This study investigated how school divisions in Virginia socialized new middle school principals, and the effects this socialization had on the principals' role. It also examined the effects of school division characteristics and principal traits on the selection of socialization tactics and on role outcomes. Consistent with theory, the results suggest that the choice of different socialization tactics lead to different role outcomes. Specifically, the tactics concerned mainly with the social aspects of newcomer principal adjustment were most influential in moderating levels of role conflict and role ambiguity, and to a lesser degree in determining role orientation. The results also suggest that the size and wealth of school divisions effect the selection of some socialization tactics. Further, the results suggest that the age, gender, and ethnicity of principals influence the determination of role orientation, and moderate the levels of role conflict and role ambiguity. / Ed. D.

Hunting is an important recreational activity for many men in the rural south and as such, it represents a backdrop from which to view the social development of masculinity within families and among the community of adult men. Despite the importance of this activity, little research has examined the consumption implications of and socialization into hunting. This project uses the ethnographic methods of participant observation and depth interviews to examine the role of hunting in socializing men through stages of development from neophytes to competent hunters, and describes five groups into which these hunters may develop. While current conceptualizations of community in the consumer research literature, including subcultures of consumption (Schouten and McAlexander 1995), brand communities (Muñiz and O'Guinn 2001), and tribal marketing (Cova and Cova 2002), describe phenomena that are of relatively short duration and are highly market mediated, I suggest an alternate conceptualization of community that includes the long family socialization process--often covering multiple generations within families--and activities that may be less market mediated than those previously studied. / Ph. D.

Every day, people seek organizations to join, work in companies, and leave firms; thus, scholars consider socialization a key construct in organizational communication and management. Research explains the socialization process in four stages—anticipatory socialization, encounter, metamorphosis, and exit—yet studies have paid disproportionate attention to “experiences after entry” (Bauer & Green, 1994, p. 221). This study sheds light on an understudied stage by examining the consequences of anticipatory socialization. Research has demonstrated the importance of prior experiences in the socialization process (e.g., Gibson & Papa, 2000), but scholars have yet to explore internships as a mechanism of anticipatory socialization that prepares people for full-time employment. Whereas less than 3% of students held internships in 1980, 84% of current undergraduates have participated in internships (Kamenetz, 2006), and the number of post-college internships has increased from 5% in 1995 to 20% in 2002 (“Internships for all ages,” 2007). Despite this growth, scholars have yet to theoretically explore internships as a prior experience that fosters socialization. Some studies have used socialization as a framework to study how people adapt to internships, but this research has explored socialization within internships instead of as anticipatory socialization for future employment. To fill this gap, I collected qualitative and quantitative data over 15 months: before people’s internships, after their internships, and upon full-time employment. Results from interview, observation, and questionnaire data suggest that participants learn about and adapt to organizations and vocations during their internships, but more importantly, internships may provide more realistic anticipatory socialization than other means of anticipatory socialization (e.g., recruitment, vocational messages). This study helps us reconsider the role that anticipatory socialization plays in work. Whereas previous research has described anticipatory socialization as a beneficial endeavor for prospective employees (Phillips, 1998), this study shows an unfavorable side of prior experiences. Internships showed interns and organizations exactly what full-time employment would be like, dissuading most interns or organizations (78%) to continue their relationship. Whereas traditional means of anticipatory socialization (e.g., recruitment, vocational messages) provide just enough of an introduction, internships may provide such an in-depth preview that they make applicants and organizations less desirable. / text

