Forms Of Social Identification Research Articles

Eğitim Yönetiminde Örgütsel Özdeşleşme Bağlamında Sınıf Yönetimi Becerilerinin İncelenmesi

The aim of this study is to examine classroom management skills in the context of organizational identification in educational management. Schools are the organizations that serve to meet the wishes and expectations of society in education and constitute the lowest unit of the education system. The main purpose of educational organizations is to transfer the culture and values that will ensure the continuity of society to future generations and to shape these culture and values. One of the necessary conditions for these to be realized is that students, teachers and administrators involved in educational organizations should establish a psychological connection with their organizations and all kinds of activities organized by the organization. Because identification with an organization is a form of social identification in which a person has the phenomenon of unity and a sense of belonging and bonding associated with the institution, activities and members of which he is a member. Teachers who identify with their organizations adopt and believe in organizational goals and values individually and feel motivated to achieve these goals. In these teachers, high organizational identification is achieved by adopting organizational beliefs, values, attitudes and goals. In other words, individuals with a high level of organizational identification can defend the organization in any way. As a result of organizational identification, performance increases in the organization and productivity increases, with high coordination and cooperation, the organization adapts to environmental changes easily and quickly. Thus, organizational performance increases at the expected level. The first stage of educational management that comes to mind is classroom management. Class; while it is known as the environment in which the student group actively participates in educational activities, the classroom is expressed as “A community formed by individuals whose certain qualities are the same” as the word. Examples of this are the working class, the military class, the class created in a school environment. The students in the class show closeness to each other in terms of age, level of readiness, level of knowledge. The cluster name that this cluster creates is also a class. In educational activities, the word class should also be used in this nature. The teacher quality of classroom management also depends on the impact and quality of educational management. Success in the field of education is directly related to the success of classroom management. Key Words: Educational Management, Organizational Identification, Classroom Management

Eğitim Yönetiminde Okul Yöneticileri ve Yeterlilikleri Çerçevesinde Sınıf Yönetimini Etkileyen Süreçlerin İncelenmesi

The aim of this study is to examine the processes affecting classroom management within the framework of school administrators and their competencies in educational management. Schools are the organizations that serve to meet the wishes and expectations of society in education and constitute the lowest unit of the education system. The main purpose of educational organizations is to transfer the culture and values that will ensure the continuity of society to future generations and to shape these culture and values. One of the necessary conditions for these to be realized is that students, teachers and administrators involved in educational organizations should establish a psychological connection with their organizations and all kinds of activities organized by the organization. Because identification with an organization is a form of social identification in which a person has the phenomenon of unity and a sense of belonging and bonding associated with the institution, activities and members of which he is a member. The classrooms where educational activities take place are the areas where students spend the most time in school. Although it is the smallest unit of the educational system, classrooms, which greatly shape the personality and behavior of students and are considered one of the primary sources where knowledge acquisition takes place at the highest level, are at the heart of educational activities. An effective classroom management is needed in order to create a classroom environment in which students are prepared for life by performing learning activities within the framework of a specific content, program and purpose. The success of classroom management affects the quality of the school and the education provided, which indirectly affects social life. Key Words: Education Management, Classroom Management, School Administrator

White, or not quite? Predicting Arab American responses to racial categorization forms

We examined the implications of the institutional racial/ethnic designation of Arab Americans as White. Do Arab Americans prefer this categorization or another, and what factors predict categorization in one way or another? In Study 1, a representative sample of Arab Americans in Southeast Michigan (N = 1,001 57% female, ages 18 to 88, Age M = 43.64) completed measures of perceived discrimination, various forms of social identification, and self-categorized from Census-designated racial categories. Self-categorization as “Other” was significantly predicted by experiences of discrimination, Muslim religious affiliation, and having darker skin. In Study 2, with a convenience sample of Arab American college students (52% female, Age M = 20.25), participants were randomly assigned to self-categorize as either “White” or as “Middle Eastern/North African” and then completed measures of perceived discrimination and various forms of social identification. Assigned self-categorization as “Middle Eastern/North African” significantly predicted subgroup respect towards Arabs, but only among those who strongly identified as American. Far from being a neutral, merely reflective method of categorization, the Census and similar categorization forms are sites of racial/ethnic socialization. Respondents bring to such forms their social psychological experience. For many Arab Americans, a host of social experiences indicate the (in)appropriateness and meaning of being forced to self-categorize as White or being allowed to self-categorize differently.

Brick City Vanguard: Amiri Baraka, Black Music, Black Modernity by James Smethurst

