In several years researchers have focused on identifying different socialization agents that influence the child consumer in the purchasing process. These studies have identified parents, friends and peers, television, role models, and different virtual communities as socialization agents. However, there is still no understanding of how the socialization agents are integrated in the decision-making process. The purpose is therefore to identify how the child-consumers are influenced by different sources in their decision-making process, and recognise the socialization agents’ interaction as influencers. The authors have found that there is a continuous interaction between the socialization agents in the decision-making process. The socialization agents, such as parents, siblings, friends and peers, television, role models and virtual communities, separately influence the adolescents in the purchasing process, however, the adolescents do not only take into consideration the opinion of one socialization agent but rather they use all of them. The authors have also found that the socialization agents act as support systems to other socialization agents, this in both influence and credibility.

<p>In several years researchers have focused on identifying different socialization agents that influence the child consumer in the purchasing process. These studies have identified parents, friends and peers, television, role models, and different virtual communities as socialization agents. However, there is still no understanding of how the socialization agents are integrated in the decision-making process.</p><p>The purpose is therefore to identify how the child-consumers are influenced by different sources in their decision-making process, and recognise the socialization agents’ interaction as influencers.</p><p>The authors have found that there is a continuous interaction between the socialization agents in the decision-making process. The socialization agents, such as parents, siblings, friends and peers, television, role models and virtual communities, separately influence the adolescents in the purchasing process, however, the adolescents do not only take into consideration the opinion of one socialization agent but rather they use all of them. The authors have also found that the socialization agents act as support systems to other socialization agents, this in both influence and credibility.</p><p> </p>

Abstract The present thesis investigated children farmworkers' perspectives on having a job and balancing work and school. It also investigated parents' perspectives about their children's jobs and how they handle work and school. A qualitative approach has been used to investigate children farmworkers' experiences on how they handle work and school. Data was collected through semi-structured interviews with three children farmworkers between the ages of 12 and 17 years old and two adults that were parents of the children farmworkers residing in a rural area in the United States. Due to the current pandemic COVID-19, the research was carried out online through the Zoom platform. A thematic method was used to analyze the data collected. Through a critical analysis of transcripts, key concepts were obtained, decomposed into themes, and then organized into two sections for each theme. The themes were labeled: "Importance of the job," "Economic independence," "Impact on the future," "Job satisfaction," and "Compatible with school." The sections for each theme were labeled children's perspectives and parents' perspectives. There is a misconception that children work only in developing countries. Contrary to what has often been assumed, children work worldwide in developing countries and developed countries like the United States and Sweden. Results of this research showed that these children farmworkers want to work because they want to become personally and economically autonomous. Children and childhood are part of the consumer culture society. The study also found that the jobs of these children farmworkers did not affect their schooling and education. A call is made to consider children’s work as an expression of their agency and refrain from perceiving children as vulnerable beings in need of protection but instead, consider their perspective. Further research is needed in an ethnographic field with a more significant sample, including the teachers’ standpoint.