Thesis advisor: Sara Moorman / Thesis advisor: Eve Spangler / This research project explores the narratives of how and when young Black people came to understand their race, as well as the implications of it. In order to expand upon the existing studies regarding racial realization and provide specific stories of such instances, qualitative interviews with nine Black people (ages 18-22) were conducted. The upbringings of these young Black people were analyzed in depth in order to provide insight to different types of racial socialization. It was found that both colorblind upbringings and non-colorblind upbringings that center individuals rather than systems of oppression are not helpful in the racial identity formation of young Black people. They both result in the perpetuation of the idea that racially marginalized people should modify their behavior. Additionally, this project exposes some of the reasons why racial realization is often a jarring experience for Black people in America, and in turn, expose some of the ways it can be less so. / Thesis (BA) — Boston College, 2021. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: Departmental Honors. / Discipline: Sociology.

The purpose of this study was to explore whether academic disidentification (i.e., the relation between ASC and GPA), differed based on students’ gender and reported level of parental racial-ethnic socialization and teacher trust. This study was exploratory in nature, as few researchers have examined the relation between parental racial-ethnic socialization and academic outcomes or the relation between teacher trust and academic outcomes. Secondary goals of this study included and examination of (1) the relation between racial socialization and academic outcomes, (2) the relation between teacher trust and academic outcomes, (3) the relation between parenting constructs (i.e., racial socialization and parental warmth) and teacher trust, and (4) the role of parental warmth as a variable that potentially buffers negative child outcomes or enhances positive child outcomes. Participants included 319 African American students (120 males, 199 females) recruited from a large, southwestern, predominantly white university. Results indicated the presence of academic disidentification as unique to upperclassmen males (i.e., the relation between ASC and GPA was significant for females and underclassmen males, but not upperclassmen males). Parental messages of promotion of mistrust were found to significantly moderate the relation between ASC and GPA. Further, in examining the influence of the combination of teacher trust x sex on the relation between ASC and GPA, a significant three-way interaction was present. Teacher trust was also found to be a significant predictor of GPA, with gender significantly moderating this relation. Gender differences were present for teacher trust, but there were not differences between underclassmen and upperclassmen. Racial socialization variables were not found to significantly predict GPA. However, two types of racial socialization (promotion of mistrust and egalitarianism) and parental warmth were found to be significant predictors of teacher trust. Theoretical and practical implications of these findings are discussed. / text

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In this study the relation between parenting and the development of prosocial reasoning in children ages 9-13 years was examined. Domains of socialization (Grusec & Davidov, 2010) were used as the framework to categorize parent/child interactions and as the foundation to create two new measures, one to organize mothers’ endorsement of specific kinds of parent/child interactions, the other to organize the kinds of reasons children provide for prosocial behavior. Maternal and child Openness (John & Srivastava, 1999) were associated with parent/child interactions that are characterized by perspective taking and therefore likely to contribute to the development of a child’s internalized reasoning. There was a negative relation found between mother/child interactions that are likely to promote the development of internalized-reasoning (Deci & Ryan, 1989) and a child’s externally based prosocial motivation (Ryan & Connell, 1989). This suggests that specific types of interactions will lead to the development of internalized prosocial reasoning.

A thesis submitted to the Faculty of Science, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Doctor of Philosophy. Johanneburg, 2010. / Unable to load abstract

Anchored on the "uncertainty reduction by learning" perspective, most research on organizational socialization has emphasized the role of information acquisition in newcomers' socialization, stressing that the more information newcomers acquire, the more effective the socialization process will be. However, not all of the new information is compatible with the newcomers' previous experience. The learning approach fails to explain and predict the whole story of organizational socialization because the approach does not substantively address the different natures characterizing the information that newcomers receive in work settings: namely, the compatibility and the incompatibility with the newcomers' previous experience. As a result, research on the mechanisms of organizational socialization has not sufficiently explained the aspect of newcomers' adaptation in socialization. / Keywords: socialization, primary control, secondary control, p-o fit / To fill in this void, this dissertation has proposed and tested a model examining the consequences and antecedents of three parallel mechanisms of socialization processes from both the socialization-learning perspective and the control perspective. On top of previous socialization-content mechanisms deriving from the socialization-learning approach, the control perspective explains how newcomers deal with incompatible information during their early organizational experiences by introducing two coping mechanisms: primary control and secondary control. Moreover, this dissertation examines the different effects of learning, primary control, and secondary control on different adaptation outcomes, such as performance, person-organization fit, job stress, and turnover intention. To further investigate certain organizational factors through which the three socialization mechanisms, especially primary and secondary control, are activated, I have introduced a new concept: organizational secure base. I have argued that an organization's secure base can help newcomers develop a secure attachment to their organization and can, in tum, lead to different usages of the primary and secondary control strategies. / To test the hypothesized relationships in the model, I conducted two studies. In study one, I developed and validated two scales for primary control and secondary control in an organizational context. In study two, I conducted a time-lag study with a sample of 150 newcomers from three organizations. Results of study two support my argument that there are several parallel socialization-process mechanisms, which function together to affect adaptation outcomes. Most ofthe hypotheses concerning the distinct consequences of each of the three parallel mechanisms were supported. Organizational secure base was also found to be an important organizational factor for newcomers' adaptation. Implications for theory and managerial practices, limitations, and directions for future research are discussed. / Jiang, Yan. / Adviser: Kenneth S. Law. / Source: Dissertation Abstracts International, Volume: 73-03, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 96-113). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest dissertations and theses, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract and appendix B also in Chinese; appendix C in Chinese only.

