This dissertation draws on criminology, social and developmental psychology and urban sociology in order to understand how contextual, situational and individual characteristics contribute to young people's relationships with and attitudes toward the police. The study's key question is: is ethnicity salient for understanding people's views of the police in Hackney? In answering this question, I adopt Bronfenbrenner's (1979) systemic framework, which proposes that the developing individual is embedded within a complex structure of influences that shape perceptions and behaviours. This mixed-methods study examines different aspects of the relationships between the police and ethnic minorities in the London Borough of Hackney using qualitative (interviews with community leaders and focus groups with secondary school pupils) and quantitative (surveys) research methods. I explore different levels of association with the police (community and individual) based on the understanding that cultures and historical attitudes influence community/police relationships. I also explore different modes of contact (direct and vicarious) within different settings (neighbourhood and school). I examine the applicability of the 'race and ethnicity' paradigm in explaining current police/minority dynamics by taking a nuanced view of these often artificially broadened categories. I consider other influences, such us social groupings and history of migration as well as community assets of collective efficacy and organisational capacity. The empirical work presented here links knowledge construction about the police to identity processes in order to help understand communities' attitudes generally, and children's specifically. As such, it provides insight into the process of legal socialisation. I explore the relationship between general attitudes about the police (in schools under the Safer School Partnerships scheme and in neighbourhoods) and specific attitudes, including police legitimacy, treatment, performance and pupils' willingness to help them (Tyler, 2006). I find that ethnic background has a limited relationship to general attitudes toward the police, with the exception of Black African pupils, indicating that the use of knowledge about the police interacts with identity development processes for some but not for others. Age, social capital, pupils' association with crime and contact with the police are more reliably related to attitudes toward the police. Surprisingly, I find that migrant pupils and those who are recipients of free meals hold more positive attitudes to the police in school than their counterparts. I find that young people's opinions of the police are more strongly linked to school police officers' performance than fair treatment. While this is a case study, it has implications for theory, practice and policy beyond Hackney, specifically relating to police legitimacy and policing ethnic minorities and young people in ethnically diverse locales.

Media sociologists have produced much research on the systems of production of media content. Photojournalism, however, largely has been ignored in these studies. This paper presents the findings of an ethnographic study of work routines and photojournalism practices at three newspapers. The study explored the extent to which routines and practices are affected by professional norms and values and organizational needs and beliefs. The study also explored how these factors influence the content and aesthetic qualities of newspaper photographs. Findings suggest that photo editors and photojournalists operate under many of the same constraints as other media workers. The findings also show that photojournalists are socialized to newspapers. expectations by fellow photographers and photo editors. To gauge professional accomplishments, photojournalists rely on peers, professional organizations and competitions.

The competencies and needs of those entering the teaching profession have become the subject of public debate since the release of A Nation at Risk. Subsequently many comprehensive and comparative reviews have documented the socialization of those entering the teaching profession especially student teachers and first-year teachers. The problems of beginning teachers have produced survival and self-oriented concerns. Internships and induction programs have been developed to ease the socialization of beginning teachers and mediate these concerns. As internships are developed and induction programs implemented, descriptive field studies which examine the processes of beginning teacher socialization are needed. Particularly, studies which investigate the socialization of first-year teachers prepared in cooperative field-based programs are necessary. This study was designed to document and analyze the teaching experiences of four first-year teachers who completed an extended field-based Internship – CPEP (Cooperative Professional Education Program). These teaching experiences were documented in terms of a conceptual framework drawn from socialization theory, occupational socialization theory, and teacher socialization research. Three questions were developed to guide this research into the teacher socialization process: 1) What are the socialization structures and processes, formal and informal, which shaped teachers' perceptions of their first year of teaching? 2) What are the teachers' perceptions of problems encountered and what adjustments are made? 3) What are the common concerns shared by these beginning teachers? The conceptual framework, socialization theory, coupled with a comparative case study design, were utilized to collect, organize, and interpret the data. Data sources included interviews, questionnaires, observations, video tapes, and journals. These multiple data sources provided evidence of the factors which explain beginning teachers’ induction into the teaching profession, teaching experiences in terms of teacher socialization theory and research and the relationship between teacher socialization and occupational socialization theory. The answers to the research questions are as follows: First, several significant contextual factors shaped these first-year teachers' perceptions of teaching: the organizational nature of the schools, the physical demands necessary to maintain energy levels for teaching, and the lack of time for planning. The influence of each teacher's primary socializing agent, the internship mentor teacher was expressed through a process of collegial emulation. Their students and teachers in other schools were also influential socializing agents. The behavioral outcomes of the teachers consistently focused on issues related to efficiency and organization. Second. the most significant self-perceived problems were the lack of planning time and the dynamics of working with other staff members. Although these beginning teachers became increasingly self-critical about the consequences of their teaching, they maintained a tone of confidence and competence. Third, the Stages of Concern Questionnaire administered to the teachers revealed relatively high student-focused (task) and teacher-oriented (impact) concern intensities. Their most commonly shared concerns included refocusing their teaching and identifying the consequences of their instruction. Although institutional demands influenced teacher adjustment to the norms and values of the profession and to the school as a social organization, the teachers also took an active role in this socialization process. The teachers were influenced by institutional norms, but they also created new roles and norms. Consequently, their socialization was a dynamic and interactive process. Occupational socialization variables which linked teacher socialization to occupation socialization theory included training, formal and informal mechanisms of control, and stages of socialization. The research findings contribute to the teacher education knowledge base and should be of value to four primary audiences: school site administrators who supervise beginning teachers, staff development administrators who organize in-service programs, governing bodies which regulate teacher certification, and university personnel who develop and supervise teacher preparation programs.

