O futebol, como uma atividade de lazer, é uma prática fundamental na vida das pessoas dos bairros de periferia. Portanto, refletindo toda sua importância para nossa cultura, cria uma grande rede de sociabilidade local. A persistência dos campos de futebol, o sonho de jovens nas escolinhas de futebol, as intermináveis “peneiras" dos talentos da bola, os incontáveis jogos e torneios do final de semana, demostram toda sua vitalidade. Deslocando o olhar dos campos para o espaço das ruas, descobrimos a presença de mais um de seus formatos: o futebol de rua. O objetivo desta investigação foi descrever e analisar a prática do futebol de rua como fator de sociabilidade de jovens através da categoria “pedaço". / Soccer, as an entertainment activity, is a deep-rooted practice in the life of the people who live in the city outskirts. Therefore, by reflecting its whole importance in our culture, it generates a considerable local socialization network. The persistence of soccer fields, the young people’s dreams at soccer schools, the never-ending searching for the new talents of the ball, the uncountable matches and the tournaments on weekends, depicts all its vitality. Turning our sight out of the soccer fields to the street environment, we find out the existence of one more of its formats: the street soccer. The objective of this study was to describe and analyze the street soccer practice as a factor in socializing young people through the ¨pedaço¨ (geographically localized neighborhood located within a larger city or suburb where people gatherings are likely to take place) category.

abstract: Emotions help shape prosocial behavior from early childhood through adulthood (Rivera & Dunsmore, 2011). Thus, it is important to further our understanding of how emotions are perceived and expressed during adolescence, a time where individuals are establishing their independence, solidifying their individuality, and expanding their understanding of expectations. In this context, it is necessary to consider what influences how emotions are socialized in adolescents. Parents play a central role in the development of children’s understanding of emotions, but less is known about how this influence may extend into adolescence (Feldman & Klien, 2003; Cassidy et al., 1992; Cohn & Tronick, 1987). Indeed, previous literature has found that culture and social support may influence how emotions are expressed and perceived and how they impact mental health (Crockett, et.al., 2007; Torres and Rollock, 2007; Torres, 2010; Padilla et. al., 1988). This study aims to bridge these factors to create a more comprehensive understanding of parent attitudes toward adolescents’ emotions by comparing White and Hispanic parents of adolescents. Specifically, this study examines whether parent gender (mothers versus fathers) and greater acculturation enhance these relationships and whether more positive attitudes about emotions and adolescents’ emotion expression influence parents’ own mental health. / Dissertation/Thesis / Masters Thesis Psychology 2019

La thèse porte sur l'étude comparée de trois configurations artistiques situées dans des espaces historiquement gérés par des élus communistes (Saint-Denis, Nanterre, Conseil général de la Seine-Saint-Denis). Dans ces configurations, il s'est agi de mettre au jour les logiques sociales et historiques permettant la reconnaissance de certaines formes artistiques (théâtre, fêtes de ville, cirque, arts de la rue, hip hop, musique principalement). L'approche repose sur une analyse dispositionnelle et relationnelle des individus impliqués dans ces phénomènes de légitimation ou d'illégitimation artistiques. Remonter aux schèmes de perception du monde social et aux contextes de leur actualisation permet d'en comprendre les ressorts. Cette analyse a permis d'identifier l'existence d'individus politisés s'engageant dans les mondes de l'art ou dans le champ politique pour subvertir les rapports sociaux dominants. Outre l'analyse des conséquences de ces engagements sur le paysage artistique, la thèse porte sur l'étude des incidences biographiques, territoriales et politiques croisées. Position sociale, engagement et institutions locales sont dialectiquement liées. Au cours de leur engagement, ces individus atteignent les classes moyennes et en constituent une strate bien spécifique : politisée, autochtone et disposant d'un capital culturel non certifié par des diplômes. L'existence de cette strate, dans les espaces étudiés, a des incidences sur la structuration de la société locale. L'autochtonie et les essais de définition d'une société basée sur un "roman national" post-colonial sont les deux dimensions qui ont été principalement étudiées. / My thesis focuses on the comparative study of three artistic configurations located in spaces historically run by communist elected representatives (Saint-Denis, Nanterre, General Council of Seine-Saint-Denis). In these configurations, I uncover the social and historical logics leading to the recognition of certain art forms (mainly theater, municipal festivals, circus, street arts, hip hop, music). My approach is based on a dispositional and relational analysis of individuals involved in these processes of artistic legitimization (or delegitimization). The study of these processes is conducted by analyzing individuals’ schemes of perception of the social world and the contexts in which these schemes are used. This analysis identified the existence of politicized individuals committed in the worlds of art or in the political field in order to subvert the dominant social relations. In addition to analyzing the impact of these commitments on the artistic landscape, my thesis focuses on the study of their biographical, territorial and political consequences. Social position, commitment and local institutions are dialectically linked. Through their commitment, these individuals reach the middle class and constitute a very specific stratum thereof: politicized, indigenous and possessing cultural capital that is not certified by diplomas. The existence of this social stratum, in the studied areas, has implications for the local social structure. I mainly studied two dimensions of these implications, namely Indigeneity and the definition of a postcolonial national narrative.

