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.

Most research on medical professional socialization was conducted when medical students were almost uniformly white, upper- to upper-middle class, young men. Today 50% of medical students in Canada are women, and significant numbers are members of racialized minority groups, come from working class backgrounds, identify as gay or lesbian, and/ or are older. This research examined the impact of such social diversity on processes of corriing to identify as a medical professional, drawing on a survey of medical students in one third-year class, interviews with 25 third-year students, and interviews with 23 medical school faculty members. Almost all of the traits and processes noted by classic studies of medical professional socialization were found to still apply in the late 1990s. Students learn to negotiate complex hierarchies; develop greater self-confidence, but lowered idealism; learn a new language, but lose some of their communication skills with patients. They begin playing a role that becomes more real as responses from others confirm their new identity. Students going through this training process achieve varying degrees of integration between their medical-student selves and the other parts of themselves. There is a strong impetus toward homogeneity in medical education. It emphasizes the production of neutral, undifferentiated physicians - physicians whose gender, 'race/ sexual orientation, and social class background do not make any difference. While there is some recognition that patients bring social baggage with them into doctor-patient encounters, there is very little recognition that doctors do too, and that this may affect the encounter. Instances of blatant racism, sexism, and homophobia are not common. Nonetheless, students describe an overall climate in the medical school in which some women, students from racialized minority groups, gays and lesbians, and students from working class backgrounds seem to 'fif less well. The subtlety of these micro-level experiences of gendering, racialization and so on allows them to co-exist with a prevalent individual and institutional denial that social differences make any difference. I critique this denial as (unintentionally) oppressive, rooted in a liberal individualist notion of equality that demands assimilation or suppression of difference.

The individual like a personality grows and ripens only in a society. The whole social environment has an influence on a person‘s socialization. Socialization takes place rapidly, especially in the primary school age. The primary school age is a propitious time to develop sociality, because primary school students are interested in the activities rather than in the results of these activities. In practical activities the child acquires not only individual experience but social experience too. The after-school education is important for development of children‘s competences, civic development, social problems solving and development of children‘s skills and talents. The aim of my diploma thesis was to disclose the importance of after-school education for primary school students’ positive socialization. During the research theoretical (study of pedagogical, psychological, methodical literature, analysis of the laws and documents), empirical (pedagogues’ and parents’ testing, children’s written works), statistical (amending statistic data) methods were used. The research findings disclosed the positive standpoint of primary school community to after-school education and it was recognized as necessary for primary school students. An exclusive role in the process of education, while developing an all-round educated personality and developing a person’s qualities, social, communicative skills is occupied by after-school education. During the research it was determined that... [to full text]

This Master Thesis analyses the peculiarities of assumptions of student social integration through teaching to play the kankles. The objective of the research is to establish the assumptions of social integration through playing the kankles. The Thesis does not analyse the peculiarities of socio-cultural integration through teaching to play the kankles, as a pedagogical phenomenon, even though playing the kankles in our society is a familiar phenomenon and an assumption of preserving our ethnic culture. That is why the assumptions of student socio-cultural integration through playing the kankles in a music school are an important problem both from theoretical and practical aspect. Goals of Research: to reveal the opportunities of socialization through teaching to play the kankles during a music lesson; discuss the system of socio-cultural integration of the students playing the folk instruments in a music school; reveal the connections between the cultural values and national music and a person‘s socialization and opportunities of self-expression. Methods of Research: questionnaire answered in writing and observation. The Research was performed in Alytus Music School in 2005. Fifty one 6-18 year student studying the kankles speciality in the Music School and twenty seven graduates of the above speciality were questioned. The first section of the Thesis reviews the peculiarities, concept and assumptions of socio-cultural... [to full text]

