's hierarchical valuation of sex acts. The methods that have been used are a critical discourse analysis which examines the constructivist function of the texts and a smaller quantitative analysis to examine to which extent the media content concerns sexuality. The empirical data is based on eleven lifestyle magazines aimed at young women. The analysis reveals that nine percent of the content in the examined magazines concerns sexuality in some way. It also reveals that the examined magazines are characterized by the idea of a restrictive sexuality which prevails in Sweden, which problably is a result of the above mentioned desexualisation. This manifests primarily in the consolidation of the prevailing ideology of love, where sexuality only is allowed within a framework of love, heterosexuality and monogamy. The magazines also contribute to making invisible the female sexual genitalia.

When describing faith development, established models often fail to incorporate the effects of an individual’s sociocultural context and control for additional dimensions of their identity such as ethnicity, gender and religious denomination (Mattis, 2001; Myers, 1991; Willis, 2005). This study involved 18 African American women and men between the ages of twenty and seventy-seven who identified as Baptist Church goers within the Southeastern region of the United States. A mixed methods design informed by interpretive and emerging social network paradigms was used (Hanson, 2005; LeCompte & Schensul, 1999). There were two phases of this study. Within phase one, twelve participants completed one semi-structured interview and the Optimal Theory and Identity Development-Revised (OTAID-R) instrument (Haggins, 1996) which was designed to evaluate identity development along multiple dimensions, including spirituality. Within phase two, six participants took part in a follow-up focus group to validate the emergent themes. Grounded theory was used to analyze the data (Strauss & Corbin, 1998). A circular socioculturally informed model of faith development was devised. The current model was most congruent with African centered models of faith development and revealed non-linear process of faith development. The OTAID-R survey was not significantly correlated with the age of the participants. Implications for research and practice include the importance of considering sociocultual context and experience when conceptualizing developmental processes within a culturally informed framework.

L'éducation à la citoyenneté comme forme de socialisation juridique est un moyen parmi d'autres qui nous permet de concevoir un possible dépassement de la « raison paresseuse» dans laquelle sont engagés les modèles politiques occidentaux. Les bases d'un nouveau code moral proposant à la fois une identité individuelle et collective pour le citoyen sont nécessaires. Ainsi, les énergies consacrées à la meilleure formation possible des futurs acteurs de la société québécoise, au partage d'idées et de perceptions dans une perspective contemporaine, ne peuvent être que bénéfiques pour l'avancement et l'avènement d'une société où l'équité coexiste avec la différence. C'est en réfléchissant et en échangeant sur le sujet avec notre entourage que nous avons décidé de concentrer nos recherches dans le domaine de 1'« éducation à la citoyenneté» avec comme contenu le droit. Naturellement, l'analyse à proprement positiviste du droit est ici mise de côté. Comme nous le verrons plus loin, une étude qui aborde la vision que se font les jeunes de l'univers juridique qui les entoure commande plutôt une approche sociologique. Les conclusions tirées de notre projet de recherche contribueront au débat entourant les concepts de citoyenneté, de droits fondamentaux et de responsabilités sociales dans une dynamique d'apprentissage. En tenant compte de la dimension culturelle de la citoyenneté, nous décrirons les différences d'interprétation et de représentation des droits fondamentaux et des responsabilités sociales dans la conscience d'« initiés» et de « non initiés» à une activité de socialisation juridique organisée par le Centre de développement pour l'exercice de la citoyenneté (CDEC), Débats de citoyens. Ce n'est qu'une fois cet exercice complété que nous tenterons d'évaluer le bienfondé et la validité d'une telle approche pédagogique. / Citizenship education as a form of legal socialization is a way to conceive a possible overtaking of the « lazy reason » that embodies western political paradigms. The basis of a new moral code proposing an individual and collective identity for each citizen is necessary. Thus, the efforts invested in the best possible development of future actors in the province of Québec, in the sharing of ideas and views in a contemporary perspective, can only benefit the promotion and the upcoming of a society where equity coexists with difference. It is through reflection and while exchanging on the subject with others that we decided to concentrate our research on citizenship education with law as its content. Naturally, a positivistic analysis of the law is absent in such work. As we will see, a study that tackles young individuals' view of the legal universe they live in, rather commands a sociological approach. The conclusions we reached will contribute to the debate on the concepts of citizenship, fundamental rights and social responsibilities in a learning environment. Taking into account the cultural dimension of citizenship, we describe the differences in the interpretation and the representation of fundamental rights and social responsibilities in the conscience of "initiated" and "non-initiated" to a legal socialization activity organized by the Centre de développement pour l'exercice de la citoyenneté (CDEC). This activity is called Débats de citoyens, which translates to Citizens' debate. Only once this work is done will we attempt to evaluate the value and worth of such a pedagogical approach.