This dissertation examines the history of VaBocha experiences with Christianity. Historians have long assumed that Christian conversion was a static product. I show that conversion was an ongoing fluid process that churchgoers negotiated, contested, and appropriated to suit the Bocha social fabric. I demonstrate how existing social facts and sites of socialization shaped VaBocha understanding of Christianity. In doing so, I focus on the daily social practices to reveal how VaBocha reconciled the idioms of Christianity with their indigenous lifeways. VaBocha made use of existing sites of socialization to make Christianity useful to their everyday life. These sites were social spaces were VaBocha articulated familial and kinship relations and learned the values, behavior, and skills fitting to Bocha society. By probing the relations occurring at the familial and communal level, the dissertation illustrates that the domestication of Christianity started in familial domestic spaces. In the dissertation, I discuss the nuanced relationships that occurred between churchgoers and family members who were not churchgoers. The fact that Christianity never established hegemony over existing social facts and the ways of socialization which reproduced them meant that VaBocha churchgoers had to devise ways to balance the demands of Christianity against familial and communal obligations. I show why churchgoers became eclectic Christians who participated in both church and indigenous activities and beliefs, despite the fact that the churches condemned most of these indigenous practices. The dissertation shows that the pre-Christian ethics of tolerance of diversity allowed for Christian and indigenous practices to co-exist harmoniously.

Parents play a significant role in how children learn to express their emotions as well as their child’s overall emotional well-being. The purpose of this study was to examine the impact of positive and negative emotion socialization experiences on internalizing disorders in young adult males and females. One-hundred and forty-two young adults between the ages of 18-28 years from a southwestern university participated in the current study. It was hypothesized that early negative emotion socialization experiences would be related to higher levels of anxiety and depression in young adulthood (and, conversely, early positive emotion socialization experiences would be related to lower levels of anxiety and depression). In addition, it was expected that fathers would engage more in negative emotion socialization behaviors than mothers, especially with sons. Participants completed the Coping with Children’s Negative Emotions Scale- Adolescents’ Perceptions (CCNES-AP; Fabes & Eisenberg,1998), the Beck Anxiety Inventory (BAI) (Beck, Epstein,Brown, & Steer, 1988), the Beck Depression Inventory-II (BDI-II) (Beck et al., 1961), and a demographics form. Results indicated that parental emotion socialization was significantly related to depression in males but not females. There were limited significant correlations between anxiety and emotion socialization for males, but not females. Findings supported the hypothesis that fathers tend to engage more in negative emotion socialization behaviors than mothers, especially with sons. The long-term impact for males but not females of early emotional socialization experiences is discussed within the context of gender differences in intimate peer relations throughout development. In addition, the long-term impact of mothers and fathers on how children learn to express their (negative) emotions, and the implications of such for males’ mental health, is also discussed.

