This study explored the social inclusiveness of classrooms with culturally competent teachers who were identified both by their participation in in-service diversity training and by principal nomination. The design of this study was primarily quantitative using a one-way ANOVA to analyze whether fourth and fifth grade students (N = 125) in classrooms with teachers identified as culturally competent are more inclusive in their mutual friendships than students (N = 117) in classrooms with not trained teachers at the same schools. Sociometric questionnaires were used to collect data on mutual friendships. Observations of students in lunchroom settings were also conducted. Findings from the sociometric questionnaire suggest that students with culturally competent teachers, also referred to as culturally responsive teachers in the literature, have broader and more diverse social networks than students in classrooms with not trained teachers. However, in the lunchroom settings where a given student must choose a limited number of students to sit next to at the lunch table, no notable differences between the classrooms emerged. Other than training in diversity issues, teachers in the two groups were very similar.

No description available.

Bakgrund: Bakgrunden till denna studie är att tidigare forskning har visat att det finns många unga individer som kan beskriva känslan av att vara blyg och hur de lever med denna. Tidigare studier har varit inriktade på barn och ungdomar med målet att komma fram till en kategorisering av de unga, och det leder till att denna studie har en annorlunda vinkling av blyghet. Den teoriram som studien utgår ifrån är symbolisk interaktionism och social interaktion med begreppen generaliserande och signifikanta andra samt främre och bakre regioner. Syfte: Följande studie har som syfte att förstå hur barn och ungdomar ser på blyghet. Syftet är även att se hur unga individer hanterar blyghet i sina kamratrelationer under skoltiden. Frågeställningarna som har undersökts är: Hur beskriver barn och ungdomar blyghet?; Vilken betydelse har kamratrelationer för ungas sätt att hantera blyghet?; Vilka föreställningar finns om blyghet i situationer med nära och flyktiga relationer?; Hur upplever unga att blyghet hanteras genom strukturerade miljöer som i klassrummen, och i friare valda umgängesformer som under luncher, raster, innan och efter skolan? Metod: Genom att arbeta med semistrukturerade intervjuer där varje informant ges utrymme till att själv beskriva sina tankar och ord om blyghet i förhållande till kamratrelationer, tydlig-görs att utgångspunkten är en kvalitativ metod. En förståelse av att individer har egna sätt att se på fenomenet finns med under studien och det leder sedan fram till resultatet. Resultat och slutsatser: Resultaten visar att de tillfrågade barnen och ungdomarna hanterar blyghet på olika sätt, då en del väljer att hålla sig undan blyga människor och andra vill hjälpa dem. De har även egna ord på vad blyghet innebär, i och med att de flesta upplever det som ett negativt sinnestillstånd, medan några få informanter kan se det positiva med blyghet. Enligt dessa finns det nämligen fördelar med att som individ inte vilja vara i fokus hela tiden, att förstå andra samtidigt som en försiktighet hindrar den från att vara elak mot andra, och slutligen ser de en positiv aspekt av att blyghet gör att individen inte tjatar, utan i större utsträckning lyssnar. / Background: The background of this study is previous research has shown that there are sev-eral young individuals whom can describe shyness and how to live with it. Previous studies have had a focus on children and youth with the purpose of categorizing them, which leads this study to have a different approach to shyness. The study is based on symbolic interactionism and social interaction using the terms generalized others/significant others along with Front Stage/Back Stage. Aim: This study has an aim to understand how children and youth perceive shyness. The aim is also to see how young individuals handle shyness in friendships during school-hours. The leading questions which have been studied are: How does children and youths describe shyness?; To what degree does friendships affect young individuals ability to handle shyness?; Which conceptions about shyness exists in regards to close and transient relationships?; How does young individuals perceive how shyness is handled in structured environments such as in the classroom and in chosen relations with people such as lunch breaks, time between classes, before, and after school? Methods: By working with semi-structured interviews where each interviewee is freely able to describe their thoughts and words regarding shyness in relation to friendships, it's clarified that the basis of this study is qualitative. An understanding that individuals have their own perspec-tive on the phenomenon is incorporated into the study which leads to the result. Results and conclusions: The result shows that the interviewed children and youths handle shyness in different ways as some choose to keep away from shy individuals while others want to help them. They also have their own words to describe what shyness entitles since most find it to be a negative experience while some interviewees can see something positive with it. According to them there are advantages by not wanting to be in the spotlight, to understand others while caution prevents the person from being mean to them, and finally they find a positive aspect when shyness leads the individual to not badger, and instead listens to a greater extent.

