The central concern of this investigation was the determination of the relationships between Ss' perceived parent-child relations and their acceptance of the BSE model for social expectations. It was assumed that this model is a learned naive cognitive structure shared by the members of the society. It was predicted that certain parental behaviors critical to the socialization process would affect the acceptance or lack of acceptance of the BSE model. The measurement of perceived parent-child experiences was obtained through the use of the Roe-Siegelman Parent Child Relations Questionnaire (PCR). Baldwin's Social Expectations Scale was employed to obtain measures of the degree to which the BSE model could account for the variability of Ss' judgments of people-in-general in choice situations involving harming and helping behavior. Scores indicating the acceptance of the BSE model were then correlated with scores on each of the ten scales of the PCR. The results illuminated sex differences relating to the acceptance of the BSE model. For the females, warm, loving, and rewarding parent-child relations related positively to the acceptance of the BSE model. For the males, the effects of parental behavior were contingent on the individual parent. Fathers who were perceived as not overprotective or demanding and who promoted autonomous behavior in their sons were the fathers who had sons who made judgments according to the BSE model. Mothers who were perceived as demanding, punitive, and neglecting by their sons had sons who made judgments according to the BSE model. It was suggested that parental behaviors that are key factors in the development of the child's appropriate sex role may be the important factors affecting the acceptance of the BSE model for social expectations. Finally, the evidence suggested that the BSE model is capable of predicting people's social expectations, though not as effectively in the current study as in past investigations.

<p>The purpose of this study was to get a better understanding of how newly graduated social workers within the elderly care and the need assessment sector forms a professional identity through a focus on their experience of the socialization process.</p><p>The main questions concerned how work place culture socialized the newly graduated social worker in respect of her or his professional identity.</p><p>The study’s theoretical underpinning lies in Symbolic Interactionism. We have combined focus group interviews with follow-up personal interviews with the aim of deepening to our understanding of the socialization process of social workers and what it means for their professional identities.</p><p>Three main results were generated. First, that a well planned introduction and the teams’ significance to the formation of professional identity were shown to be important. Second that a needs assessment organization with a controlled and standardized professional role were noted to be too restrictive as they allowed little possibility for the new social worker to shape their own ways of working. This was particularly the case where new social workers were unclear about how to go about their work assignment. These results also showed that relation building and dialogue with clients was underemphasised and taken for granted.</p>

The purpose of this study was to get a better understanding of how newly graduated social workers within the elderly care and the need assessment sector forms a professional identity through a focus on their experience of the socialization process. The main questions concerned how work place culture socialized the newly graduated social worker in respect of her or his professional identity. The study’s theoretical underpinning lies in Symbolic Interactionism. We have combined focus group interviews with follow-up personal interviews with the aim of deepening to our understanding of the socialization process of social workers and what it means for their professional identities. Three main results were generated. First, that a well planned introduction and the teams’ significance to the formation of professional identity were shown to be important. Second that a needs assessment organization with a controlled and standardized professional role were noted to be too restrictive as they allowed little possibility for the new social worker to shape their own ways of working. This was particularly the case where new social workers were unclear about how to go about their work assignment. These results also showed that relation building and dialogue with clients was underemphasised and taken for granted.

The development of the global luxury market, nearly showing a decade growth of high degree, primarily refering the consumers of luxury market.It expanded not only high status but also general status and it¡¦s different from our past cognitive. Consumption is not a bad thing, but recently consumers change their shopping motives and want to show their status and obtain the identity of others by pursuiting the consumption patterns of higher classu, it will cause the disequilibrium between consumption and status. Therefore, this study explores the relationship between the socialization of status consumption and luxury attitude, and then extended to understand the impact of various media in the consumer socialization process, to identify the major cause of the disequilibrium. This object of the study expandes to the general consumers, it refers to widely understand the consumers actual cognition¡Bemotions and behavior whether he bought luxury goods or not. And exploring the relationship of luxury attitude and status consumption,in which you can understand the role of government in the consumer market and effect. After the questionnaire analysis, we found it is positive relationship between the luxury attitude and the status consumption,and it also has significant relationship between the attitude the consumer socialization process of media¡Gage¡Bthe school pattern in high school ¡B the cognition of government policy and luxury attitude. In conclusion, the luxury¡§cognition¡¨ and¡§emotion¡¨"are major causes to influence status consumption,it said the consumer to do the consupmtion behavior is depending the inherent performance.If consumers do not face their own wrong consumption mode, the overall social climate of the country will not upgrade.

