<p> Organizational Identity Formation Processes: A Case Study Examining the Relationship between the Emergence of Organizational Identity Labels and the Creation and Negotiation of their Meanings The social constructionist perspective of organizational identity (OI) is that it resides in collectively shared beliefs and understandings about central and relatively permanent features of an organization. Gioia, Schultz and Corley (2000) suggest that the content of an organization's identity consists of two tangled aspects: labels and the meanings associated with them. This qualitative case study explored the OI labels and their associated meanings of a newly established organization focused on diabetes. The research objective was to examine the relationship between the emergence of OI labels and the creation and negotiation of their meanings during the organizational identity formation processes (OIFP). Data were gathered from audio visual materials, documents, interviews, and observations. Findings demonstrated that four OI labels emerged and associated meanings were created during the OI formation processes. The OI label "not-for-profit" originated during the initial phase of development of the now-established organization and was predetermined by the State of New York and the IRS. The OI label "focused on diabetes" described the specific disease that the organization addressed. The OI label "healthcare practitioner driven" described the occupation of NEO members. The OI label "educators" described the community outreach activities NEO offered. The phrase "African American-based" and term "young," which were used at the intrasubjective level to describe the organization, did not move beyond the individual level; there was no "interchange or synthesis of two, or more, communicating selves" (Wiley, 1988, p. 258) related to these terms/phrases or their associated meanings. Conclusions offer refinements to OI theory, suggesting the utility of the two tangled aspects of the content of OIFP, the emergence of the labels and the creation and negotiation of their associated meanings, and provide a practical application to newly established organizations.</p>

<p> This study addressed the frequently discussed issue of a relationship between the demographic diversity of a workgroup and its performance, by empirically testing for a relationship between a complex conceptualization of diversity (demographic faultlines) and workgroup performance bifurcated into processes, specifically relationship and task conflict, and outcomes, in terms of groups member's individual satisfaction with the group, commitment to the group, liking of other group members, and intent to stay. In addition, it hypothesized processes (relationship and task conflict) as mediators of outcomes. An online survey was administered at a single firm, ultimately gathering data from a sample population of 95 workgroups, representing 389 individual members. Using hierarchical regression analysis, the strength of the demographic faultline (<i>Fau</i>) of each group was tested for a relationship with relationship and task conflict and workgroup outcomes. Controlling for group size, the study found <i>Fau</i> positively predictive of relationship and task conflict, and not predictive of workgroup performance outcomes (given the finding of no relationship between <i>Fau</i> and outcomes, relationship and task conflict as mediators of outcomes was not tested), confirming only one of five hypotheses. The possible impact of the sample characteristics on this field study was discussed in conjunction with the theoretical, research, and practical implications of the findings.</p>

Thesis (Master's)--London School of Economics, 2004. / Includes bibliographical references (p. 101-105).

Thesis (Master's)--London School of Economics, 2004. / Includes bibliographical references (p. 101-105).

Thesis (Ph.D.)--Indiana University, Dept. of Sociology, 2006. / Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2110. Adviser: Brian Powell. "Title from dissertation home page (viewed June 21, 2007)."

<p> The purpose of this study is to examine the effect of professional learning communities (PLCs) on elementary school students&rsquo; performance in reading and mathematics using data from the Early Childhood Longitudinal Study, Kindergarten Cohort of 1998 (ECLS-K). This study also investigates whether PLCs have differential effects on student performance based on student characteristics such as socioeconomic status (SES), race, and whether they are academically at-risk and school characteristics such as school type, school size, minority enrollment, and percentage of students eligible for free or reduced-price lunch (FRPL). PLCs are seen as a promising way of remedying the traditionally isolated nature of teachers&rsquo; work by facilitating a network through which teachers can share expertise, receive support, and disseminate effective practices. The underlying theory is that by facilitating teachers&rsquo; access to a network of their peers, they will be able to improve their instruction, which will ultimately lead to improved student achievement. This study addresses the need for more empirical evidence on the impact of PLCs on student performance using a large, national dataset. Principal component analysis (PCA) was used to identify correlated PLC items from the ECLS-K teacher questionnaire. Hierarchical and cross-classified random effects modeling (HCM) was then used to analyze the impact of student-, teacher-, and organizational-level variables&mdash;including two PLC variables&mdash;on students&rsquo; reading and mathematics performance. The analysis found that teacher collaboration had a significant positive effect on growth in reading and math scores, while a positive school climate was associated with significantly higher initial reading scores. Rarely did either PLC variable show differential effects based on student- or school-level characteristics.</p><p>

<p> While an estimated one-third of the United States population has a tattoo, tattoos are still seen as a sign of deviance. The appearance of the first tattoos in the United States were relegated to the bodies of the lower classes and outcasts of society. Over the past few decades tattoos have migrated on to the celebrity skin of today's pop culture icons. In the past twenty years, tattoos have moved from deviant subcultures to the mainstream, and yet are still considered to be a mark of the disfavored factions of society. The dominant culture continues to regard the bearers of tattoos as social deviants, while at the same time appropriating tattoos for use as fashion statements, beauty enhancements, and mechanisms for continued oppression. While tattoos make their way from the prison cell to the pop culture runway, how are they perceived by law enforcement? Are tattoos still seen as markers of deviance or has law enforcement adopted the mainstream culture's perception and view tattoos as self-expressive artwork? Do tattoos negatively influence law enforcement's judgment where individual discretion is exercised? The purpose of this study was to examine the arrest patterns of arrestees with visible tattoos using a critical theory perspective to determine if tattoos and arrest seriousness are related. This study also examines tattoo placement and type in affecting the severity of arrest charges. The data used in this study is a random sample of 2011 Pinellas County Florida arrestees (N=3,733). Numerous logistic regression models were utilized in this analysis and resulted in no consistently significant association between tattoos (visibility, placement, or type) and severity of offense charges. This provides evidence that the use of tattoos as a marker for deviance does not appear to influence police behavior any differently than other characteristics such as race.</p>

Thesis (Ph. D.)--University of Toronto, 2008. / Includes bibliographical references.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2758. Adviser: Anna-Maria Marshall. Includes bibliographical references (leaves 260-275) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--Indiana University, Dept. of Sociology, 2007. / Title from dissertation home page (viewed Sept. 25, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0770. Adviser: Brian Powell.