Discursive and Processual Socialization of the Mass into Acts of Violence: the Case of Rwandan Genocide

This article analyses discursive and processual socialization of the masses into acts of violence during the Rwandan genocide of 1 994. The discursive aspects of the socialization include discourses of dehumanization, ethnic extremism and the dynamics of public socialization into violence and other acts of savagery. The processual dimension of the socialization refers to the violentization process. The article tries to show that the discursive and the processual aspects of socialization reinforced each other. It analyses the ideological and linguistic mechanisms mobilized in Rwanda to foment hatred and whip the masses into atrocities. The article, in addition, tries to explain the genocide through diverse social psychological theories and illustrate the interaction between the leaders\u27 political agitation of the masses towards extermination and the perpetrators\u27 action on the ground. The article argues that no single theory can fully explain the incomprehensible genocide since it was the result of a complex intermarriage between social, ideological and moral forces. It also examines the role of cultural and linguistic resources in the violentization process. On the basis of the analysis, the article recommends what should be done to prevent similar atrocities in Africa

MoodBar: Increasing new user retention in Wikipedia through lightweight socialization

Socialization in online communities allows existing members to welcome and recruit newcomers, introduce them to community norms and practices, and sustain their early participation. However, socializing newcomers does not come for free: in large communities, socialization can result in a significant workload for mentors and is hard to scale. In this study we present results from an experiment that measured the effect of a lightweight socialization tool on the activity and retention of newly registered users attempting to edit for the first time Wikipedia. Wikipedia is struggling with the retention of newcomers and our results indicate that a mechanism to elicit lightweight feedback and to provide early mentoring to newcomers improves their chances of becoming long-term contributors.Comment: 9 pages, 5 figures, accepted for presentation at CSCW'1

Legal socialization effects on democratization

As is the case with all our joint publications, this article represents a genuine research collaboration between the authors, with equal contributions. Therefore, neither is first or second author. This article uses data from a collaborative project that grew out of the Law and Society Associations Working Group on Orientations toward Law and Normative Ordering‘. Ellen S. Cohn, lames L. Gibson, Susan O. White, Joseph Sanders, Joan McCord, and Felice Levine were responsible for the development and implementation of the research design. Funding for the project was provided by the (US) National Science Foundation (SE 13237 and SIR 11403). Our European collaborators include Chantal Kourilsky-Augeven (France), Grazyna Skapska, Iwona Jakubowska-Branicka, and Maria Barucka-Arctowa (Poland), Andras Sajo (Hungary), Rosemary Barberet (Spain), and Stefka Naoumova (Bulgaria). Pam Moore, Kris Guffey, Marika Litras, Julie Nadeau, John Kraft, and Kimberly Smirles provided valuable research assistance

SOME COMMENTS ON EDUCATION FOR ENTREPRENEURSHIP

Author stresses the increasing role of education for entrepreneurship within the formal system of education, as well as the importance of individual’s socialization. In formal education technical, economical and legal disciplines are more important, while other forms of socialization should develop courage, innovative attitude, risk acceptance and creativity. Several dimensions of entrepreneurships, defined in theory, are discussed: economic, managerial, innovative and ethical. For each dimensions there are specific forms of education. While some authors suggest that ethical dimension turns into specific form of social entrepreneurship, there is a need for further education in this field too.dimensions of entrepreneurship, formal education, socialization, social entrepreneurship

Academic Socialization and Its Effects on Academic Success

Academic Socialization and Its Effects on Academic Success David Lim, Dept. of Psychology and Maria J. Cisneros-Elias, Dept. of Psychology Graduate Student, with Dr. Chelsea D. Williams, Dept. of Psychology Academic socialization in education is how parents use their own educational beliefs and expectations to provide messages to their children to help navigate or influence their academic success and development (Hill & Tyson, 2009). There is currently very little research done on academic socialization, and recent studies have just started addressing the lack of research on this subject. This narrative review focuses on parental academic socialization, to understand the influence it has on their child’s academic endeavors. Eight peer-reviewed articles on academic socialization were found from Psychinfo for this narrative review. This scoping review explores the literature related specifically to academic socialization to better understand how much of an impact it has on outcomes among different age groups of children, ranging from elementary, middle, and high school. Results of the studies reviewed show that there are positive influences of parental academic socialization such as, increased socio-emotional competencies among kindergarten students (Puccioni et al, 2019) and academic achievement especially among high school students (Hill & Tyson, 2009). Implications to further research academic socialization will be discussed.https://scholarscompass.vcu.edu/uresposters/1322/thumbnail.jp

