Social Theory Theory Research Articles

Comparison of short-term fertility intentions of albanian women in Italy with non-migrants in Albania and italian women

The central aim of this paper is to get a deeper understanding of short-term fertility intentions of native, migrant and non-migrant partnered women by testing for adaptation, socialization and selection theories while applying an origin-destination perspective. To find support for these hypotheses, data was drawn from several sources (FSS and SCIF for Italy, DHS for Albania), harmonized and merged into a unique dataset combining information on partnered women according to their migrant/non-migrant status. Binary regression models on positive fertility intentions, Average Marginal Effects, Adjusted Predictions for Prototypical Cases and multivariate non-linear decompositions are estimated to account for differences and/or similarities across groups of women. Results found that positive fertility intentions of Albanian migrant women resemble those of Italian women and are significantly lower than those of non-migrants, supporting adaptation theory. Findings also reported selection into migration, given that the gap in likelihood of being intended to have a child would be reduced if migrants were like non-migrants in terms of their educational attainment.

Differential Teachers’ Attention to Boys and Girls in Mathematics Whole Class Interaction Sequences

The relationship of gender to the quality and type of interaction in the mathematics classroom is a question that has concerned researchers for some time. Past studies have indicated that patterns of interaction can be gender-specific, despite individual teachers regarding themselves as teaching in a gender-neutral manner. Drawing on interaction theory and socialization theory, this quantitative observational study tracked the number and type of interactions in 38 high school Mathematics classes across three schools, involving 899 students and 26 teachers (12 male, 14 female). The study investigated whether there were significant gender differences in the treatment of students during their engagement in different types of questioning behavior. It found that there were significant gender differences at student level that favored boys, but that questioning behaviors amongst individual teachers were highly variable. Teachers’ gender did not explain the differences. It is recommended that gender awareness be incorporated into teacher training.

Between Fashion and Piety: Hijab Influencers and Religious Communities in the Consumer Socialization of Indonesian Muslims

Fashionable hijab is a trend in Muslim societies worldwide. In Indonesia, hijab commercialization has been especially prominent. This study used consumer socialization theory to examine the relationship between hijab influencers (HIs), religious factors, attitudes toward fashionable hijab, and commodified hijab-style choices. In particular, we examined involvement with HIs, HIs' influence on hijab consumption, religiosity, and religious community involvement to investigate the mechanisms of consumer socialization. Structural equation modeling revealed that hijab influencers, as consumer socialization agents, reinforced positive attitudes toward fashionable hijab, whereas religious community involvement, as a social structural variable, had a negative effect. Finally, positive attitudes toward fashionable hijab positively influenced the pursuit of commodified hijab-style choices. These findings have practical implications for vendors targeting the Indonesian market by distinguishing commodified hijab styles from conservative hijab styles and identifying the factors influencing consumers.

Social–Emotional Learning Through Adventure Education in PETE: Strategies for PETE Faculty

The affective domain can be difficult to teach and define and is underactualized in Physical Education (PE) and Physical Education Teacher Education (PETE). Through the lens of Occupational Socialization Theory (OST), affective domain issues are understood as more significant problems within the PE enterprise, starting with PETE faculty members’ training and acculturation into PE of decades-old approaches and conceptions of the subject. Literature indicates that Pre-Service Teachers (PSTs) need more experience participating and teaching affective-based curriculum models and pedagogical content like Adventure Education (AE) during PETE. When PETE and thus secondary PE programs are ruled by the hegemonic norm of multi-sport-based activities, they can miss the mark on cultural competency and teaching and assessing the affective domain. By giving PETE PSTs affective-based experiences as participants and facilitators, PSTs may have more holistic perspectives (learning and teaching through all three domains of learning) and may become more culturally competent teachers. This paper provides four strategies to implement AE within PETE programs and requirements of sequencing. As PETE evolves and improves content and delivery mechanisms to meet learners’ needs (PSTs and students in K-12 PE), the propensity for change in the enterprise of PE increases as positive benefits of affective-based teaching ripple through generations of new students acculturated into the field every day.

