Social Roles in a Correctional Community

1964 ◽  
Vol 55 (3) ◽  
pp. 338 ◽  
Author(s):  
Peter G. Garabedian
Keyword(s):  
Social Roles ◽  
Correctional Community

Institutional actors: Children’s emerging beliefs about the causal structure of social roles.

2020 ◽  
Vol 56 (1) ◽  
pp. 70-80
Author(s):  
Alexander Noyes ◽  
Frank C. Keil ◽  
Yarrow Dunham
Keyword(s):  
Social Roles ◽  
Causal Structure ◽  
Institutional Actors

Change in social roles influences stereotypes

2014 ◽  
Author(s):  
Anne Koenig ◽  
Alice Eagly
Keyword(s):  
Social Roles

Measure of Authenticity in Various Social Roles

1997 ◽  
Author(s):  
Kennon M. Sheldon ◽  
Richard M. Ryan ◽  
Laird J. Rawsthorne ◽  
Barbara Ilardi
Keyword(s):  
Social Roles

Self-complemented perspective of self-knowledge

1998 ◽  
pp. 71-74
Author(s):  
M. E. Nielsen
Keyword(s):  
Social Roles ◽  
Self Determination ◽  
Self Knowledge

I suggest a description of the theory that I find applicable to understanding self-knowledge. The theory of its own complexity focuses on the structure of individual thoughts about themselves. Own complexity concerns two features of a person's self-determination: the number of social roles that a person has, and the ability of a person to differentiate among these roles. For example, I would be considered a weak bearer of the idea of ​​my own complexity if I considered myself as the bearer of a relatively small number of roles and I would describe existing roles as similar to those that I carry out. I would have a greater degree of my own complexity if I looked at the number of roles I increased and made more distinctions between them.

The Concept of Nontraditional Student

2017 ◽  
Vol 28 (1) ◽  
pp. 40-60
Author(s):  
Treinienė Daiva
Keyword(s):  
Nontraditional Students ◽  
Social Roles ◽  
Nontraditional Student ◽  
Full Time ◽  
Older Students ◽  
Learning Differences ◽  
Status Characteristics ◽  
Part Time ◽  
Definition Of ◽  
The University

Abstract Nontraditional student is understood as one of the older students enrolled in formal or informal studies. In the literature, there is no detailed generalisation of nontraditional student. This article aims to reveal the concept of this particular group of students. Analysing the definition of nontraditional students, researchers identify the main criteria that allow to provide a more comprehensive concept of the nontraditional student. The main one is the age of these atypical students coming to study at the university, their selected form of studies, adult social roles status characteristics, such as family, parenting and financial independence as well as the nature of work. The described features of the nontraditional student demonstrate how the unconventional nontraditional student is different from the traditional one, which features are characteristic for them and how they reflect the nontraditional student’s maturity and experience in comparison with younger, traditional students. Key features - independence, internal motivation, experience, responsibility, determination. They allow nontraditional students to pursue their life goals, learn and move towards their set goals. University student identity is determined on the basis of the three positions: on the age suitability by social norms, the learning outcomes incorporated with age, on the creation of student’s ideal image. There are four students’ biographical profiles distinguished: wandering type, seeking a degree, intergrative and emancipatory type. They allow to see the biographical origin of nontraditional students, their social status as well as educational features. Biographical profiles presented allow to comprise the nontraditional student’s portrait of different countries. Traditional and nontraditional students’ learning differences are revealed by analysing their need for knowledge, independence, experience, skill to learn, orientation and motivation aspects. To sum up, the analysis of the scientific literature can formulate the concept of the nontraditional student. Nontraditional student refers to the category of 20-65 years of age who enrolls into higher education studies in a nontraditional way, is financially independent, with several social roles of life, studying full-time or part-time, and working full-time or part-time, or not working at all.

Negotiating Boundaries Between Gender and Social Identities in the Principality of Samos: The Case of Divorces (1902–1911)

2016 ◽  
Vol 8 (1) ◽  
pp. 90
Author(s):  
Vasilios Gialamas ◽  
Sofia Iliadou Tachou ◽  
Alexia Orfanou
Keyword(s):  
Social Context ◽  
Gender Identity ◽  
Social Roles ◽  
Cultural Construction ◽  
Social Identities ◽  
Gender Ratio ◽  
Men And Women ◽  
The Social ◽  
The Government ◽  
Qualitative Characteristics

This study focuses on divorces in the Principality of Samos, which existed from 1834 to 1912. The process of divorce is described according to the laws of the rincipality, and divorces are examined among those published in the Newspaper of the Government of the Principality of Samos from the last decade of the Principality from 1902 to 1911. Issues linked to divorce are investigated, like the differences between husbands and wives regarding the initiation and reasons for requesting a divorce. These differences are integrated in the specific social context of the Principality, and the qualitative characteristics are determined in regard to the gender ratio of women and men that is articulated by the invocation of divorce. The aim is to determine the boundaries of social identities of gender with focus on the prevailing perceptions of the social roles of men and women. Gender is used as a social and cultural construction. It is argued that the social gender identity is formed through a process of “performativity”, that is, through adaptation to the dominant social ideals.

Institutional actors: Children’s emerging beliefs about the causal structure of social roles

2019 ◽  
Author(s):  
Alexander Noyes ◽  
Frank Keil ◽  
Yarrow Dunham
Keyword(s):  
Soccer Player ◽  
Social Roles ◽  
Social Role ◽  
Causal Structure ◽  
Executive Orders ◽  
The Social ◽  
The World ◽  
Children's Beliefs ◽  
Institutional Actors ◽  
The U.S

Institutions make new forms of acting possible: Signing executive orders, scoring goals, and officiating weddings are only possible because of the U.S. government, the rules of soccer, and the institution of marriage. Thus, when an individual occupies a particular social role (President, soccer player, and officiator) they acquire new ways of acting on the world. The present studies investigated children’s beliefs about institutional actions, and in particular whether children understand that individuals can only perform institutional actions when their community recognizes them as occupying the appropriate social role. Two studies (Study 1, N = 120 children, 4-11; Study 2, N = 90 children, 4-9) compared institutional actions to standard actions that do not depend on institutional recognition. In both studies, 4- to 5-year-old children believed all actions were possible regardless of whether an individual was recognized as occupying the social role. In contrast, 8- to 9-year-old children robustly distinguished between institutional and standard actions; they understood that institutional actions depend on collective recognition by a community.

Conclusion

2018 ◽  
Author(s):  
Michael W. Austin
Keyword(s):  
Social Roles ◽  
Daily Life ◽  
Moral Virtue ◽  
Foot Washing ◽  
John's Gospel ◽  
Do So

This brief concluding chapter includes a summary of the book’s main points, chapter by chapter. It also includes a brief meditation on the portion of John’s gospel, John 13:1–17, in which Jesus serves his disciples by washing their feet. The act itself expresses humility, a fact that is underscored by the reversal of social roles that it exemplifies. It is especially striking that Jesus washes the feet of Judas, who would soon betray him. This reversal of social roles not only exemplifies the moral virtue of humility, it also provides a model for followers of Christ to imitate in daily life. The foot washing can also serve as a reminder to those who seek to exemplify the Christian virtue of humility, namely, that there are opportunities to do so in small, everyday situations.

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