This research examined correlates of political efficacy in children of different national and ethnic backgrounds. It was hypothesized that children who participate in family and school decision-making which affects them would be more efficacious than children with little or no participation in family and school decision-making. It was also hypothesized that participation in family and school decision-making would vary with social status and ethnic background. The children studied were mostly sixth graders, and of 11-12 years of age. Children of Anglo, Mexican-American, and Mexican backgrounds were administered written questionnaires in their classrooms. The classes tested were drawn from nine schools which were a mixture of public and private in each country. Five schools in El Paso, Texas, and four in Juarez, Mexico, were selected, by reputation, to represent lower, middle, and upper middle classes in each country. An attempt was also made to obtain a sample which would adequately represent each national and ethnic group within each category of socioeconomic status. Family decision-making patterns did, in fact, correlate with differences in socioeconomic status and ethnic background in both the U.S. and Mexico. Middle and upper status children were more likely to participate in family decision-making than were low status children. Of the middle and upper status children, however, middle status children were somewhat more likely to participate in family decision-making than upper status children and this was true both in the U.S. and Mexico. Anglos were more likely to participate than were Mexican-Americans and Mexicans. Regression suggests, however, that when socioeconomic status is controlled for, that ethnic background is no longer relevant to this question in the U.S. In Mexico, some Mexican children also responded to the categories Anglo or Mexican-American, instead of Mexican, and it was determined that these responses, in the border environment, indicated an acculturation to "mainstream" U.S. patterns. Significant differences exist in Mexico between children who call themselves Anglo, for example, and those who call themselves Mexican in regard to participation in family decision-making. The children tested in the U.S. report widely different patterns of school participation, which correlate with socioeconomic status. In Mexico, however, children uniformly report moderately participant school environments. Regression indicates that school decision-making patterns vary directly with family decision-making patterns. In each country, the only significant predictor of school decision-making is family decision-making patterns. School decision-making, in turn, correlates at a moderate level with efficacy in each country. Regression indicates, however, that school decision-making has a somewhat different role in the two countries. In the U.S., regression shows family decision-making as the primary, significant predictor of efficacy whereas regression for Mexico shows school decision-making as the primary, significant predictor of efficacy. The basic hypotheses are thus confirmed, with some modifications for each country. In the U.S., family decision-making correlates most strongly with social status. In Mexico, ethnic background responses seem to reflect acculturation to "mainstream" U.S. patterns just across the border and are the strongest correlate of family decision-making patterns. In both countries, the only significant predictor of school decision-making patterns are family decision-making patterns. School decision-making patterns, in turn, correlate with efficacy. Regression, however, indicates that in the U.S., it is the family decision-making patterns which are significant in predicting efficacy whereas in Mexico it is the school decision-making patterns which are most significant in predicting efficacy.

Nuteistų asmenų resocializacija – viena iš diskutuotinų mūsų šalies problemų. Lietuva pagal nuteistų asmenų statistinius rodiklius tarptautinėse suvestinėse užima vieną iš pirmų pozicijų (Kiškis, 2006). Kriminogeninės statistikos duomenimis, nuo 2004 m. palaipsniui mažėja nuteisiamų asmenų skaičius. Tačiau, kaip teigia G.Sakalauskas (2006), sumažėjęs nuteistų asmenų skaičius palyginti su kitomis Vidurio Europos valstybėmis, išlieka pakankamai didelis. Pastaruoju metu mokslinėje edukologinėje literatūroje diskutuojama apie resocializacijos fenomeną (Merkys, Ruškus, Juodraitis, 2002; Kvieskienė, 2005). Pravartu atsižvelgti į Kanados, Skandinavijos ir kt. šalių pažangią konkrečios srities patirtį, kuri palengvintų nuteistų asmenų resocializacijos ir prevencijos procesą. Griežtesnėms bausmių normoms pristatoma lygiagreti laisvės atėmimo bausmių reabilitacijos alternatyva – socialinė reabilitacija arba resocializacija, kaip visateisio piliečio ugdymas, reikalinga nuteisto asmens maksimaliam funkcionavimui, naudingumui, vertingumui tiek sau pačiam, tiek šeimai, tiek ir visuomenei.Lietuvos Respublikos Vyriausybės patvirtintoje Nuteistųjų ir asmenų, paleistų iš laisvės atėmimo vietų, socialinės adaptacijos 2004–2007 metų programoje (Žin., 2004, Nr. 23-709), numatyta iki 2008 metų pradžios nuosekliai ir kompleksiškai įgyvendinant nuteistųjų ir asmenų, paleistų iš laisvės atėmimo vietų, resocializacijos politiką ir laikantis tęstinumo principo, mažinti nusikaltimų ir jų pasikartojimo... [toliau žr. visą tekstą] / Social integration of the convicts and people discharged from the institutions of imprisonment is one of the negotiable issues in our country. Re-socialization phenomenon has been widely discussed in recent scientific educology references following the advanced experience of such countries as Canada, Scandinavia etc. This experience would make the convicts’ reintegration process easier and it would prevent criminality, especially the repeated one. According to European experience, the more convicts there are in the society, the higher the level of criminality is: the spread of psychosocial vices starts in the society and in the course of time it is more difficult to control it. Existing re-socialization system of the convicts and people discharged from the institutions of imprisonment in Lithuania is not adequate. The aim of the work is to reveal the convicts’ re-socialization expectations. The task is: 1) to provide legal, psychological, pedagogical aspects of the convicts concept; 2) to describe the re-socialization state of the convicts with reference to scientific and empirical research data; 3) to reveal the convicts’ educational needs. The survey objective is the convicts’ re-socialization expectations. Survey results from the European Communities initiative Equal program implementation project "Crossroad: Coalition for Strengthening Equal Possibilities in the Labour Market" have been used in this article. The target group of the survey is 113 convicts... [to full text]

