Cet article a pour objet de comprendre le rôle tenu par les subordonnés dans la socialisation organisationnelle d’un repreneur d’entreprise. Se fondant sur huit études de cas de reprises externes de ...PME françaises économiquement saines, il montre l’existence d’une aide tridimensionnelle (cognitive, relationnelle et technique) de la part des subordonnés envers leur nouveau dirigeant. Il souligne aussi l’importance de variables contextuelles dans cette prise en charge comme leur préparation émotionnelle et opérationnelle par le cédant. Au-delà, cette recherche montre qu’au contact et sous l’impulsion de ce nouveau leader, se manifestent des besoins de resocialisation chez les subordonnés eux-mêmes.
As part of the centennial celebration for the Journal of Applied Psychology, this article reviews the literature on organizational socialization and mentoring. Our review includes a comparison of ...organizational socialization and mentoring as processes for employee adjustment and development, the historical context that fueled the emergence of these two areas of study, and a chronological mapping of key foundations, trends, themes that emerged across time, and major milestones. Along the way, a special emphasis is placed on research published in the Journal of Applied Psychology and high impact work is highlighted. We conclude with a discussion of five areas for future research. Specifically, we outline ideas for bridging the socialization and mentoring literatures, better understanding and capturing dynamic processes across time, the development of multilevel theories and models, addressing causality, and considering the implications for organizational socialization and mentoring research based on how technology is changing the way we work.
For youth and adults of color, prolonged exposure to racial discrimination may result in debilitating psychological, behavioral, and health outcomes. Research has suggested that race-based traumatic ...stress can manifest from direct and vicarious discriminatory racial encounters (DREs) that impact individuals during and after an event. To help their children prepare for and prevent the deleterious consequences of DREs, many parents of color utilize racial socialization (RS), or communication about racialized experiences. Although RS research has illuminated associations between RS and youth well-being indicators (i.e., psychosocial, physiological, academic, and identity-related), findings have mainly focused on RS frequency and endorsement in retrospective accounts and not on how RS is transmitted and received, used during in-the-moment encounters, or applied to reduce racial stress and trauma through clinical processes. This article explores how systemic and interpersonal DREs require literate, active, and bidirectional RS to repair from race-based traumatic stress often overlooked by traditional stress and coping models and clinical services. A novel theory (Racial Encounter Coping Appraisal and Socialization Theory RECAST), wherein RS moderates the relationship between racial stress and self-efficacy in a path to coping and well-being, is advanced. Greater RS competency is proposed as achievable through intentional and mindful practice. Given heightened awareness to DREs plaguing youth, better understanding of how RS processes and skills development can help youth and parents heal from the effects of past, current, and future racial trauma is important. A description of proposed measures and RECAST's use within trauma-focused clinical practices and interventions for family led healing is also provided.
We investigated the relations between gendered racial microaggressions (i.e., subtle gendered racism), gendered racial socialization, and traumatic stress symptoms among Black women. We hypothesized ...that gendered racial microaggressions would be significantly associated with traumatic stress symptoms and that gendered racial socialization would moderate the relations between gendered racial microaggressions and traumatic stress symptoms. Participants were 226 Black women from across the United States who completed an online survey. Results from a hierarchical multiple regression analysis indicated that a greater frequency of gendered racial microaggressions was significantly associated with greater traumatic stress symptoms; internalized gendered racial oppression moderated the relations between gendered racial microaggressions and traumatic stress symptoms. The results of this study can inform future research on Black women’s experiences of gendered racism and the role of gendered racial socialization in their lives. Online slides for instructors who want to use this article for teaching are available on PWQ’s website at http://journals.sagepub.com/page/pwq/suppl/index
A substantial literature has focused on how ethnic‐racial socialization from parents shapes youths' racial identities and the meanings they attach to their own and others' racial group membership. We ...argue that a critically important source of information to youth about the meaning and significance of race, and therefore a key source of ethnic‐racial socialization, resides in youths' exposure to repeated patterns in the relative social experiences, opportunities, roles, and outcomes experienced by two or more racial groups across levels of the ecological environment. Drawing on Seidman's concept of a “social regularity” we propose the concept of a “racial regularity” to name, describe and define pervasive and repeated intergroup patterns that youth observe through their daily transactions across settings. Additionally, drawing from the socio‐cognitive developmental literature, we consider why and how racial regularities may inform youths' racial knowledge. Finally, we illustrate our perspective using existing ethnographies of racial dynamics in schools and neighborhoods vis‐à‐vis youths' racial knowledge.
Highlights
Children and adolescents learn about the meaning of race from their everyday experiences in settings.
The experiences of and roles occupied by racial groups in a setting relative to each other are key.
We need studies in which settings are the unit of measurement and analysis for fuller understanding.
Experiences of racial and ethnic discrimination pose significant threats to the development and well‐being of racial and ethnic minority children. Fortunately, not all youth who experience ...discrimination are susceptible to its harmful effects. Growing evidence points to several racial and ethnic factors that promote positive youth development and protect against the potentially damaging effects of racial and ethnic adversity. This article summarizes emerging research trends and conclusions regarding the “promotive” and “protective” effects of racial and ethnic identity, ethnic‐racial socialization, and cultural orientation, as well as some of the mechanisms that may account for their salutary properties. The article concludes with a brief discussion of important considerations and directions for the future study of racial and ethnic resilience processes in ethnic minority youth.
Parents are the earliest transmitters of ethnic‐racial socialization (ERS), but transmitters within the school context become more important as youth move into adolescence. Yet, the current ...literature has limited frameworks to describe the transmission of ERS in schools. We propose a conceptual model that outlines the transmitters, methods, and content of school ERS as well as how school ERS can influence adolescent outcomes. Although scholars have begun to understand dimensions of school ERS, no frameworks have outlined the process, content, and effects of school ERS. This paper builds upon the burgeoning literature to unpack this process at institutional and individual levels. The paper includes discussion of research and practice implications for utilizing school ERS to address racial disparities and increase healthy school racial climates in K‐12 schools.
This book completes Margaret Archer's trilogy investigating the role of reflexivity in mediating between structure and agency. What do young people want from life? Using analysis of family ...experiences and life histories, her argument respects the properties and powers of both structures and agents and presents the 'internal conversation' as the site of their interplay. In unpacking what 'social conditioning' means, Archer demonstrates the usefulness of 'relational realism'. She advances a new theory of relational socialisation, appropriate to the 'mixed messages' conveyed in families that are rarely normatively consensual and thus cannot provide clear guidelines for action. Life-histories are analysed to explain the making and breaking of the various modes of reflexivity. Different modalities have been dominant from early societies to the present and the author argues that modernity is slowly ceding place to a 'morphogenetic society' as meta-reflexivity now begins to predominate, at least amongst educated young people.
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