Theses and Dissertations
This collection includes both ASU Theses and Dissertations, submitted by graduate students, and the Barrett, Honors College theses submitted by undergraduate students.
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- All Subjects: socialization
Description
Early adolescence is a pivotal stage of social and emotional development. Socialization traditionally occurs in person, but social interactions via technology (e.g., social media, video games) have grown in popularity. However, little research has been conducted on how early adolescents interact with technology and how these interactions relate to their socialization as well as other factors such as reading habits or academic achievement. Seventh and eighth grade students (n = 719) completed a survey that captured information about their technology use, their academic habits and performance, and extracurricular involvement. It was hypothesized that those involved in more extracurricular activities would use the internet more socially and that internet use would be negatively correlated to both academic performance and recreational reading. Responses indicated that a majority of students have access to technology (e.g. internet, computers, television, gaming consoles, and tablets) in their homes. Social media use differed drastically between platforms. Analyses indicated a relation between amount of extracurricular activities on social television watching and social internet use, but not on social gaming. A significant negative correlation was found between recreational reading and time spent socializing online, but there was no significant effect of these factors on academic performance. Thus, hypotheses were partially supported by the relation between amount of extracurriculars and social internet use and the negative correlation between time spent socializing online and recreational reading.
ContributorsHorner, Kate Elizabeth (Author) / McNamara, Danielle (Thesis director) / McCarthy, Kathryn (Committee member) / Davis, Mary (Committee member) / Division of Teacher Preparation (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
The focus of this study was to explore the socialization process of aerial acrobats to pain and how these workers (re)produce traditional Circus d/Discourses through occupational identity enactment. The two research questions posed in this study were answered through semi-structured interviews with 27 professional acrobats and the arts-based elicitation method of Photovoice. A phronetic iterative analysis revealed a subcategory of body work—pain work. Pain workers are those employees who are required to sustain, endure, and manage embodied pain to enact their occupational role. This study introduced a four-phase cyclical socialization process model through which pain work is enacted: (a) experience, (b) tolerate, (c) embrace, and (d) proselytize. Using a dramaturgical analysis framework, the findings of this study revealed aerial acrobats engage three front stage and three backstage identity enactment strategies that (re)produce institutional d/Discourses: (a) masking pain, (b) performing-despite-risk, (c) artistic sacrifice, (d) body-work double bind, (e) complicit anonymity, and (f) self-deprecation. The findings of this study carry theoretical and methodological implications for organizational communication literature in the areas of socialization, identification, and body work, as well as embodiment in qualitative research. Importantly, this study demonstrates how discourse simultaneously changes collective embodied experiences and social realities by portraying the vivid, tangible consequences on members. Limitations of the study and future directions of research are discussed.
ContributorsMartinez, Laura Victoria (Author) / Tracy, Sara J (Thesis advisor) / Zanin, Alaina C (Thesis advisor) / Brummans, Boris HJM (Committee member) / Arizona State University (Publisher)
Created2022