This paper presents an analysis of the ethno‐political socialization of young children in the context of intractable conflict, drawing on the case of Israeli society. The analysis is based on the ...integrative developmental‐contextual theory (IDCT), which proposes that in the context of intractable conflict, from a very early age onward, in‐group members acquire a socio‐psychological repertoire that consists of narratives, beliefs, attitudes, and emotions related to the conflict and to the rival group. IDCT highlights three central components that dictate the nature of this socio‐psychological repertoire: children's normative developmental trajectory, the context in which the development takes place, and the ethno‐political socialization that is performed by societal agents. We discuss the interaction between these components in socializing children's socio‐psychological repertoire, and ways to change the course of socialization in the context of intractable conflict towards peace‐oriented socialization.
This contribution aims to bring to the forefront of the discussion the question of the adaptation of African education systems to the development of this continent. Starting from the link between ...education and construction of identities, the article shows that in pre-colonial Africa, education was a way of integrating the individual into his community through the transmission of the values that constitute the basis of the social bond and the progress of the community. For the current education systems to be able to establish a balance between education, construction of African identity and the impetus for the development of the continent, it is important to reform in their structure these systems by "Africanizing" them. Keywords: Endogenous development, education in Africa, endogenous school, identity, transmission of values.
Purpose
This study aims to explore relationships among supervisors’ socialization behaviors, newcomers’ socialization outcomes, organizational commitment, and work outcomes in three large companies ...in Korea.
Design/methodology/approach
The research was conducted via an online survey in three large firms in Korea. The sample comprised newcomers who had worked for more than six months but less than one year in these firms. The collected data were analyzed using descriptive statistics and structural equation modeling (SEM).
Findings
Derived from SEM, the study’s results confirmed a causal relationship between supervisor’s socialization behaviors and newcomer’s work outcomes, which was fully mediated by newcomer’s socialization outcomes. However, organizational commitment was observed as a mediating variable, not a moderating variable. All types of supervisors’ socialization behaviors were related to newcomers’ socialization outcomes. Providing appropriate feedback, supporting newcomers’ development and improving social relationships were most strongly related to newcomers’ socialization outcomes.
Research limitations/implications
This study proposed a rationale for the potential effectiveness of supervisor socialization behavior training. Related variables such as supervisor training aspects and the effectiveness of supervisor training for newcomers’ organizational socialization could be examined further.
Practical implications
The study offers critical areas to consider when designing training programs focused on supervisors’ socialization behaviors. Human resource development practitioners should be aware of the importance of supervisors’ socialization behaviors for newcomers’ organizational socialization and develop a program to improve all types of supervisors’ socialization behaviors.
Originality/value
New areas of training and development for supervisors can be proposed to improve newcomer organizational socialization and, eventually, to enhance the work outcomes of newcomers.
Purpose
Although work engagement has become an important topic in management, relatively little attention has been given to newcomers’ work engagement in the socialization literature. The purpose of ...this paper is to explain how newcomers’ work engagement can fluctuate during the first year of organizational entry and the role of organizational socialization in developing and maintaining high levels of newcomers’ work engagement.
Design/methodology/approach
A review of the socialization literature indicates that uncertainty reduction theory has been the basis of research on socialization tactics and newcomer information-seeking both of which function by providing newcomers with information to reduce uncertainty. Socialization resources theory is used to develop a new pathway to newcomer socialization which focuses on providing newcomers with resources during the first year of organizational entry and socialization.
Findings
The uncertainty reduction pathway to newcomer socialization is narrow and limited because it primarily focuses on minimizing and reducing the negative effects of job demands rather than on providing newcomers with resources that are necessary to facilitate work engagement and socialization.
Practical implications
Organizations can use newcomers’ work engagement maintenance curves to map and track fluctuations in newcomers’ work engagement during the first year of organizational entry and they can conduct an audit of socialization resources to determine what resources are required to develop and maintain high levels of newcomers’ work engagement.
Originality/value
This paper describes newcomer work engagement maintenance curves and explains how socialization resources can be used to develop and maintain high levels of newcomers’ work engagement. A model of a new pathway to newcomer socialization is developed in which socialization resources, personal resources, and job demands influence newcomers’ work engagement and socialization outcomes.
Socialization is a key mechanism of social reproduction. Yet, like the functionalists who introduced the concept, socialization has fallen out of favor, critiqued for ignoring power and agency, for ...its teleology and incoherence, and for a misguided link to "culture of poverty" arguments. In this review, we argue for a renewed, postfunctionalist use of socialization. We review the concept's history, its high point under Parsons, the reasons for its demise, its continued use in some subfields (e.g., gender, race and ethnicity, education), and alternative concepts used to explain social reproduction. We then suggest that something is lost when socialization is avoided or isolated in particular subfields. Without socialization, conceptions of social reproduction face problems of history, power, and transferability. We close by outlining a postfunctionalist agenda for socialization research, providing a framework for a new theory of socialization, one that builds off of cognitive science, pragmatism, the study of language, the reinterrogation of values, and the development of ideology in political socialization.
