ERIC Number: ED418802
Record Type: RIE
Publication Date: 1997-Apr-4
Reference Count: N/A
Rule Making Authority: Negotiation at Home and in the Classroom.
LeBlanc, H. Paul, III; French, Kathryn J.
The socialization process results from development within cultural or social contexts. This study examined attitudes of 107 college students surveyed regarding the negotiation of rules in both the family and the classroom, which are regarded as socialization contexts. Three major concepts formed the framework for the study: first, the theoretical grounding of the socialization process; second, the nature of rules of interaction within a system and characteristics of rules which may apply to families and/or classrooms; and third, characteristics specific to family and classroom systems. The study explored when the socialization or rule structures are transformed from an imposition to a negotiation, and whether school and family contexts differ in appropriateness of age for negotiation and under which conditions negotiation should occur in these two contexts. The results indicate that living arrangements and race influence attitudes regarding rule negotiation in family and classroom contexts. Furthermore, the findings suggests that living arrangements, race, and gender influence differences in attitudes regarding cooperation with rules between the family and the classroom context, and at what age rule negotiation should occur in both contexts. (Contains 3 tables, 34 references, and the Authority for Rule Making Survey.) (JPB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Negotiation Processes
Note: Paper presented at the Annual Meeting of the Southern States Communication Association (68th, San Antonio, TX, April 4, 1997).