The absense or presence of death in the public discourse has been on the death studies agenda for a long time. Although the tone of this debate was once set by writers who bemoaned the hidden nature of contemporary death and the un-healthy, dishonest modern death ways, recent research has focused on death’s re-emergence into public discourse, not least via mass and social media. This study aims to contribute to the debate by mapping teenagers’ perceptions of death and the process by which they arrive at them. Furthermore, this study looks into religion’s role in this process. This is a relevant aspect considering that the Church of Sweden is still responsible for funeral organization, despite the 2000 church/state split. This mixed methods study combines data from a survey of three upper sec-ondary schools in three different Swedish cities with data from semi-structured interviews with students from each of the three schools. Socialization theory (more specifically death socialization) and unpacked religion are used to analyse what shapes the teenagers’ perceptions of death. The author concludes that alt-hough the teenagers are well aware of the presence of death in media, this pres-ence does not shape the way they think about death. Death socialization instead takes place in the primary group and only in connection to primary group deaths. The religious funeral remains important to the teenagers, but it is disconnected from their personal beliefs and primarily important as a tradition.

Thesis (M.S.P.H.)--University of Michigan, 1941.

Thesis (M.S.P.H.)--University of Michigan, 1941.

The investigator tested propositions derived from theories of male (Lipman-Blumen, 1976) and female (Bernard, 1976) same-sex bonding against propositions derived from theories of male (Bell, 1981; Safilios-Rothschild, 1981) and female (Bell, 1981; Lipman-Blumen, 1976) cross-sex bonding and, against propositions derived from a general theory of social relationships (Weiss, 1974). The purpose of the study was to determine the relevance of the variables, "sex of respondent" and "relationship gender composition" to the attainment of social support and to the relationship between social support and global well-being. The study was divided into three parts. In part one the investigator tested opposing propositions related to differences between the sexes in the overall level of social support provided by same-sex and cross-sex bonds. Lipman-Blumen (1976) has proposed that, in the overall attainment of social support, men's same-sex bonds are stronger than women's same-sex bonds; that men's same-sex bonds are stronger than men's cross-sex bonds; and that women's cross-sex bonds are stronger than women's same-sex bonds. Conversely, Safilios-Rothschild (1981) has suggested that men's same-sex bonds are weaker than women's same-sex bonds; that men's same-sex bonds are weaker than men's cross-sex bonds; and that women's cross-sex bonds are weaker than women's same-sex bonds. In part two, the investigator tested opposing propositions related to differences in the individual dimensions or provisions of social support provided by men's and women's same-sex and cross-sex bonds. Theorists emphasizing same-sex bonds have suggested that women's (Bernard, 1976) or men's (Lipman-Blumen, 1976) same-sex bonds provide higher levels of certain dimensions of social support than do women's or men's cross-sex bonds. Conversely, cross-sex bonding theorists have suggested that women's (Bell, 1981, Lipman-Blumen, 1976) or men's (Bell, 1981, Safilios-Rothschild, 1981) cross-sex bonds provide higher levels of certain dimensions of social support than do women's or men's same-sex bonds. In contrast to both the same-sex and cross-sex bonding theorists, Weiss (1974) has implied that women's and men's same-sex and cross-sex bonds provide equivalent levels of specific dimensions of social support. In part three, the investigator tested opposing propositions related to differences between the sexes in the relationship between the overall attainment of social support to their sense of global well-being. Bernard (1976) and Miller (1976) have proposed that this relationship is stronger for women than it is for men. Conversely, Weiss (1974) has implied that the relationship between social support and well-being is the same for men and women. The investigator also tested opposing propositions related to within sex differences in the relationship between the overall attainment of social support and global wellrbeing. Bernard (1976) and Miller (1976) have proposed that women's same-sex bonds are more strongly related to their sense of well-being than are women's cross-sex bonds. Conversely, Lipman-Blumen (1976) has suggested that women's cross-sex bonds are more strongly related to their sense of well-being than are women's same-sex bonds. Lipman-Blumen (1976) has also proposed that men's same-sex bonds are more strongly related to their sense of well-being than are men's cross-sex bonds. Conversely, Safilios-Rothschild (1981) has suggested that men's cross-sex bonds are more strongly related to their sense of well-being than are men's same-sex bonds. In contrast to the same-sex and cross-sex bonding theorists, Weiss (1974) has implied that men's and women's same-sex and cross-sex bonds are equally associated with their sense of well-being. The investigator tested these propositions by having 101 married women and 101 married men, who attended the University of British Columbia summer school session, fill out a series of questionnaires on social support and well-being. All subjects were between the ages of 25 and 45. None of the subjects were married to one another. Respondents completed the Social Provisions Scale (Russell & Cutrona, 198*) designed to assess Weiss's (1974) six dimensions or provisions of social support. These provisions are: attachment, social integration, reassurance of worth, reliable alliance, help and guidance, and, the opportunity for nurturance. The respondents completed the Social Provisions Scale twice, once for their same-sex relationships and once for their cross-sex (non-marital) relationships. Respondents also completed six measures of well-being: the Rosenberg Self-Esteem Scale (Rosenberg, 1969); the Spheres of Control Scale—personal efficacy and interpersonal control dimensions (Paulhus 6c Christie, 1981); the Satisfaction With Life Scale (Diener, 1984); the UCLA Loneliness Scale—Revised-Abbreviated Version (Russell, 1980); and, the Hakstian-McClean Depression Scale (Hakstian & McClean, 1979). The six measures of well-being were statistically combined, forming a molar variable identified as "global well-being". Concerning the attainment of social support, the results of this study indicate that, overall, women's same-sex bonds provide higher levels of social support than do men's same-sex bonds. Women's same-sex bonds also provide higher levels of social support than do women's cross-sex bonds. Men's same-sex and cross-sex bonds appear to provide equivalent levels of social support, overall. These results indicate partial support for propositions arising from Safilios-Rothschild's (1981) theory and fail to support propositions arising from Lipman-Blumen's (1976) theory. In addition, the women's same-sex bonds provide higher levels of several provisions of social support than do women's cross-sex bonds, which supports Bernard's (1976) theory. Men's same-sex bonds provide higher levels of two dimensions of social support than do men's cross-sex bonds, which indicates only partial support for propositions arising from Lipman-Blumen's (1976) and Weiss's (1974) theories. Concerning the relationship between social support and global well-being, the results of this study indicate that social support appears to be equally related to men's and women's sense of global well-being, supporting propositions implied by Weiss's (1974) theory. Moreover, both same-sex and cross-sex bonds appear to be strongly, but equally associated with men's and women's sense of well-being which again supports propositions implied by Weiss's (1974) theory. In conclusion, the variables of "sex of respondent" and "relationship gender composition" appear to be more relevant in the attainment of social support than in the relationship between social support and well-being. The impact of these results on Weiss's (1974) theory of social relationships, on Bernard's (1976) and Lipman-Blumen's (1976) theories of same-sex bonding, on theories of social support, and on theories of adult development are discussed. The practical implications of these results for counsellors and for future research investigations are outlined. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