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In this thesis, I aim to build upon recent attempts to situate a theory of virtue within work on character traits by social-cognitive scientists like Walter Mischel and Yuichi Shoda. I begin by examining the empirical adequacy of global cognitive-affective processing systems (CAPS) based character traits and virtues. I contend that empirical research does seem to support the existence of the former and is compatible with the existence of the latter. Next, I argue that one model of moral development that is compatible with my findings in the previous chapter is the communal and tradition based model of moral development. I go on to defend the claim that this model is also well-suited to play a significant role in an account of human moral development that is in keeping with my findings in the previous chapter. Here I specifically focus on pre-adult human moral development. I then turn my attention to consider human moral development in adults. I argue that character-friendships between adult human beings are compatible with and well-suited for CAPS based accounts of virtue that tie virtue to human flourishing. Recent empirical research on the impact of groups on helping behavior does not subvert the moral significance of character-friendships for adult moral development. I conclude my thesis by considering future issues that CAPS based virtue theorists need to address. This discussion is undergirded by my attempt to extend CAPS based accounts of virtue by defending three primary theses. First, some CAPS based theories of virtue are empirically adequate. Second, the communal and tradition based model of moral development is compatible and well-suited for such theories, particularly their accounts of pre-adult moral development. Third, character-friendships are compatible with and well-suited for adult moral development in said accounts of virtue. Instead of arguing for a single CAPS based account of virtue, I defend components and models of virtuous development that are consonant with a variety of accounts. Thus, while it excludes some accounts of virtue, my project is broad enough to serve as a framework for a number of different understandings of virtue.

abstract: The term “friend zone” has been used in various areas of social media and pop culture to define a situation where one individual covets a relationship with a close friend that never evolves; typically the situation includes a male seeking a potential romantic partner with a female. Although friendship is often viewed in a positive format and sometimes the foundation of a healthy relationship, this term has been stigmatized as an unfortunate situation and counterproductive to obtaining a fulfilling relationship. To approach the multi-faceted concern of friend zone phenomena and the many areas damaging messages that occur, my thesis starts with the history of friend zone phenomena, establishing a definition of friend zone phenomena for future scholars. Next literature on friendship and love, and Galician’s work used for both the methodology and theoretical framework is introduced leading to the analysis. The methodology and theoretical framework for the analysis uses Mary-Lou Galician’s 7-Step-Reality-Check-Up, twelve Myths social media promoted as the preferred reading and the Twelve Prescriptions (Rxs) for Getting Real About Romance. Resources on the discourses of gender performativity, psychology, and sociology are also included in the theoretical framework. I start with an introduction to retrograde misogyny, The Manosphere (including The Red Pill [TRP]), the Elliot Rodger case and rape culture. This initial segment is analyzed differently from the other texts to describe the crux of social justice issues within friend zone phenomena. I then analyze 10 online memes related to friend zone phenomena. Lastly, I analyze Jet and Star’s new book, How to Get out of the Friend Zone –their book is a textual version of the advice they give on their YouTube channel. Throughout all the texts Myths 5 (Physical Attraction), 6 (Man = Stronger), and 13 (No Cross-Sexual Friends) were all proposed as the preferred reading. Myth 14 (Men Want Sex/Women Want Money) was prevalent across the memes and TRP/Rational Male. All four myths are laden with gender performativity with damaging perceptions of healthy and respectful relationships. Additional research on friend zone phenomena in the form of interviews and surveys is recommended as research is still sparse. / Dissertation/Thesis / Masters Thesis Social Justice and Human Rights 2015