Parental behaviors and socialization practices are among the most cited micro-level factors related to adolescents‘ performance in school. For African American youth, families provide the foundation for negotiating their identities and learning ―how to go to school‖ in a racist and sexist society (Hill, 2002; Jeynes, 2005). Yet, a sparse amount of research has examined familial factors that shape African American girls‘ identity development and academic outcomes. This mixed method study examined how racial socialization, ethnic socialization and parental involvement influence African American adolescent girls‘ multiple identities and academic performance. Participants included African American girls (N=106) between the ages of 11 and 14. Data were collected using a questionnaire and focus group interviews. The questionnaire included racial identity, gender identity, racial socialization, ethnic socialization, and parental involvement scales. Student grades were retrieved from schools administrators. Stepwise regression analysis was employed to examine the associations among familial socialization and involvement, identity factors and academic performance. Socialization messages regarding African American history, and coping with racial discrimination were negatively related to African American girls‘ academic performance. Socialization messages regarding African American cultural values were positively related to African American girls‘ academic performance. African American girls who were frequently exposed to African American cultural expressions, taught the African American value system, and taught strategies for dealing with racial discrimination were highly aware of how others view African Americans, had positive feelings about being Black, and their blackness was central to their identity. Gender identity exploration was linked to transmission of African American values and celebrating African American heritage. Gender belongingness/affirmation was predicted by messages about African American history. Six focus group interviews were conducted with girls (n=45) randomly selected from the larger sample. Participant answered questions about their feelings about their gender and racial groups, preparation for womanhood, and parental messages about academic achievement. A modified ground theory of data analysis was used to examine the focus group data. Four themes emerged from focus groups: (1) the importance of race and gender, (2) socialization for black womanhood, (3) avoiding a legacy of school failure, and (4) using education as a tool for personal advancement.

The purpose of this study was to research the experiences of female academicians in traditional liberal arts academic disciplines at one institution. The challenges of being a female academician are revealed in statistical data about faculty rank, tenure, and salaries as well as in descriptive accounts of the environment that women encounter in the higher education institutions. However, the intersection of women and the academic disciplines rooted in the liberal arts tradition is a neglected arena of investigation. This research involved a series of qualitative in-depth interviews with three women representing biology, psychology, and English at a small public college and began as an examination of their experiences in these academic disciplines. Consistent with qualitative research, the themes that emerged from the interviews did not highlight the original research focus. Rather, the women discussed their lives as teachers as a priority over their lives in the disciplines. Through the interviews, the women revealed that their paths into their disciplines began when they were children, a finding not addressed in current literature. Their stories also reveal commonalities in their professional socializations, their quests to have satisfying personal and professional lives, and the impact of relationships on the formation of their academic and professional identities. As each woman fell in love with her discipline during graduate school, she also discovered teaching as her greater affection. In the context of agency and strength, rather than educational tracking or cultural pressure, they found conditions of possibility in academic careers primarily focused on teaching. The results of this research suggest alternatives to some assumptions prevalent in current literature, including assumptions about when the direction of a career path begins and assumptions that women accept teaching-focused careers through systemic influences. The experiences of these women highlight the vital role of personal agency and meaningful interpersonal connections in the careers of women in academia.

Asmenys, turintys vienokią ar kitokią negalią ir neatitinkantys visuomenei priimtinų elgesio normų, dažnai yra nepriimtini dar ir šiomis dienomis. Tai ypač pasakytina apie žmones, turinčius vidutinę ir žymią proto negalią. Tokią nuostatą sąlygoja dar sovietmečiu suformuota visuomenės nuomonė apie tai, kad visi šalies gyventojai yra sveiki žmonės. Protiškai neįgalūs asmenys buvo izoliuojami nuo visuomenės specialiose uždarose įstaigose (pensionatuose) ir apie jų egzistavimą mažai kas žinojo. Šį reiškinį J.Ruškus yra pavadinęs „socialinės „kapsulizacijos“ fenomenu“ (Ruškus, 2001, p. 59). Pasikeitus įstatymams ir gyvenimiškai situacijai, visuomenė nežino, kaip elgtis su tokiais neįgaliaisiais, bijo jų, ignoruoja ar net atvirai tyčiojasi. Tačiau požiūris į negalią ir neįgaliuosius privalo keistis, plečiantis demokratiškumo ir tolerancijos idėjoms pasaulyje, tuo pačiu ir Lietuvoje. / The conteporary society has set certain standards or norms defining what a human being should be and how should behave. Other individuals, especialy with some kind incapacity, often become unacceptable or even unnecessary.such an attitude towards an incapacitated person must be undisputedly changed. Objective researching — to examine life quality optimization possibilities adult mentaly handicapped people (deep and middle mental deseases) through expanding cultural — artistic activities formes and methods. Master work is consisted of successive sections: introduction, theoretical material (three parts), research section, resulting deduction, recommendations. Is used quantitative — qualitative researching analysis. The first theoretical section is analyzed mental handicapped conception, triple disability people with deep and middle mental deseases, living in pension. In the second part is researched life quality indicators for „normal“ and mentaly handicapped people, life quality people, living in pension. Third teoretical section is analyzed music therapy methods and formes conditioning to self - realization and socialization processes mentaly disabled people living in pension through musical activities. Researchin part consist of succsessive analysis: mentally handicapped people living in pension supervisions (free time, during musical activities, after musical activities); community questioning analysis how „normal“ accept people with mental deseases socialization... [to full text]