Fostering Positive Relationships Among Adapted and General Physical Educators in Support of Students With Disabilities

During an educational climate that is marked by teacher attrition and shortages, relationship-building among teachers is more critical than ever. The workplace relationships between adapted and general physical education teachers has been problematized and may negatively affect the education of their students with disabilities. Grounded in role socialization theory, we present three non-fiction narratives of adapted physical education teachers to highlight the growing workplace concerns emerging through research and their implications for kinesiology and physical education departments as they train preservice teachers. After each narrative we provide reflective prompts for faculty to engage their preservice teachers. Finally, we conclude with a series of practical strategies faculty may consider to improve the relationship-building skillset among their preservice adapted and general physical education teachers.

Primary Socialization Theory and American Indian Adolescents’ Intentions to Use Substances

Objective Intentions to use substances are a robust risk factor for future substance use. Primary Socialization Theory (PST), with its focus on relational factors, is well-suited to provide insight into American Indian adolescents’ intentions to use substances given the importance of relationships in American Indian communities. The goal of the present study was to examine the role of PST-related factors (i.e., parental monitoring, peer pressure, attitudes toward school) on likelihood of intending to use substances (i.e., alcohol, cigarettes, cannabis, other drugs) among American Indian adolescents. Methods American Indian participants (N = 8,950, 50.7% females) were recruited as a part of the Our Youth, Our Future survey, an ongoing surveillance of substance use among 7th–12th graders attending school on or near reservations. Results Parental monitoring was found to be associated with decreased likelihood of intending to use alcohol (aOR = 0.97, 95%CI [0.96, 0.99]), cigarettes (aOR = 0.96, 95%CI [0.94, 0.98]), cannabis (aOR = 0.95, 95%CI [0.94, 0.96]), and other drugs (aOR = 0.94, 95%CI [0.92, 0.96]). Peer pressure was associated with increased likelihood of intending to use alcohol (aOR = 1.68, 95%CI [1.59, 1.78]), cigarettes (aOR = 1.73, 95%CI [1.60, 1.86]), cannabis (aOR = 1.81, 95%CI [1.71, 1.92]), and other drugs (aOR = 1.40, 95%CI [1.26, 1.56]). More positive attitudes toward school were associated with decreased likelihood of intending to use alcohol (aOR = 0.93, 95%CI [0.91, 0.94]), cigarettes (aOR = 0.92, 95%CI [0.90, 0.94]), cannabis (aOR = 0.90, 95%CI [0.88, 0.91]), and other drugs (aOR = 0.96, 95%CI [0.93, 0.99]). Conclusions Results support incorporating social relationships into interventions aiming to prevent substance use initiation, including promoting positive parental monitoring, peer interactions, and school attitudes.

Developmental trajectories during doctoral study: identifying heterogeneity in psychosocial factor’s development

ABSTRACT Despite their importance to the research enterprise, doctoral students are an underexamined population in higher education. Several studies have emphasized the importance of psychosocial characteristics in academic success and scholarly identity formation. However, few studies have explored their developmental trajectories across a range of disciplines to give an overall perspective of the scholarly identity formation process and its nuances. We argue that doctoral education is a socialization process that, if successful, helps doctoral students to develop a disciplinary identity. We propose that this identity development process is mediated by how students internalize their socialization experiences. Therefore, we integrate concepts from self-determination and identity development theory into socialization theory. Using a three-year longitudinal sample at a single institution (n = 1264), we identify doctoral students’ developmental trajectories in perceptions of competence, autonomy, relatedness, knowledge, and recognition. We identify six different developmental groups according to baseline levels and developmental trajectories during the first two years of doctoral studies. Further, we find that sex, family income background, and anticipatory socialization experiences are associated with membership in these groups. Lastly, we observe that these trajectories are associated with socialization outcomes. Findings highlight a non-monolithic socialization process that calls for a systematic approach to measure these psychosocial characteristics over time. Implications for theory, research, and practice are discussed.

Influence of acculturation and professional socialization on student teachers' beliefs about teaching physical education

The purpose of this study was to examine the influence of student teachers’ (ST's) acculturation and professional socialization on their beliefs about teaching PE. Specifically, ST's beliefs about teaching PE and how ST's acculturation and professional socialization influence ST's beliefs were investigated. For this study, occupational socialization theory was employed as a theoretical framework to examine student teachers’ beliefs. Thirteen STs participated in this study and data collection was undertaken during their final teaching practicum. Text descriptions were analysed and collected with the intention of gaining an overall grasp of STs’ beliefs. All the text response data were analysed inductively in a step-wise approach. The results of this study suggested that STs’ beliefs about PE teaching are influenced by how they view the purpose of PE lessons and their experiences with the level of student engagement during such lessons. It was also concluded that STs continue to believe that it is important for PE to provide students with enjoyment and the opportunity to socialise and acquire positive values. Insights were also observed that clarified the impact of classroom atmosphere on student engagement level and attitudes during PE lessons in influencing ST's pedagogical practices. While the study is situated in the Japanese context, findings from this study have useful international relevance.