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]

Young people‘s socialization process, which takes place in Šiauliai Vocational Education and Training Centre (the greatest vocational education and training centre in Lithuania), Construction and Mechanics department, is examined and analysed in the Master‘s work. The family is the initial socialization institution. The general goal of the family is to be an open system with mutual relationship, stability of limits and proper parts. Family, as a system, form a socialization activity Most often, not – attending school children meet with the entire complex of the problems: family problems. Practice has proved that more attention in the vocational education methodology is given to the ideas of the pragmatism. The criterion – referenced admission that would enable to estimate students’ vocational suitability has not been established, yet. The rapid economical growth in the Europeand Union requires constantly improving and competitive society. Theoretical implementation of vocational education and training principles essentially depends upon the mechanism of the labour market, which increases its requirements at present and encourages life – long learning. Nowadays we have an industrial society.

Purpose: The purpose of this paper is to contribute with knowledge regarding the connection between the socialization process and the organizational commitment perceived by junior accountants. Based on Van Maanen and Schein's (1979) model, we intend to identify and describe how selected socialization strategies affect junior accountants’ perceived affective, continuous and normative commitment during the initial five years in the firm. Research methodology: Semi-structured interview was chosen as the key approach for gathering essential data. Interviews were conducted at three major accounting firms with a total of eight interview participants. The study has a qualitative approach because of the ability to go in depth on the studied phenomenon. Conclusion: The socialization process consists of individual, informal, sequential, fixed, serial, and investiture strategies. A predetermined training program runs along the process however, which entails elements of a collective and formal approach. This study shows that several strategic choices in the socialization influence the affective and normative organizational commitment of junior accountants. The junior accountants find they can act according to their own values and affect their horizontal position in the organization. The study also indicates that the training program stimulates creation of contacts throughout the organization and gives assistants a feeling of obligation to "repay" the organization for the investment made in them.

Bakgrund:Dagens organisationer ser alla olika ut, stora som små företag med anställda i olika åldrar med olika bakgrund, värderingar och erfarenheter. Att arbeta med mångfald kan bidra till att utvecklingen går framåt på en samhällsnivå. Det finns kopplingar till mångfalden och det visar sig att organisationskulturen och socialiseringen inom organisationen påverkas av ett mångfaldsarbete. Det finns en koppling mellan ett mångfaldsarbete och de anställdas motivationsbehov, organisationens socialiseringsprocess samt organisatorisk kultur. Syfte: Syftet med denna studie är att undersöka hur en socialiseringsprocess mellan två generationer inom en viss organisation fungerar. Studien ämnar skapa förståelse, kunskap och förklaring av hur en socialiseringsprocess påverkas av ett aktivt åldersrelaterat mångfaldsarbete. Metod: Metoden som använts i studien är en kvalitativ metod i form av semistrukturerade intervjuer. Datainsamlingen gjordes på ett industriföretag på deras tjänstemansida. Med hjälp tidigare forskning tillsammans med den insamlade empirin och analysmodell kunde studien analysera på vilka sätt kan en socialiseringsprocess, mellan en yngre och äldre generation, bidra till en stark organisationskultur. Analys: I analysen har uppsattsförfattarna gjort en egen analysmodell för att kunna analysera och besvara frågeställningen med hjälp av teori om empiri. Där har de kommit fram till att denna studie bidrar med att skapa ny kunskap kring hur åldersrelaterad mångfald i organisationskulturen påverkar socialiseringsprocessen. Resultat och Slutsats: Studiens resultat belyser att socialiseringsprocessen fungerar som en brygga mellan äldre och yngre medarbetare och bidrar till att skapa behövliga interaktioner med varandra. Genom ett aktivt åldersrelaterat mångfaldsarbete kan socialiseringsprocessen stå som grund till hur organisationskulturen skapas istället för att en generation ska styra skapandet. Detta möjliggör att medarbetarna tillsammans skapar en kultur där alla inkluderas. För att detta ska vara möjligt krävs det ett aktivt åldersrelaterat mångfaldsarbete för att både de yngre och de äldres egenskaper ska forma organisationskulturen. / Background: Today's organizations all look different, large and small companies with employees of different ages with different backgrounds, values and experiences. Working with diversity can contribute to progress at the societal level. There are connections to diversity and it turns out that organizational culture and socialization within organizations are affected by diversity work. There is a connection between diversity work and the employees' motivational needs, the organization's socialization process and organizational culture. Purpose: The purpose of this study is to investigate how a socialization process between two generations within a certain organization works. The study aims to create understanding, knowledge and explanation of how a socialization process is affected by active age-related diversity work. Method: The method used in the study is a qualitative method in the form of semi-structured interviews. The data collection was done in an industrial company on their white-collar side. Using previous research together with the collected empirical evidence and analysis model, the study was able to analyze in which ways a socialization process, between a younger and older generation, can contribute to a strong organizational culture. Analysis: In the analysis, the essay authors have made their own analysis model in order to be able to analyze and answer the question using the theory of empiricism. There they have concluded that this study contributes to creating new knowledge about how age-related diversity in the organizational culture affects the socialization process. Result and Conclusion: The result of the study highlights that the socialization process acts as a bridge between older and younger employees and contributes to creating necessary interactions with each other. Through active age-related diversity work, the socialization process can form the basis of how the organizational culture is created instead of one generation directing the creation. This enables the employees to create a culture in which everyone is included. For this to be possible, active age-related diversity work is required so that the characteristics of both the younger and the older shape the organizational culture.