abstract: Scholars and practitioners increasingly recognize that coworker friendships are integral to both individual- and organizational-level outcomes. At the same time, though, the rapid increase in virtual work has taken a principal source of adult friendships – workplaces – and drastically changed the way that individuals interact within them. No longer are proximity and extra-organizational socializing, two of the strongest predictors of coworker friendships in a co-located workplace, easily accessible. How, then, do employees become friends with each other when interacting mostly online? Once these virtual coworker friendships are forged, individuals must balance the often-conflicting norms of the friendship relationship with the coworker relationship. How, if at all, are these tensions experienced and managed when co-worker friendships are virtual? My dissertation seeks to answer these questions through a longitudinal, grounded theory study of virtual coworker friendship in a global IT firm. The emerging theory articulates the “barrier of virtuality” that challenges virtual coworker friendship formation, necessitating that individuals employ two sets of activities and one set of competencies to form friendships with one another: presence bridgers, relational informalizers, and relational digital fluency. The data also suggest that the coworker friendship tension process itself is largely similar to the previously articulated process in co-located contexts. However, the virtual context changed the frequency, types of shocks that elicited the tensions, and management of these tensions. My findings have numerous implications for the literatures on relationships at work, virtual work, and organizational tensions. They also suggest significant ways in which individuals and organizations can more effectively foster virtual coworker friendships while minimizing the potential harm of virtual coworker friendship tensions. / Dissertation/Thesis / Doctoral Dissertation Business Administration 2017

The objective of this dissertation was to conduct an evaluation of a knowledge mobilization process in a community-based organization that supports adults with intellectual disabilities. The aim of the project was to understand how stakeholders share knowledge, use knowledge, and collaborate to make decisions regarding practices to support friendships for adults with intellectual disabilities. We produced two literature reviews; one systematically documented the views of adults with intellectual disabilities with regard to their relationships, and the other examined existing literature on strategies to support friendships. We also conducted two primary research studies in which we documented and evaluated knowledge mobilization activities in community-based organizations. We used a mixed-methods approach and collected data from a variety of stakeholder groups associated with a community-based organization, including staff members and the organization’s director, adults with intellectual disabilities, and family caregivers. Additionally, we collected data from staff working in a variety of community-based organizations that support adults with intellectual disabilities. During our primary research studies, we produced a variety of knowledge mobilization outputs regarding friendship support, including an evidence brief, a conference presentation, online presentations in French and English, and an informational website in French and English. The results of the studies included in this dissertation, our recommendations regarding community-based knowledge mobilization, and the knowledge mobilization outputs we developed can be used to improve knowledge mobilization practices in community-based services. Studying knowledge mobilization to support individuals with intellectual disabilities highlights some of the complexities that should be considered within community-based services, such as working with a variety of stakeholder groups, and including stakeholders that are potentially vulnerable to social exclusion.

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<p>Coworker friendships refer to interpersonal relationships between peers and overlap across work and personal domains of life. Prior research suggests that these relationships are beneficial in some ways and detrimental in others, and that they are characterized by divergent forms of social bonds (i.e., friendly or affective bond and work-related or instrumental bond), relational expectations, and norms. Yet, the processes through which coworker friendships influence employees’ work outcomes and well-being remains poorly understood. To illuminate the features of coworker friendships and the mechanisms through which they affect employees, I develop the Coworker Friendship-Resource (CFR) Model. Specifically, building from interaction ritual theory, I explore how features of friendship—nonwork socializing and self-disclosure with coworker along with the personal growth function (i.e., benefit or purpose) of the coworker relationship—simultaneously drain and replenish employees resources or energy by shaping work-nonwork (enrichment and conflict), affective (vitality), cognitive (psychological detachment from work), and relational (intrusion) mechanisms, and subsequent employee work behaviors, well-being, and relationship conflict. I also consider the contingencies affecting these pathways, including contextual work features and individual differences. Overall, the CFR model highlights the simultaneous benefits and burdens of coworker friendships for employees and organizations. To test the CFR model, I conducted a pilot study to validate new measures, a vignette experiment, and a two-wave field study. As a set, the results of the vignette and field studies revealed countervailing effects of the friendship features on resource gain and drain.</p>