Racial climate reform in independent schools: How coping self‐efficacy buffers systemic and proximal racial stress for students of color

AbstractThe journey for students of color (SOC) in predominantly White independent schools (PWIS) is paved with significant educational opportunities and challenging racial conflicts. Little is known about how SOC manage the stress of negotiating these struggles and successes in daily relationships with peers and teachers or within the school climates where the policies and practices often reveal a bracketed commitment to diversity. For decades, programs like Prep for Prep have provided academic and social supports to prepare low‐income SOC for matriculation in PWIS. Using Racial Encounter Coping Appraisal and Socialization Theory, we investigated the racial stress and coping experiences of 593 SOC from the Prep for Prep leadership training program. After measuring development on the racial coping self‐efficacy scale, three factors identified that SOC range in their confidence inreadingor noticing racial microaggressions in their schools,recastingstressful racial conflicts from “impossible” to “manageable,” andresolvingracial tensions by confronting microaggressions. Results found that a moderated mediation model explains that the relationship of SOC school climate perceptions to school belonging and affect toward school are mediated through racial coping stress. SOC with high racial coping self‐efficacy (RCSE) show less negative influence from that stress on their academic and social experiences compared to those low in RCSE. Implications for supporting SOC by buffering racial stress within PWIS are discussed.

A Sensitivity Analysis for Roles Selection in Hybrid Multi-Criteria Decision Making

The process of retaining leadership succession at higher education institutions (HEI) is crucial since it has entailed the process of selecting the ideal candidate. The goal is to guide universities toward maintaining organizations' excellence in their academic leadership and management (ALM) positions. Due to the lack of established standards for assessing the competency of possible successors at their home institutions, many ALM of Malaysia HEIs is difficult to identify the proper replacement for their posts. This study aims to propose a multi-criteria tacit knowledge acquisition framework (MC-TKAF) for supporting talent development intervention programs in Malaysia HEIs. It will be based on cognitive apprenticeship, socialization, and informal learning theory which is mostly used in acquiring knowledge from expertise to overcome talent bottlenecks among novices. Fuzzy Delphi will be used as the primary methodology in this study to gather agreement regarding the appropriate indicator to measure tacit knowledge competency among ALMs at Malaysian HEIs. There are three phases: Phase 1 involves analysing the current tacit knowledge acquisition (TKA) and identifying the appropriate parameters to build the intended framework. Phase 2 involves using the results of Phase 1 to create a new framework of tacit knowledge acquisition (TKAF) that is appropriate for the HEI environment. Phase 3's final objective is to assess the viability of the Talent Development Intervention Program's (TDIP) Tacit Knowledge Acquisition Framework (TKAF) utilizing the Multi-Criteria Decision Making (MCDM) approach. This paper's goal is to offer the hybrid MCDM approach as a talent performance indicator for the multi-criteria tacit acquisition framework. The final Phase 3 of the study design will essentially be the subject of this paper. The built-in indicators in this document may be utilized as a guide for the HEI sectors to create talent performance metrics that are appropriate for each TKA applied.

The Vicarious Intersectional Trauma (VIT) Conceptual Model: A Framework for Studying the Health-Related Impact of Exposure to Intersectional Violence on Social-Media

Social media platforms (i.e., Twitter, Tik Tok, YouTube, Snapchat) transmit traumatic imagery of racist encounters that dehumanize racially marginalized Americans. Behavioral and social sciences have long documented the adverse effects of media on young adults which include negative physical and mental health outcomes. However, evidence is sparse on the health-related impact of viewing gender-specific, racially motivated violence via social media. Through an interdisciplinary approach, with theories from psychology, sociology, and communications, we propose a novel framework called the Vicarious Intersectional Trauma (VIT) Conceptual Model. The proposed model situates the Racial Encounter Coping Appraisal and Socialization Theory (RECAST) as a foundational theory understanding the pathways by which traumatic racial encounters impact health among Black Americans. We expand on RECAST by integrating Agenda Setting Theory, Cultivation Theory, and Intersectionality Theory, to facilitate a better understanding of the health-related implications of consuming intersectional violence on social media. Our interdisciplinary work contributes to literature promoting health equity by expanding an existing theory to address the intersections of gender and race on the perception of traumatic imagery and how gendered-racial socialization affects subsequent coping mechanisms.