The increasing number of immigrants in North America has made Generation 1.5 students--foreign-born children who immigrated to their host country with their first- generation immigrant parents (Rumbaut & Ima, 1988)--a significant population in Canadian and American schools (Fix & Passel, 2003; Gunderson, 2007). Of these students, many enter universities while still in the process of learning English as a second language (ESL). This often presents them with unique educational needs and challenges, which sometimes results in a “deficiency-oriented” view of Generation 1.5 university students (Harklau, 2000). However, much of the immigrant education research has thus far been limited to K-12 students, and the applied linguistics literature on Generation 1.5 university students has mostly examined their experiences within college and university ESL, writing, or composition program settings in the U.S. Therefore, this study addresses the gap in the literature through a qualitative multiple case study exploring the language socialization of seven Generation 1.5 Korean-Canadian university students. Triangulated data were collected over ten months through individual and group interviews with students and three English course instructors, questionnaires, students’ personal writings, and field notes. Drawing on the perspectives of language socialization (Duff & Hornberger, 2008) and language and identity (Norton, 2000), this study examined the contextual factors involved in the students’ language socialization processes and further investigated how these factors affected the students’ investments in languages and identities, as manifested in their everyday practices. The findings suggest that 1) in an ever-changing globalized world, the characteristics, including the educational goals and needs, of today’s Generation 1.5 Korean-Canadian students were considerably different from those of their predecessors; 2) through the complex interplay between their past, present, and future “imagined” experiences, the students were socialized into various beliefs and ideologies about language learning and use, often necessitating negotiations of investments in their identities and in their first, second, and sometimes third languages; and 3) given the diverse backgrounds and linguistic goals of these students, Generation 1.5 language learners should be seen from a “bi/multilingual and bicultural abilities” perspective rather than from a “deficiency-oriented” perspective. The study concludes with implications for policy, research, and pedagogy.

Through a comparative study of two Atlanta full-time Muslim parochial schools, this study examines Muslim approaches to Islamic education by analyzing school leaders' secular and religious goals, their main obstacles and concerns, and what they believe the best practices are. The study explores leaders’ visions of socialization and community development by juxtaposing findings from two schools. In order to answer the aforementioned questions, this study 1) assesses national trends in K-12 Islamic parochial schools across the United States through related research, 2) engages Muslim leaders from both institutions through semi-formal interviews, and 3) supplements findings through an extended period of participant observation.

The purpose of my study was to find out how staff in after-school activities thinks they work with norms and values, we may call this values education, and how this in turn may influence children's norms and values. By extension, how children are socialized with each other and develop socially. In my research, I have interviewed five of the after-school activities staff who work with children aged 6-9 years at a school in the neighbourhood Rinkeby-Kista in northwestern Stockholm.The results show that after-school activity according to the staff can play a very important and sometimes crucial role in children's social development. Staff believes that if they do not learn the social rules by participating in playing and games in early childhood, when growing up they are outside and cannot participate. By their pedagogical approaches, in terms of values and norms, the adults in after-school activities can help children to become socialized into a community of solidarity and eventually as adults become responsible citizens able to function and participate in society.

Graduate school socialization and mentoring are based on adult development theory as articulated by Jung, Erickson, and Levinson. As adults mature, they go through several stages of detaching from family and learning how to live in the world. During this period (which encompasses undergraduate and graduate education), special relationships are often formed to help ease the transition to adulthood by providing advice and mentoring. A mentor is a person who helps guide another person into a profession and contributes to his or her professional development. The mentor may serve as a professional role model and teacher, providing encouragement, direction, information, and friendship. Levinson’s work in particular revealed mentoring to be an important part of adult development. However, a review of the literature revealed a lack of research on the characteristics and consequences of mentor relationships and on male-female differences in mentor relationships A written multiple choice survey was administered to 28 male and 28 female doctoral level faculty members at Western Kentucky University. The results were examined to learn whether subjects had been mentored in graduate school, and whether they had same-gender or cross-gender relationships. The study assessed the characteristics and functions of mentoring relationships, and sought to determine whether graduate school mentoring was associated with differences in productivity, professional satisfaction, and whether they had become mentors themselves. A stratified sample was used to match subjects by academic college, year degree was received (within five years), age (within 10 years), and, where possible, academic department and type of degree. The results were analyzed using the Chi-Square test for significance. It was found that 78.6% of the men and 75.0% of the women had mentors, but women were significantly more likely than men to have had cross-gender relationships. The presence or absence of mentoring was not significantly related to either productivity or professional satisfaction. Although the difference was not significant, faculty members who had been mentored were more likely to become mentors themselves. The findings from the present study were compared to the findings of previous research, and suggestions for future research were discussed, including the need for similar research with a larger sample that includes a wide variety of professional and non-professional occupations. A longitudinal study which follows the professional development of students who have been questioned about their mentor relationships was also suggested as a means toward a better understanding of the possible contribution of mentor relationships to a person’s professional development.