Leaders at a local community college in southern California ascertained that adjunct faculty members felt disconnected from the school and were not properly socialized to the culture of the school. The purpose of this case study was to help leaders learn adjunct faculty's perceptions of the socialization process. Organizational socialization theory and occupational socialization theory provided the theoretical framework for this study. Purposeful sampling was used to select 12 adjunct faculty to participate in face-to-face interviews. Data were collected via open-ended interview questions. These data were then transcribed, coded, and searched for themes. Coding was completed using Microsoft Word to search for common words and phrases. The 6 major themes were identified as follows: working conditions, voice and perception of adjuncts, mentoring, budget, lack of involvement in campus activities, and the desire to become a fulltime faculty member. A 3-day profressioanl development workshop pertaining to mentoring was identified as the project outcome. The results from this study could facilitate positive social change by helping this college, as well as other community colleges, assist adjunct faculty with their socialization processes. Better socialization could lead to committed adjunct faculty members who are more satisfied, informed, and engaged. When adjunct faculty feel more a part of the college, this engagement could result in improved understanding of the curriculum, more organizational commitment, and greater faculty dedication to the college's mission.

The Baby Boomer generation in the United States is growing older, and the number of adults age 65 years or older is expected to double by 2050. The increase in older adults combined with the reduction in services to older adults has created a gap in available social services and volunteers are needed to fill those gaps. This quantitative, nonexperimental study was designed to identify the motivations of volunteers who served the socialization needs of isolated older adults in a rural U.S. community. The functional approach theory was utilized to explain how volunteers engage in the same volunteer activity for different reasons. The Volunteer Functions Inventory (VFI) was used to gather data on the motivations of Little Brothers- Friends of the Elderly (LBFOTE) volunteers as well as demographic data. Data were analyzed using descriptive statistics, correlation coefficients, ANOVAs, and ANCOVAs to determine the relationships between the 6 functions of the VFI and demographic variables. The majority of volunteers of LBFOTE in this study were White married women with a college degree who were over 56 years of age, retired, and had volunteered for greater than 1 year. This demographic showed that the LBFOTE volunteer base is aging; 70% of volunteers were age 56 and older and 92.6% of volunteers had served for more than one year, indicating that the LBFOTE retains volunteers. Participants identified humanitarian and altruistic reasons as their motivation to volunteer, giving these the highest scores on VFI Values function. The findings promote positive social change by providing information to inform recruiting and retaining volunteers by targeting motives and untapped demographics, contributing to a culture of serving the socialization needs of isolated older adults.

A new development has evolved in Sweden where is more common that individuals chose to study higher educations at universities and colleges. At the same time, society has evolved to become increasingly characterized by individualization and acceleration. This study aims to illustrate different attitudes towards higher education among individuals who either wish or do not wish to study. The study has a sociological approach, and the basis for analysis is, above all, theories of individualization. The study shows that common attitudes towards higher education exist among both individuals who either wish or do not wish to study. The effects of individualization have contributed to an increasing pressure around the idea that the individual should educate himself rather than if he wants it (Rosa, 2013). At the same time there is an idea that education should be planned within a specific age to be able to live a desirable and stable life after 30 years old. Individuals are socialized through school into an idea of making themselves employable and learning to think and act in a certain competitive spirit. Many also argue that higher education will automatically result in a safer future and above all with more choices in life.

acase@tulane.edu / Abstract Future racial socialization (FRS) is a future-oriented concept that speaks to how adolescents intend to racially socialize their own children. This future-oriented parenting decision has been associated with the existing racial socialization messages that adolescents receive from their own caregivers prior to becoming parents themselves. Research has posited that parental racial socialization is arguably one of the most important developmental processes for African American youth (Hughes, 2006), and has been largely conceptualized as a process between parents and children. However, a new force called Social Networking Sites (SNS) has entered our ecological world over the last 20 years; possibly catalyzing a shift to occur in the racial socialization processes of adolescents, especially the African American adolescents of today known as being a part of the Generation Z or as the iGeneration (approximately born 1995-2012). It is important to understand how SNS are altering the adolescent development processes so that we can understand its benefits and risks. This study is a secondary data analysis of archived data that examines the relation of Parental Racial Socialization to Future Racial Socialization (FRS) as moderated by SNS and Racial Identity (RI), in African American Adolescents. In the current study, the participants are 300 African American high school students in a large southern urban city. The students ranged in age from 13 to 19 years old and attended a predominately (98%) African American high school in the United States. Findings demonstrate that racial identity plays a significant role in the relation between PRS (cultural socialization type) and FRS, and when specifically examining African American girls, racial centrality (a subcomponent of racial identity) and SNS play a significant role in moderating the relation between two types of PRS and FRS. / 1 / Ashlee Yates

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