Learning on the fly: Transitioning from doctoral student to physical education teacher educator

Occupational socialization theory has been extensively applied to study the recruitment, professional preparation, and ongoing socialization of inservice physical education teachers. Less is known, however, about the socialization of physical education teacher education (PETE) faculty members. This qualitative panel study aimed to understand early career faculty members’ perspectives on their preparation for and experiences in the role of teacher educator. Participants included 23 faculty members and data were collected through interviews over five years. Research team members analyzed the data using both deductive and inductive analysis strategies. Data analysis resulted in three themes that unpacked participants’ experiences relative to teaching in higher education. The findings indicated that in the United States (US), PETE doctoral education provides teaching opportunities, but lacks explicit teacher education training. Moreover, doctoral education focuses on research, but initial positions tend to focus on teaching, and PETE faculty members are compelled to develop into effective teacher educators. Taken together, faculty responsible for leading US PETE doctoral programs should consider the importance of embedding intentional and progressive teacher educator-related opportunities supplemental to graduate program requirements.

The Multiracial-Black Socialization Model: Conceptualizing racial socialization in Multiracial-Black families.

Scholars have spent the last four decades expanding the theoretical understanding of parental racial socialization-or parent-child communication about race. What is largely absent from existing conceptualizations, however, is a consideration for how the practice manifests in Multiracial families. The interracial structure of Multiracial families complicates racial socialization in ways that are not being captured in empirical research due to the overreliance on universal frameworks. It is imperative that we close this theoretical gap as the proportion of Multiracial families in the United States is expanding at record rates. Accordingly, we present the Multiracial-Black Socialization Model (MRB-SM) in this paper. The MRB-SM is designed explicitly for Multiracial-Black families, one of the fastest-growing sub-groups of Multiracial families. The model builds upon the strengths of universal socialization theories by outlining the content, process, and context components of racial socialization in Multiracial-Black families. The implications for research are discussed.

Virtual onboarding and socialization, an exploration of employee discussions and experiences

PurposeDuring the coronavirus disease 2019 (COVID-19) pandemic, employers struggled to develop virtual onboarding (VO) experiences among new employees. Prior research has examined VO processes. This study, by contrast, compares online commentaries in relation to current research findings to determine a functional description of effective VO.Design/methodology/approachUsing a qualitative, inductive thematic analysis, the researchers explored new employees' online, anonymous, public commentary about the employers' VO experiences. Through analyzing 83 posted communications, the researchers sought to not only categorize themes, but to also identify meaning within the employees' commentary. From the thematic analysis, meaningful themes were established and compared to existing literature to identify comprehensive trends in effective VO.FindingsThe analysis developed nine themes of discussion question (DQ) prompts and nine themes of discussion responses. The professionals' online discussion about VO in the workplace as well as attributes of each theme was compared to contemporary VO research. In combination with a review of established literature of effective VO and an examination of organizational socialization theory, the study confirms that some virtually onboarded employees are excelling with, and some are challenged by the communication deficiencies of the remote experience. Employee experiences are highlighted to develop a description of contemporary effective VO experiences to support future workplace efficiencies.Research limitations/implicationsData were gathered via Blind and each response shared on Blind is subject to the viewpoint of the participants. For future research, face-to-face interviews might offer context regarding new hires' VO experiences. Also the generalizability is impacted because not all participants of VO participate via Blind. Participant bias is possible given the perceived dissatisfaction or negative experiences. Future research can perform a national random study of employees. Finally, the data and participants in this study were USA based. Future research should consider other international contexts such as Europe.Practical implicationsThe thematic findings of this study yield valuable practical recommendations. New hires that experience VO are seeking improved virtual communication channels between themselves and the managers and colleagues of the hires. As such, corporate managers/trainers can implement a virtual mentoring program to have senior employees prepare and guide new hires into employees' new remote working environment to reduce employees' uncertainty. To improve VO processes in a post-pandemic society, corporate managers/trainers can incorporate social media communication given that employees participate in social media to develop their careers. With social media work groups, new virtual hires can be better socialized through effective peer-to-peer informal internal communications where the hires can freely ask questions and build better work relationships.Social implicationsIn each onboarding experience and evident in each of the five themes, learning is an underlying concept. New employees are describing that it is challenging to development organizational shared values, skills, attitudes, knowledge, abilities, behaviors and relationships in a VO process. As organizational leaders continue to develop VO experiences, a focus on learning as dependent on the virtual learning process and content can be significant in terms of creating a positive employee VO learning experience.Originality/valueThe findings are unique in exploring new hires' self-reported VO experiences. This study offers insight into effective VO practices such as developing virtual trainings that are well planned, engaging and supporting of relationships, collaborations and career goals.