by Tsang Pik Lan. / Thesis submitted in: December 1997. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1998. / Includes bibliographical references (leaves 90-99). / Abstract also in Chinese. / TABLE OF CONTENTS --- p.ii / LIST OF APPENDICES --- p.iv / LIST OF TABLES --- p.v / LIST OF FIGURES --- p.vi / ABSTRACT (English) --- p.vii / ABSTRACT (Chinese) --- p.ix / Chapter / Chapter I. --- INTRODUCTION --- p.1 / Chapter II. --- Organizational Socialization --- p.3 / Definition: Organizational socialization as a process --- p.3 / Organizational socialization studies - The stage approach --- p.5 / Organizational socialization studies - The contextual approach --- p.8 / Outcomes of organizational socialization --- p.15 / Conclusion --- p.15 / Chapter III. --- Proactive information seeking behaviour in organizational socialization --- p.18 / Individual factors affecting the information seeking behaviours --- p.18 / Types of information --- p.22 / Sources of information --- p.23 / Forms of information seeking --- p.23 / Past studies in proactive information seeking behaviours --- p.25 / Conclusion --- p.30 / Chapter IV. --- Personality dimensions and proactive information seeking behaviours --- p.33 / Research in personality --- p.33 / Five-factor model (FFM) in personality --- p.36 / FFM as personality measures --- p.39 / FFM and proactive information seeking behaviours --- p.42 / Conclusion --- p.46 / Chapter V. --- Research framework and hypotheses --- p.48 / Conceptualization for the proactive information seeking behaviours --- p.48 / Antecedents of proactive information seeking behaviours: Particular personality dimensions --- p.51 / Proactive information seeking and organizational socialization outcomes --- p.56 / Pilot study --- p.60 / Chapter VI. --- Methods and results --- p.65 / Samples --- p.65 / Measures --- p.67 / Data Collection --- p.69 / Statistical Analysis --- p.69 / Descriptive Statistics of the two samples --- p.70 / Dimensionality of the proactive information seeking behaviours scale --- p.71 / The measurement model and proposed relationships --- p.72 / Conclusion --- p.72 / Chapter VII. --- Discussion and Conclusion --- p.74 / Conceptual implications --- p.74 / Managerial implications --- p.82 / Directions for future research --- p.83 / Conclusion --- p.87 / REFERENCES --- p.90

<p>With an attractive trainee program company’s today hope to attract young devoted people. In the frame of a trainee program, there has been a special focus on a formal mentorship in an effort to develop characteristics with the mentor and protégé. Therefore this study discusses the subject mentorship in trainee programs. </p><p>Which characteristics are affected with the mentor and protégé during a mentor relationship in a trainee program? </p><p>The aim of the study is to create an awareness and knowledge of the mentor and the protégés understanding of which characteristics are affected in a mentorship relation after a completed trainee program. The study’s theoretical frame of reference was built around four main points; trainee program, mentorship, mentor relationship and which characteristics that are affected with mentors and protégés. In order to find out which characteristics that are affected with mentors and protégés in a mentor relationship, we have chosen to do a qualitative survey research with a deductive approach. The empirical data has been collected, using open individual interviews. The conclusion made is that a mentor relationship does not affect mentors especially much, except the mentor’s emotional stability and their ability to reflect. All the protégés characteristics on the other hand are affected during a mentor relationship in a trainee program. During this study we have concluded several interesting factors that may lead to proceeding research, for example testing the generalization of the theoretical model. Another approach is to apply the model in other contexts, for example in other leadership contexts or quality contexts.</p>

Thesis (M.A.)--Ohio State University, 1982. / Includes bibliographical references (leaves 79-82). Available online via OhioLINK's ETD Center.

Attention to doctoral education from scholars and policy makers has increased dramatically over the last two decades. Recent research on doctoral education has focused on the experiences of doctoral student and on issues related to financial aid, time to degree, completion rates, supervisor relations and socialization. The socialization framework has been used most frequently to understand the experiences of doctoral students, and this research continues to explore students’ experiences through the lens of socialization. A crucial component of this research is the use of Pierre Bourdieu’s theory of practice to examine doctoral education, in general, and the socialization of doctoral students, in particular. The concepts of habitus, capital, field and practice were used to explore doctoral education as constitutive of particular processes and expectations that underscore specific notions of success. In doing so, the socialization of doctoral students was examined through these tools to determine the extent to which different socialization mechanisms were experienced differently by students. Finally, an investigation into the histories, experiences and relationships of these students prior to enrolment in doctoral study suggested that particular elements of students’ pasts were highlighted as significant factors to their understanding of the expectations of doctoral study and ability to demonstrate competence with academic tasks, both of which impacted their socialization during doctoral education. This research revealed that doctoral education operated with particular rules and expectations that promote specific notions of success. These rules, expectations and parameters of success were deeply tied to demonstrations of task competence through the traditional academic tripartite. Considerable discussion highlighted operationalizations of “research” that included securing external, competitive scholarships, publishing in academic, peer-reviewed venues and presenting at disciplinary academic conferences. Students who were able to achieve these experiences were deemed to be more “successful” during doctoral study. Importantly, there was a tendency of “reinforcing advantage” to the experiences of “successful” doctoral students to the extent that those students who demonstrated acumen with particular aspects of academic work were offered and encouraged to take on more experiences and responsibilities that enriched their doctoral education.