Ethnic–racial socialization (ERS) is the collection of practices by which individuals learn about norms, values, and customs regarding ethnicity and race (Hughes et al., 2006). In contrast to ...research with families of color, few studies have examined ERS among White families (Umaña-Taylor & Hill, 2020). In this study, we used the Consensual Qualitative Research procedure (Hill et al., 2005) to analyze the ERS goals expressed by 35 White parents of White children during semi-structured interviews. We identified 11 domains (privilege awareness, take action, racism, value diversity, egalitarianism, children lead the way, informed, embracing the difficulty of being anti-racist, empathy, protection, and racial–ethnic identity) that generally map onto Hughes et al.’s (2006) existing ERS framework. Our results suggest that some White parents have ERS goals that move beyond kindness and diversity to delve into issues of equity and justice in order to support children in their own anti-racist journies.
The relationship between ethnic socialization by parents, peers, and ethnic identity development was examined over a 7-year time span in a sample of 116 internationally adopted Korean American ...adolescents. Parent report data was collected in 2007 (Time 1 T1) when the adopted child was between 7 and 13 years old and again in 2014 at ages 13 to 20 years old (Time 2 T2). Adolescent report data also was collected in 2014. We examined differences in parent and adolescent reports of parental ethnic socialization at T2, changes in parent reports of ethnic socialization from T1 to T2, and the relationship among ethnic socialization by parents at T1 and T2, ethnic socialization by peers at T2, and ethnic identity exploration and resolution at T2. Results indicated parents reported higher levels of parental ethnic socialization than adolescents did at T2. Parent reports of parental ethnic socialization also decreased between childhood and adolescence. Adolescents reported higher parental ethnic socialization than peer ethnic socialization at T2. Path analysis demonstrated positive indirect pathways among parental ethnic socialization at T1, parental ethnic socialization and peer ethnic socialization at T2, and ethnic identity exploration and ethnic identity resolution at T2. The study highlights the cultural experiences of transracial, transnational adopted individuals, the role of both parents and peers in ethnic socialization and ethnic identity development, and the importance of longitudinal and multi-informant methodology.
Ethnic‐racial socialization is a salient component of parenting in Black families. What is less clear is how Black families discuss ethnicity‐race and social inequalities with pubescent children. We ...examined associations between pubertal timing and ethnic‐racial socialization among mothers (Mage = 42) of Black (n = 286) and Black‐White biracial (n = 233) girls aged 9–12. Moderation by maternal stress about puberty was also examined. Results indicated mothers of Black girls who were stressed about puberty reported more preparation for bias; whereas both groups of mothers reported more cultural socialization. Early pubertal timing and high maternal stress about puberty predicted more cultural socialization among both groups and more egalitarian beliefs among only mothers of Black‐White biracial girls. The findings highlight the importance of ethnic‐racial socialization during puberty.
Early works in medical sociology have been pivotal in the development of scholarly knowledge about emotions, emotional socialization, and empathy within medical training, medical education, and ...medical contexts. Yet despite major shifts in both medical education and in medicine writ-large, medical sociologists’ focus on emotions has largely disappeared. In this paper, we argue that due to recent radical transformations in the medical arena, emotional socialization within medical education should be of renewed interest for sociologists. Developments in medical education such as increased diversity among enrollees, the rise of patient health movements, and curricular transformation have made this context a particularly interesting case for sociologists working on a variety of questions related to structural, organizational, and cultural change. We offer three areas of debate within studies in medical education that sociologists may be interested in studying: 1) gendered and racialized differences in the performance of clinical skills related to emotion, 2) differences in self-reported empathy among subspecialties, and 3) loss of empathy during the third year or clinical year of medical school.
•Medical education has experienced major transformations over the past three decades.•Classical sociological studies of emotional socialization in medicine are outdated.•Scholars should renew their interest in emotional socialization in medical contexts.
This study investigated the roles of racial and ethnic socialization in the link between racial discrimination and school adjustment among a sample of 233 adopted Korean American adolescents from ...White adoptive families and 155 nonadopted Korean American adolescents from immigrant Korean families. Adopted Korean American adolescents reported lower levels of racial discrimination, racial socialization, and ethnic socialization than nonadopted Korean American adolescents. However, racial discrimination was negatively related to school belonging and school engagement, and ethnic socialization was positively related to school engagement for both groups. Racial socialization also had a curvilinear relationship with school engagement for both groups. A moderate level of racial socialization predicted positive school engagement, whereas low and high levels of racial socialization predicted negative school engagement. Finally, ethnic socialization moderated the link between racial discrimination and school belonging, which differed between groups. In particular, ethnic socialization exacerbated the relations between racial discrimination and school belonging for adopted Korean American adolescents, whereas ethnic socialization buffered this link for nonadopted Korean American adolescents. The findings illustrate the complex relationship between racial and ethnic socialization, racial discrimination, and school adjustment.
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