Reviewed by: Brick City Vanguard: Amiri Baraka, Black Music, Black Modernity by James Smethurst Matthew Calihman James Smethurst.Brick City Vanguard: Amiri Baraka, Black Music, Black Modernity. Amherst: U of Massachusetts P, 2020. 227 pp. $26.95. Amiri Baraka’s development as an artist and thinker has raised vexing questions about race, nation, and class as forms of social identification and mobilization. In 1965, Baraka left the racially and ethnically mixed bohemian arts milieu of lower Manhattan for a life in Black nationalist cultural and political work. He decamped to Harlem, and within the same year, he returned to his hometown of Newark, New Jersey. A decade later, in the mid-1970s, he renounced Black nationalism for a Marxist politics that envisioned leading roles for African Americans and other peoples who had been subject to colonial domination and exploitation. For some observers, these changes were ruptures. But in Being & Race: Black Writing since 1970 (1988), Charles Johnson argued that Baraka’s development was a single continuous struggle: “There is from the very beginning a tension in his thought [End Page 97] between modern leftist intellectualism and race politics, between international Marxism and black nationalism” (24). Although many critics have shown that Baraka engaged with Black nationalism in even his earliest writing, few have recognized how far back his engagement with Marxism went. As William J. Maxwell notes in F.B. Eyes: How J. Edgar Hoover’s Ghostreaders Framed African American Literature (2015), the subject who first emerges in Baraka’s FBI file, opened in 1957, was at least “curious” about Marxist politics (117). But the crucial study here is James Smethurst’s The Black Arts Movement: Literary Nationalism in the 1960s and 1970s (2005), which transformed scholarship on Black Arts by surveying the movement’s various regional manifestations and by tracing its origins to midcentury intersections of Black nationalism, bohemianism, and Old Left working-class radicalism. The Black Arts Movement established Baraka’s personal and institutional connections to a Popular Front movement that survived up to his time. In Brick City Vanguard: Amiri Baraka, Black Music, Black Modernity, Smethurst resumes his exploration of Baraka’s relationship to Marxism. The book focuses on the philosophy of history that Baraka began to devise early in his career and fully formulated during the four decades preceding his death in 2014, a period that critics have generally neglected. Smethurst considers Baraka’s historical materialist vision of the development of an African American culture, a Black nation, and a Black working class, the last of which, Baraka proposed, would play a vanguard role in an international communist movement. And in Brick City Vanguard as in The Black Arts Movement, place matters: It was in Newark, Smethurst argues, that Baraka learned to hear Black music as a kind of vernacular historiography of culture, nation, and class. Baraka’s Newark was a place where many thousands of Southern Black migrants, including his own parents, entered industrial modernity. Challenging most earlier accounts of Baraka’s family history (including many of Baraka’s own accounts), Smethurst writes that Baraka’s parents entered this world as working-class strivers and maintained a basically proletarian outlook even after they found their way to middle-class jobs. In workplaces, schools, and neighborhoods, among other social contexts, the Joneses and other Black Newarkers encountered European immigrant groups (most notably, Jews and Italians) in relationships that were determined by Northern Jim Crow but that involved cultural exchange. However, because the Great Migration continued through most of the twentieth century, the Black Newark culture in which Baraka grew up and to which he returned as an adult maintained a vital connection to its Southern Black roots; for example, the city’s Black musicians and audiences remained in touch with Southern blues styles.In some ways, the Newark in which this book places Baraka looks like the Northern metropolises in Richard Wright’s Marxist “folk history” of Black America, 12 Million Black Voices (1941). But whereas Wright’s narrative ends with a prophecy of Black people thronging hopefully into new interracial industrial labor unions, Baraka’s Newark story, as Smethurst recounts it, confronts a modern city in which racial caste persists and where the industrial...

Erratum: Cognitive and affective identification: Exploring the links between different forms of social identification and personality with work attitudes and behavior

Erratum: Cognitive and affective identification: Exploring the links between different forms of social identification and personality with work attitudes and behavior

The Role of Social Identification in Pro-Customer Rule Breaking Behaviors

This study examined the relationship between three relevant forms of social identification and pro-customer rule breaking behaviors. Social identification theory proposes a motivational framework w...

THE GERMAN LANGUAGE AND THE FUTURE OF EUROPE: TOWARDS A RESEARCH AGENDA ON THE POLITICS OF LANGUAGE

ABSTRACTMost accounts of nationalism and national identity include the idea of a ‘national language’ as a foundational element and key organising principle, yet even before the advent of new technologies of communication these defining codes were rarely, if ever, contained within national boundaries. The coexistence of what are perceived as distinct linguistic varieties (‘languages’) is therefore the normal condition of the nation‐state. This contradiction between the multilingual reality of individuals and communities and what Ingrid Gogolin calls the ‘monolingual habitus’ is fundamental to Susan Gal's (2006) discussion of the ironies of linguistic regimes in contemporary Europe that continue to be based on Herderian principles in spite of the pluralising rhetoric of European institutions.In this paper, I start from Gal's observations on migration, minorities, and multilingualism in Europe and consider their implications for a research agenda on the politics of language that takes account of the multiple layers of language policy on the one hand and the complexity of individual experiences with language on the other. I then illustrate this agenda with reference to a project on the present relationship between the German language and different forms of social identification in central Europe.

Caste as a social category and identity in colonial Lanka

This article argues that before the 1830s, 'caste' in Lanka fell within the standard range of regional variation found across South Asia. It was only after the 1830s, when the colonial state decided that caste was not a legitimate form of social identification, that the divergence between the island and mainland became marked. In the late nineteenth and early twentieth centuries caste played little role in colonial discourse, but it remained important in social life and elite politics. Given the importance that scholars of India place on official discourse and policy for under standing identity formation, the Lankan case has theoretical and comparative importance.

Parameters of social identity.

Two studies establish distinct types of social and collective identities (Study 1) and describe dimensions that differentiate among identities (Studies 1 and 2). In Study 1, individuals (N = 50) sorted 64 social identities on the basis of perceived similarity; 259 respondents provided trait property ratings of the identities. Cluster analysis indicated 5 types of social identity: personal relationships, vocations/avocations, political affiliations, ethnic religious groups, and stigmatized groups. Multidimensional scaling analysis shows that identities differ on several trait properties, including desirability and collectivity. In Study 2, 171 people rated the similarity of identities within a specific cluster; 193 respondents provided trait property ratings. Results indicate that different trait properties are relevant to each cluster. The theoretical importance of distinguishing among forms of social identification is stressed