Value stability and change during self-chosen life transitions: Self-selection versus socialization effects

Copyright @ 2013 APA. This article may not exactly replicate the final version published in the APA journal. It is not the copy of record.Three longitudinal studies examine a fundamental question regarding adjustment of personal values to self-chosen life transitions: Do values fit the new life setting already at its onset, implying value-based self-selection? Or do values change to better fit the appropriate and desirable values in the setting, implying value socialization? As people are likely to choose a life transition partly based on their values, their values may fit the new life situation already at its onset, leaving little need for value socialization. However, we propose that this may vary as a function of the extent of change the life transition entails, with greater change requiring more value socialization. To enable generalization, we used 3 longitudinal studies spanning 3 different life transitions and different extents of life changes: vocational training (of new police recruits), education (psychology vs. business students), and migration (from Poland to Britain). Although each life transition involved different key values and different populations, across all 3 studies we found value fit to the life situation already early in the transition. Value socialization became more evident the more aspects of life changed as part of the transition, that is, in the migration transition. The discussion focuses on the implications of these findings for research on values and personality change, as well as limitations and future directions for research

Social interactions and spillovers.

The aim of this paper is to provide a tractable model where both socialization (or network formation) and productive efforts can be analyzed simultaneously. This permits a fullfledged equilibrium/welfare analysis of network formation with endogenous productive efforts and heterogeneous agents. We show that there exist two stable interior equilibria, which we can Pareto rank. The socially efficient outcome lies between these two equilibria. When the intrinsic returns to production and socialization increase, all equilibrium actions decrease at the Pareto-superior equilibrium, while they increase at the Pareto-inferior equilibrium. In both cases, the percentage change in socialization effort is higher (in absolute value) than that of the productive effortPeer effects; Network formation; Welfare;

The Evolution of Secularization: Cultural Transmission, Religion and Fertility Theory, Simulations and Evidence

This study presents an evolutionary process of secularization that integrates a theoretical model, simulations, and an empirical estimation that employs data from 32 countries (included in the International Social Survey Program: Religion II – ISSP, 1998). Following Bisin and Verdier (2000, 2001a), it is assumed that cultural/social norms are transmitted from one generation to the next one via two venues: (i) direct socialization – across generations, by parents; and (ii) oblique socialization – within generations, by the community and cultural environment. This paper focuses on the transmission of religious norms and in particular on the 'religious taste for children'. The theoretical framework describes the setting and the process leading to secularization of the population; the simulations give more insight into the process; and 'secularization regressions' estimate the effects of the various explanatory variables on secularization (that is measured by rare mass-attendance and by rare-prayer), lending support to corollaries derived from the theory and simulations. The main conclusions/findings are that (i) direct religious socialization efforts of one generation have a negative effect on secularization within the next generation; (ii) oblique socialization by the community has a parabolic effect on secularization; and (iii) the two types of socialization are complements in 'producing' religiosity of the next generation.cultural transmission, religion, fertility, secularization, ISSP

Physical and Behavioral Measures that Predict Cats' Socialization in an Animal Shelter Environment during a Three-Day Period

Information from surveys completed by the cats' caregivers provided a score for the level of socialization of cats. We examined the effectiveness of structured assessments and measures in their ability to distinguish More and Less Socialized cats in a shelter-like setting over a three day period. Statistical models were developed that best predicted More and Less Socialized cats. Measures from these models were used to calculate a point system where more points indicated more socialization. In combination with key socialized behaviors, these points were able to fairly accurately distinguish More Socialized from Less Socialized cats