Socializacijos procese tolygiai svarbūs profesinių įgūdžių, žinių ir organizacinės kultūros vertybių perdavimas bei tolimesnė saviugda, tačiau kai kuriose organizacijose akcentuojamas profesinis ugdymas ir tobulinimasis, o psichosocialinė adaptacija tarsi pametama iš akiračio. Toks neteisingas interpretavimas iškreipia socializacijos procesą, netgi tampa jos stabdžiu. Mokslinės, metodinės ir teisinės medžiagos analizė leidžia daryti išvadas, kad naujų darbuotojų kiekvieno socializacijos etapo sėkmę lemia vadovo pasirinktas valdymo modelis, teisinga organizacijoje vykstančių procesų interpretacija, darbo kolektyvo, ypač vadovaujančio personalo, įžvalga derinant individo ir organizacijos vertybių sistemas, savalaikė ir kokybiškai naudinga pagalba bei parama. Pozityvių darbinių santykių švietimo organizacijose užtikrinimui, organizacijos tikslų įgyvendinimui, darbuotojų saviraiškos galimybių realizavimui, svarbu teisingai interpretuoti ir valdyti socializacijos procesą. Todėl magistrinio darbo tikslas: ištirti naujų darbuotojų socializacijos proceso ypatumus ikimokyklinėse įstaigose. Tyrimo eigoje Vilniaus miesto trijose ikimokyklinėse įstaigose pastebėtos tos pačios socializacijos proceso tendencijos: atrankinio pokalbio metu nėra derinami darbuotojo lūkesčiai ir organizacijos galimybės, neatskleidžiamas realus darbas organizacijoje, nederinamos darbuotojo ir organizacijos vertybių nuostatos; antra, darbuotojų orientavimas nėra savalaikis ir patenkinamas, todėl socialinė... [toliau žr. visą tekstą] / In socialization process the transference of professional skills, knowledge, organizational culture values and further self-help is a matter of substance, still in some organizations vocational training and development are emphasized and psychosocial adaptation is of a sort to pass from view. Suchlike incorrect interpretation wrenches the socialization process, though turns a rising holdout. Scientific, methodical and law material analysis concludes, that managers’ adopted managing model, correct interpretation of proceeding changes in the organization, work-collective’s, particularly leading staff’s, insight matching up individual and organizational systems of values, well-timed and qualitatively effective support and help determines new employees’ every socialization stage success. Correct interpretation and management of the socialization process are influential for ensuring positive relations of work, implementing organizational goals and realization possibilities of self –expression in the organizations of education. Consequently, the goal of final masters’ work: to research new employees’ socialization process peculiarities in the preschools. The study is done in three preschools using the closed questionnaire in the inquiry. The research in the preschools of Vilnius reveals the same tendencies of the socialization process: Firstly, during the course of spot interview are not matched up worker‘s expectations and organization‘s facility, unrevealed real work in the... [to full text]

Lietuvoje didesnę nusikalstamų veikų dalį padaro vyrai. Tačiau pastebima, kad moterų nusikalstamumas pastaruoju metu didėja. Nusikaltusios moterys – yapatingi visuomenės nariai. Kaip socialinė grupė - neturi savarankiško statuso. Jos visiškai priklauso nuo visuomenės, nuo sukurtų institucijų, vertybių. Darbo tikslas – atskleisti ir išanalizuoti socializacijos įtaką moterų nusikalstamumui. Remiantis šiuo tikslu buvo iškelti uždaviniai: 1. Išanalizuoti skirtingos socialinės patirties moterų nuomonę apie nusikalstamumą įtakojančias sąlygas. 2. Apžvelgti socialinių institucijų įtaką moterų nusikalstamai veiklai. 3. Išanalizuoti skirtingos socialinės patirties moterų nuomonę apie nusikalstamumo prevencijos ir socializacijos aspektus. 4. Išanalizuoti darbuotojų, dirbančių su nusikaltusiomis moterimis nuomonę, apie pastarųjų socializacijos, nusikalstamumo problemas. 5. Išanalizuoti visuomenės požiūrį į nusikaltusias moteris, jų socializaciją. Tyrimo hipotezės: 1. Skirtinga socialinė patirtis (gyvenimo aplinka, šeima, kurioje auga ir kurią sukuria, draugai, nepriteklius, alkoholis, narkotikai) tiesiogiai daro įtaką moterų nusikalstamumui.. 2. Neigiamas visuomenės stabdo moterų, grįžusių iš įkalinimo įstaigos, resocializaciją bei turi įtakos pakartotiniam moterų nusikalstamumui. 3. Institucinės pagalbos veiksmingumą lemia motyvacija ir aktyvumas, noras keisti savo gyvenimą. Darbo struktūra: Įvade pateikiamas nusikalstamumo socializacijos problemos... [toliau žr. visą tekstą] / The bigger part of criminal activity in Lithuania belongs to men. But recently women criminal activity has grown noticeably. Woman who committed any crime are special members of society. Like social group they don‘t have independent status. They completely depended on society, special institutions. Research goal: to analyze adaptability influence to women criminal activity. Goals: 1. to analyse women of different social experience opinion on criminal activity. 2. Social institutions influence to women criminal activity. 3. To analyse women of different social experience thoughts on crime prevention and adaptability. 4. To analyse social workers thoughts about women criminal and adaptability problems. 5. To analyse what society thinks about these women, they adaptability. . Research hypothesis: 1. Different social experience does influence women criminal activity. 2. The biggest influence to women criminal activity has family education, social status, unemployment, alcohol, narcotics. 3. Negative society look on women who served time in prison, slows they adaptability, and drives them back to crime. Research stucture: Introduction shows topicality of women adaptability and criminal problems, research subject. Discusing on work goals and research planning. In first chapter examining presumption of women criminal activity and adaptability. In second chapter introduced research and interview with experts results. At the end introduced hypothesis confirmation and final... [to full text]