Multiple research studies have suggested that African American parents transmit a variety of socialization messages, including preparation for bias and egalitarianism (Hughes et al., 2006; White-Johnson et al., 2010). In response to specific race-related events, such as police involved shooting deaths of African Americans since 2012, scholars have begun to expand racial socialization research to explore the influence of racial events on African American parenting. However, there is little research that examines the impact of repeated witnessing of vicarious instances of police brutality, shootings, and killings of African Americans at the hands of law enforcement on parent racial socialization practices. The goals of the current study were to explore racial socialization practices of African American parents within the context of current events about police brutality and shootings of African Americans by police. Qualitative analysis of interviews with sixteen African American parents provided insight into relationships between parents’ experiences with and beliefs about police, socialization practices, and demonstrations of vicarious trauma symptoms. Grounded theory methodology was used to analyze the data using: a) open-coding; b) axial coding; and c) selective coding (Corbin & Strauss, 2015). Results of the analysis revealed four categories at the axial level comprised of 17 subcategories at the open-coding level. Conclusions drawn from the grounded theory model that was derived in this study suggest that all parents who were studied socialized their children about race and police involved killings of African Americans based on their own experiences with and beliefs about police. Parents were collapsed into categories reflecting their experiences: a) parents who have had negative experiences with police but keep their children engaged in positive behaviors to eliminate police encounters; b) parents who have had positive experiences with police and do not want their young children to have negative biases toward members of law enforcement; c) parents who are fearful and mistrustful of police, despite having mixed personal experiences with them, and want their children to be prepared for possible encounters with police; d) parents who have had mixed personal experiences with police but want their children to have a balanced perspective of officers; and e) parents who have had positive personal experiences with police, keep their children engaged in positive behaviors to eliminate police encounters, and want their children to be prepared to successfully navigate possible encounters with police. These conclusions have implications for African American parents, mental health practitioners, members of law enforcement, and federal and state legislators.