There has a great deal of research regarding the positive social (prosocial) behaviors of young children. Children have been observed performing a number of different prosocial behaviors, including helping, showing, sharing, and responding to the distress of another. However, most of the previous research was conducted in laboratory settings. In order to describe the first manifestations of prosocial behaviors more accurately, research needs to be conducted in a natural setting. The purpose of the current study was to observe the origins of the prosocial behaviors of young children in a child development center. To accomplish this goal, a research team was assembled and pilot observations were made. Group meetings served as a forum for developing a coding system. The study included four observation periods over a six month span during which children's naturally occurring social interactions were videotaped. Thirty-seven children between the ages of 9 months and 3.5 years who attended a corporate affiliated child development center participated in the study. The first observation period included 37 children who were videotaped for an average of eighty-four minutes each. The three remaining observation periods included 21 children who were videotaped an average of ninety minutes each. Approximately 150 total hours of videotape were collected. In addition to developing a coding system, a reliability study was conducted. This study included 42 three-minute segments which were representative of the videotape that was collected. Also, all the behaviors under observation were included among these segments. The three newest members of the research team then coded the segments. Inter-observer agreement was assessed by computing percentage agreement and also by calculating Cohen's kappas. Repeated measures analysis of variance were performed to determine if there were differences between observers, across the age range of the children, or across the group activity that the children were involved in while being observed. Although there were no significant differences between kappa values, there were differences between the percentage agreements. The implications of these differences to the coding system is discussed and predictions pertaining to the frequency of pro social behavior are elaborated.

The purpose of this study was to examine the behavioral aspects and socialization of the cultural value of respeto in a community sample of Mexican immigrant mothers and fathers and their Mexican and Mexican American children. Cultural values are socialized in children from a very young age through parenting practices so that children learn and engage in behaviors that are culturally relevant within their culture. Respeto is a cultural value that the literature suggests is one of the most important values in Latina/o communities, especially of Mexican origin individuals. Recommendations have been set forth from many fields including education, mental health, and health to take into account this cultural value in order to optimally engage Latinas/os in treatments. Cultural values have been successfully incorporated in evidenced-based treatments, such as cultural adaptations, but further examination and understanding of cultural values at a deeper level is needed in order to engage in culturally competent treatments and interventions. To understand and examine respeto, two scales were developed from the literature, community experts, and psychologist experts to capture children’s behavioral aspects of respeto and how parents socialize this value in them. Behavioral observations were coded to capture children’s display of respeto behaviors when they were interacting with their mothers and fathers. In addition, the socialization of respeto behaviors were coded for both mothers and fathers. Children displayed more respeto behaviors to their fathers than to their mothers. There were no gender differences in displays of respeto behaviors or socialization of respeto by mothers or fathers. Respeto and socialization were not related to child outcomes. The only significant finding from the primary analyses was a significant correlation between parent sex and child display of respeto, with fathers experiencing more respeto than mothers, t(52) = 2.714, p = .009, d = 0.753. One of the limitations was that this was a prevention sample and future research should examine children with a broader range of behavioral problems.

No description available.

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 72-84).

Thesis (Ph. D.)--University of Hong Kong, 2006. / Also available online.

Thesis (Ph. D.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (Ph.D.)--New York University, 1980. / Includes bibliographical references.