The purpose of this study is to illustrate and analyze what the socializing process of the Finn­ ish woman looks like ant to discuss what contributes to the feeling of inclusion, or the feeling of exclusion. The questions asked in the study aim to classify what influenced the decision to move to Sweden. Furthermore they aim to describe what the life in Sweden has been like and what the socialization process for the Finnish woman  looks like. Finally I will study what kind of impact the change of life has had for the feeling of inclusion and for social identity.   Initially the Finnish immigration to Sweden, through time, is described and then earlier stud­ ies relation to this study is accounted for. Then the role of social pedagogy in this study is presented. My theoretical concepts are Giddens theory regarding socialization and socializa­ tions processes and Jenkins theory regarding identity and identity processes. I have prepared the concepts by breaking them down to their core with the purpose to analyze how the con­ cepts coincide and interact. My means of approach to the area is then accounted for in the method chapter. I have chosen a narrative method and have studies stories of five women , about what their lives in Finland was like, what affected the decision to move to Sweden and what has their lives been like in Sweden. By using a self made process chart for analyze I have charted different themes from the stories I collected in Finnish. These themes have then been connected to my theoretical concepts and earlier studies related to this one. The primary reason for the women to move to Sweden was work. Also search for adventure, the dream of welfare and the duty to follow their husbands is mentioned as reasons. Mostly the life in Sweden is perceived as good and only a few have negative experiences, which usu­ ally is due to the own attitude regarding the move. The women have experiences of socializa­ tion in the areas of work, housing, language and communication and association with others. Changes in the identity of the women, have appeared due to changes in context and values or when they have been positively acknowledged by others and finally in situations when the acknowledgment has defaulted, after which an identity crises occurs, which culminates in a changes identity.