Shaping a sustainable future: The impact of board gender diversity on clean energy use and the moderating role of environmental, social and governance controversies

AbstractThis study investigates how gender‐diverse boards are related to the adoption of clean energy and examines whether environmental, social, and governance (ESG) controversies have an impact on this link. The study analyzes 2395 firm‐year observations from 13 European countries from 2006 to 2021. Drawing on the gender socialization theory and diversity theory, the research reveals a favorable effect of board gender diversity on a company's utilization of clean energy. It also demonstrates that ESG controversies play a significant role in moderating this relationship. Furthermore, the study affirms the critical mass theory by indicating that companies with at least three female board members exhibit a greater use of clean energy. The findings are robust to various methods, such as controlling for endogeneity problems, propensity score matching, sub‐sample analysis, and alternative econometric models. This study's implications are important for stakeholders, policymakers, and managers. It suggests that having a gender‐diverse board can increase the adoption of clean energy, benefiting a company's reputation and attractiveness to stakeholders. Policymakers can use these findings to design policies that encourage gender diversity on boards and achieve environmental goals, while managers can make informed decisions about board composition and clean energy adoption.

Socializing employees into a culture of health

PurposeA culture of health within an organization offers benefits such as managing healthcare costs and supporting employees in becoming and staying healthy. This study aims to identify successful organization's strategies utilized to socialize employees into a culture of health.Design/methodology/approachIn-depth interviews were conducted with 19 representatives from organizations recognized for their success in creating a culture of health. Grounded theory analysis of collected data was used to identify themes related to the goals of this study.FindingsNew employees are socialized into the culture of health during the recruitment process, at new employee orientation and throughout the early employment period. Existing employees are also continually socialized using a variety of on-going communication strategies. This process is consistent with Jablin's organizational assimilation model, and this study offers the opportunity to use this model to help understand organizational health.Practical implicationsOrganizations desiring to create a culture of health can support this culture by incorporating socialization strategies into the recruitment, hiring and new employee on-boarding process.Originality/valueThough strategies have been shown to be helpful in socializing new employees into organizations, limited research has explored the relationship between socialization and a culture of health. Results from this study offer insight into how organizations that have been recognized for their success in creating a culture of health socialize new and existing employees to create and maintain a culture that supports health and well-being. Also, this study applies socialization theories to health within the workplace, offering new insights both theoretically and practically.

An examination of UK companies' modern slavery disclosure practices: Does board gender diversity matter?

AbstractThe United Nations' Sustainable Development Goals persuade governments and businesses to fight modern slavery as part of the 2030 Agenda for Sustainable Development. The UK government took the initiative by introducing the Modern Slavery Act in 2015. Despite this, little is known about how companies disclose information about their efforts to tackle modern slavery as required by the Act and the role of corporate governance as a determinant of modern slavery disclosure (MSD) levels. This study, therefore, investigates the extent to which companies engage in MSD and empirically examines the impact of board gender diversity (BGD) on MSD. Based on a content analysis of FTSE 100 companies' modern slavery statements during the 2016–2020 period, we find that MSD improved over time but is still relatively low. Our results show that companies pay less attention to the core practices of modern slavery, such as key performance indicators (KPIs), due diligence procedures, risk assessment and management, and training. This evidence suggests that companies tend to comply with the Act by focusing largely on symbolic structures rather than providing a comprehensive disclosure of their impacts on modern slavery practices to minimise regulatory risks and manage stakeholders' perceptions. We also find that boards with greater female representation have a positive and significant association with MSD. This finding is consistent with the gender socialisation theory in that women are more sensitive to communal values and ethics. Consequently, companies with a greater proportion of female directors are more transparent about their strategies and actions related to fighting modern slavery. Furthermore, a critical mass of at least four female directors is necessary before any positive impact on MSD can be observed. Our findings shed new light on this under‐researched area and the role of female directors in addressing modern slavery risk and can be of interest to companies, policymakers, and other stakeholders.