Mokyklose daugėjant mokinių, susiduriančių su įvairiomis socializacijos problemomis, tampa ypač aktualus pagalbos jiems teikimas. Kad tai būtų tinkamai organizuota, svarbu žinoti mokyklos administracijos ir pagalbą teikiančių mokytojų komandos požiūrį į šią veiklos sritį, nustatyti pagalbos mokiniams poreikį, išanalizuoti siūlomas pagalbos formas ir įvertinti teikiamos pagalbos kokybę. Šiuo tikslu Raseinių rajono savivaldybės ugdymo įstaigose buvo atliktas tyrimas, kurio objektas – pagalba socializacijos sunkumų patiriančiam mokiniui. Tyrimo tikslas – nustatyti pagalbos socializacijos sunkumų patiriančiam mokiniui poreikio, pasiūlos ir kokybės dermę, atskleidžiant mokyklų vadovų ir pagalbos komandos atliekamų funkcijų realizavimo ypatumus. Metodologiniu tyrimo pagrindu laikytina: psichoanalizės teorija (K Horni, H. Salivanas, E Fromas): asmenybė – tai tarpasmeninių santykių atspindys; psichosocialinė asmenybės vystymosi teorija (E. Eriksonas): tam tikras konkretaus vaiko elgesys priklauso nuo jo ankstesnio patyrimo, dabartinės situacijos, nuo kultūrinės aplinkos ir net nuo visuomenės istorijos; socialinio išmokimo teorija (A. Bandura): žmogaus elgesys ir psichiniai procesai – tai išmokimo rezultatas. Elgesį dažniausiai lemia ne viena aplinkybė ar atskiras elgesio modelis, o jų tarpusavio sąveika. Tyrimo metodai: teoriniai - mokslinės literatūros, teisės dokumentų analizė; empiriniai - kiekybinis standartizuotas apklausos raštu metodas taikytas apklausiant mokyklų... [toliau žr. visą tekstą] / As the number of pupils, which run into different socialization problems, is increasing, helping them becomes particularly relevant. That it would be properly organized, it is important to know the attitude of school’s administration and teacher’s team that is helping pupils towards this preserve, set the necessity of help, analyze forms of help that are offered and evaluate the quality of help. According to this research was made in Raseiniai district local governments’ educational institutional. Its object is, helping a pupil having trouble in socializing. The aim of the research is to set harmony of demand, supply and quality for pupil having trouble in socializing, while revealing schools leaderships’ and helping teams’ realization peculiarity of surplus function. The basis of methodological research is kept: the theory of psychoanalysis ( K. Horni, H. Salivanas, E. Fromas}: personality is the reflection of interpersonal relationship; the theory of evolution of psychosocial personality {E. Ericson}: specific behavior of particular pupil depends on his earlier experience, cultural environment and even on the history of community; the theory of social learning {A. Bandura): learning result is humans’ behavior and psycho processes. Behavior mostly depends not only on one factor or on separate model of behavior, but their interplay. The methods of research: theoretical – scientific literature, the analysis of law documents; empirical – quantitative standardize... [to full text]