Made available in DSpace on 2016-04-27T16:32:26Z (GMT). No. of bitstreams: 1 Elaine Gomes Matheus Furlan.pdf: 2000107 bytes, checksum: 378bf2b0aeb8d35c205c033710a96b51 (MD5) Previous issue date: 2011-02-15 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The present work had as objectives: to widen the comprehension about the formation of teachers by means of a study in the perspective of the beginning Chemistry teacher, focusing on the ingression conditions to the teaching career, its process of socialization and professional identity construction; to investigate the learning of the profession by these acting teachers in high school, considering the particularities of this step in the elementary school; to compare how this process works in the public and private schools of Araraquara/SP. Based on theoretical references that, on one hand, discuss questions related to the scholar culture, such as Pérez Gómez (1998) and Julia (2001) and, on the other hand, relate to aspects about socialization and professional identity construction such as Berger and Luckmann (2007) and Dubar (2005), the research tries to figure out how the process of socialization and professional identity construction works for the beginning Chemistry teachers in a new scholar environment, involving the transmission of scholar culture, its rules, hierarchy, values, rituals and powers, by the other agents of the school. The following hypothesis guided the study: a) there is an installed, sedimented culture and different in each scholar organization, with some common aspects and others may vary, which is evidenced in the socialization process of the pairs, mainly regarding the beginning teachers; b) there is significant difference between the high school from private and public schools, mainly regarding the forms of organization, levels of freedom and autonomy, influencing the interactions that the actors establish among themselves and, consequently, in the construction of their professional identities; c) the operational construction of identity also implies on the acquisition of legitimate knowledge that permit the elaboration of practical strategies and the affirmation of a recognized identity, involving the sharing of the language, codes and its use in direct relations, promoting stable as well as provisory results of socialization processes; d) the beginning teachers are taken to endorse or to refuse the identification that they receive from institutions and from the relation with peers and other actors from the school, according to the paths (biographical and relational) lived throughout their pathway. It is an empirical research, of qualitative nature, whose methodology includes the use of questionnaires to carry out preliminary studies aiming the survey of all 29 high schools (15 public/state and 14 private) in the city of Araraquara/SP, the elaboration of a profile of the 42 Chemistry teachers and the identification of the 14 beginning teachers, besides in-depth interviews with these beginning teachers. The data, collected from 2008-2009, was mapped, organized in charts and tables and analyzed with the aid of the following analysis categories: personal and familiar characteristics of the teachers; informal education, personal and social life; formal education and experiences from the scholar environment; the course of graduation in Chemistry and its preparation for the profession; the teaching profession and the beginning chemistry teacher; the work of the beginning Chemistry teacher (and its deployments), the process of socialization in the scholar environment and the interaction with the school s culture. The results obtained confirmed the hypothesis and allow us to affirm that the socialization processes involve individual and collective aspects, stable and provisory and result in the identities of the beginning Chemistry teachers which are marked by the duality of the relational and biographical processes facing the scholar culture / O presente trabalho teve como objetivos: ampliar a compreensão sobre formação de professores por meio de um estudo na perspectiva do professor iniciante de Química, focalizando as condições de ingresso na carreira docente, seu processo de socialização e construção de identidade profissional; investigar a aprendizagem da profissão por esses professores atuantes no ensino médio, considerando as particularidades desta etapa do ensino básico; comparar como se dá esse processo nas escolas públicas e particulares do município de Araraquara/SP. Com base em referenciais teóricos que discutem, de um lado, questões relacionadas à cultura escolar como Pérez Gómez (1998) e Julia (2001) e, de outro lado, aspectos sobre socialização e construção de identidade profissional como Berger e Luckmann (2007) e Dubar (2005), a pesquisa procura desvendar como se dá o processo de socialização e construção de identidade profissional dos professores iniciantes de Química em face de um ambiente escolar novo, envolvendo a transmissão da cultura escolar, suas regras, hierarquias, valores, rituais e poderes, pelos demais agentes da escola. Nortearam o estudo, as seguintes hipóteses: a) existe uma cultura instaurada, sedimentada e diferente em cada organização escolar, com alguns aspectos comuns e outros variantes, que é evidenciada no processo de socialização entre os pares, principalmente em relação aos professores principiantes; b) há diferenças significativas entre o ensino médio das escolas particulares e das públicas, especialmente em relação às formas de organização, graus de liberdade e autonomia, influenciando nas interações que os atores estabelecem entre si e, conseqüentemente, na construção de suas identidades profissionais; c) a construção operacional da identidade implica, também, na aquisição de saberes legítimos que permitam a elaboração de estratégias práticas e a afirmação de uma identidade reconhecida, envolvendo o compartilhamento de linguagem, códigos e sua utilização em relações diretas, proporcionando resultados, tanto estáveis quanto provisórios, de processos de socialização; d) os professores iniciantes são levados a endossar ou a recusar as identificações que recebem das instituições e da relação com os pares e demais atores da escola, de acordo com os percursos (biográfico e relacional) vivenciados ao longo de suas trajetórias. Trata-se de pesquisa empírica, de natureza qualitativa, cuja metodologia inclui o uso de questionários para realização de estudo preliminar com vistas ao levantamento das 29 escolas (15 públicas/estaduais e 14 particulares) de ensino médio do município de Araraquara-SP, elaboração de perfil dos 42 professores de Química e identificação dos 14 iniciantes, além de entrevistas em profundidade com esses iniciantes localizados. Os dados, coletados no período de 2008-2009, foram mapeados, organizados em quadros e tabelas e analisados com o auxílio das seguintes categorias de análise: características pessoais e do âmbito familiar dos professores; educação informal, vida pessoal e social; educação formal e experiências vivenciadas no ambiente escolar; o curso de licenciatura em Química e o preparo para a profissão; a profissão docente e o professor iniciante de Química; o trabalho do professor iniciante (e seus desdobramentos), processos de socialização no ambiente escolar e a interação com a cultura da escola. Os resultados obtidos confirmaram as hipóteses e permitem afirmar que os processos de socialização envolvem aspectos individuais e coletivos, estáveis e provisórios e resultam nas identidades dos iniciantes de Química que são marcadas pela dualidade dos processos relacional e biográfico em face da cultura escolar