Fishing Downstream: Does CSPAP Promotion During PETE Transfer to Teaching Practice by K–12 Physical Educators?

ABSTRACTPhysical Education Teacher Education (PETE) training has the potential to influence graduates’ decisions as physical educators. Utilizing themes from Rogers’ Diffusion of Innovations and Lawson’s Occupational Socialization theories, we focused on graduates from a single PETE program which, beginning in 2007, began integrating content, expectations, and experiences relating to an expanded role of the physical educator such as in comprehensive school physical activity programs (CSPAPs). Purpose: The purpose of this study was to examine transfer in terms of university training leading to teaching practices in expanded physical activity programming. Method: An electronic questionnaire was sent to 335 graduates from May 2000 through May 2019. Sixty-seven graduates’ questionnaires were investigated looking at perceptions of CSPAP as an innovation, current expanded physical activity (PA) offerings, and memories of PETE. Additionally, 13 participants participated in a school visit and interview which acted as a fidelity check for self-reported levels of expanded PA programming reported in the questionnaire. Results: All 67 graduates included some amount of expanded PA programming. Positive correlations were found with perception of CSPAP as an innovation, for both year of graduation and memory of PETE programming, thus students exposed to CSPAP programming during PETE were implementing components at their schools at higher levels. Conclusion: There is positive potential for professional socialization to influence graduates’ practices. Perceptions of CSPAP as an innovation were positive and support the promotion of triability and starting small when PETE programs encourage expanded PA programming.

Patterns of Observed Dyadic Ethnic-Racial Socialization among Black and Latinx Families in Response to a Hypothetical Experience of Discrimination at School.

Ethnic-racial socialization has primarily been examined as a unidirectional, caregiver-directed process. Instead, applying the Theory of Racial Socialization in Action (Smith-Bynum, 2023), the current study observed caregiver-youth conversations about a hypothetical discriminatory experience at school for patterns of dyadic ethnic-racial socialization. Participants were 353 Black (39.7%), Latinx (47.3%), and multiracial/ethnic (13%) pre-adolescents (Mage = 11.19, SD = 0.43; 45.3% female) and their caregivers (94% mothers) with low income from Dallas, Texas. Five subgroups of dyads were identified (High Dyadic Engagement, Parent-Led, Justice Salient Advocates, Child-Dominant and Low Dyadic Engagement) that differed by demographic characteristics of the dyads (e.g., race/ethnicity, caregiver education). Observing ethnic-racial socialization in action with dyads could improve the delivery of interventions to better meet the needs of families.

Mystory as an international graduate student: a socialization autoethnography

PurposeThe purpose of this study is to seek answers to how receiving his PhD at the University of Alabama influenced the author’s ongoing academic discourse socialization as an international graduate student coming from Turkey. To that end, the author incorporates second language and academic discourse socialization theories with the concept of “desire” in TESOL.Design/methodology/approachIn this autoethnographic paper, the author discusses his academic discourse socialization as an international graduate student in the form of an evocative autoethnography of socialization. The author uses data gathered through his personal memory in the form of self-reflections. Using Chang’s “chronicling the past strategy” (2008, p. 72), the author prepared a data chart, which included information regarding the data source, its mode, time, venue and stories gleaned. The author used this data chart as a self-generated document to guide him through the selection process of his personal memories in an organized way while writing mystory.FindingsThe findings show that his academic discourse socialization was mainly influenced by the attitudes of local US citizens’ and existing members of international communities in both on- and off-campus settings. Over time, his academic discourse socialization turned out to be a complex process where the author oftentimes found himself struggling to find an entry point in extracurricular conversations and interactions.Research limitations/implicationsThe author recommends further research to focus on the inner worlds of both old(er) timers and newcomers to understand the challenges, emotions and nuances that are at play in both L2 socialization and academic discourse socialization of international students.Originality/valueIn this autoethnographic study, the author offers a unique example of an international PhD student’s transnational socialization experiences. Future international students, higher education administrators, faculty members and local graduate students may learn from his autoethnography and approach their future academic relationships in a more informed way.