TABLE 3 - uploaded by Jerimiah F. Morris
Content may be subject to copyright.
Source publication
Parental socialization is an important way we learn about the worlds of work and family. This study investigates the content and gendered nature of over 900 parental work, family, and balance memorable messages. A total of 21 inductively coded message categories are detailed in terms of message frequency and content. Overall, men and women reported...
Context in source publication
Context 1
... messages. Finally, participants recalled 308 balance messages that were coded into 8 categories including: (a) work choice, (b) life planning, (c) combining, (d) prioritize family, (e) stopping work, (f) financial necessity, (g) en- joyment of work, and (h) segmenting (see Table 3 for frequencies of balance mes- sages by category and sex). The most frequently reported balance messages focus on issues of work choice (n = 71, 23.1%). ...
Similar publications
Despite growing knowledge of the effectiveness of various interventions for children with autism spectrum disorders (ASD), it is never clear whether a particular intervention will be effective for a specific child with ASD. Careful monitoring of an individual child’s progress is necessary to know whether an intervention is effective. In this review...
Citations
... These devices, including memorable messages, help humans to organize and synthesize their thoughts, process their emotions, move forward after complex experiences, and are intimately connected to mental, physical, and relational health (Koenig Kellas, 2018). Memorable messages are powerful sense-making devices in that recipients "pull forward" these messages from the past to make decisions in the future (Medved et al., 2006). ...
Memorable messages that adoptees receive throughout development may have lasting impacts on their well-being, identity development, and relationships. Given historical and current adoption practices that link adoption and Christianity, more research is needed to examine the memorable messages that adoptees received while being raised in these religious contexts. Using a qualitative approach grounded in the communicated sense-making model, 41 adult adoptees were interviewed to identify memorable messages they heard while growing up in Christian adoptive homes, the communicators of messages, and their interpretations of the messages as children and adults. Results revealed a range of memorable messages communicated primarily by adoptive parents and church members, including that the adoptee was chosen by God, that the adoption was part of God’s plan, and that they were saved/rescued. Common childhood interpretation themes included accepting the messages, questioning belonging, and complying/people pleasing. Adult interpretations were generally more critical, including that the messages glossed over trauma and grief and implied negative views of first family/culture. These findings add to the literature in adoptive family communication by taking into account the religious undertones of many adoption-based messages and contribute to the broader literature on memorable messages by identifying participants’ progression of sense-making in interpreting these messages.
... workers (who are unencumbered and can devote themselves to employment) often viewed as incompatible with those of ideal caregivers (who prioritize family; see Buzzanell, 2022). Individuals are socialized into normative work-family discourses that structure society and organizational life in gendered, cultural, and classed ways (Medved et al., 2006). These ideal identities are evident in contexts other than employment, such as the traditional/normative student around whom universities are organized (Bahrainwala, 2020). ...
... Parents play a significant role in a child's development and are central to their academic success (Barge & Loges, 2003). Scholars have concluded that family socialization plays a large role in learning (Gitelson & McDermott, 2006;Goodnow, 2005;Medved, Brogan, McClanahan, Morris, & Shepherd, 2006). Parents are a child's first learning model and their attitude about education can inspire them and show them how to navigate their own education (The role of parents, 2021). ...
... Finally, the structure of the memorable message contributes to its effectiveness. Messages that are brief, personal, and simplistic are better able to be remembered and "pulled forward" (Medved et al., 2006) to inform future decisions and sense-making (Knapp et al., 1981). ...
... For example, parents' memorable messages about depression (e.g., depression isn't real) may influence their young adult children's perceptions of the stigma of depression (Flood-Grady et al., 2021). In general, research on memorable messages using the CSM model position memorable messages as sense-making devices that individuals "pull forward" (Medved et al., 2006) for future decision-making, identity-building, and coping. ...
... Memorable messages received from family members may teach children to understand the role of work in their lives. Family messages shape individuals' understanding of the gendered nature of occupational roles, such that men and women report receiving different memorable messages about work from their parents (Medved et al., 2006). Fathers and mothers may send different messages to their children-fathers tend to provide more autonomy messages about work, while mothers focus more on competence messages. ...
Families are (one of the) first and most influential socializing agents of our lives. Among the innumerable messages family members convey to each other, a select few are regarded as “memorable.” Memorable messages are “distinct communication units considered influential over the course of a person’s life.” Those messages that are most memorable are typically brief, direct, oral messages delivered by a higher-status, older, and likable individual to the recipient during their teen or young adult years. Although memorable messages were initially regarded as having positive implications for the receiver’s life, newer research has provided space for the negative implications and perceptions of these messages. Nonverbal communication elements and relational contexts and qualities are influential to the receptivity of memorable messages. Although memorable messages often originate from a family member, the sources of memorable messages can also be friends/peers, teachers, coworkers, or, in some cases, the media. Research on memorable messages has been largely concentrated in health and interpersonal/family communication contexts; organizational and instructional contexts have also been explored. Memorable message research in families has focused much on health topics (i.e., mental health, sexual health, body image and weight), socialization (i.e., around school, work, race, other topics), and coping with hardship. In these studies, memorable messages have largely been investigated through mixed-method survey-based research, but also through purely quantitative (i.e., survey-based) and qualitative (i.e., interview) methods as well. This research has been largely atheoretical but has been grounded in control theory and, more recently, the theory of memorable messages and communicated narrative sense-making theory. Future research and practical applications of family memorable message research include informing health campaigns and family life education programming.
... One way to demonstrate the necessity of these variables is to show their explanatory potential relative to previously known predictors of corrective action behaviors, such as presumed influence. Demographic variables are also helpful to statistically control for in such an analysis, both because it is recommended methodologically (e.g., Levay et al., 2016) and because differences in family communication outcomes have been found across variables such as participant sex (e.g., Medved et al., 2006;Thompson et al., 2003) and ideology (e.g., R Murray & Mulvaney, 2012;Warner et al., 2021). With this in mind, the following pre-registered hypothesis is proposed: ...
Do family communication patterns or family conflict history affect the intention to correct misinformation shared by family members? A pre-registered online survey with a U.S. sample (N = 595) was conducted to answer this question. Results revealed that conversation orientation and conformity orientation positively predicted the intention to correct misinformation shared by a family member while family history was negatively related with intent. Theoretical implications for family communication research and study of misinformation correction are discussed.
... Parents' employment and economic background have a major influence on their children's attitudes to work. Th ey also become familiar with conventional occupational gender stereotypes through their parents' perceptions of occupational roles (Loughlin & Barling 2010;Medved et al. 2009). Students' concepts of the masculine or feminine nature of housework largely depends on the cultural setting. ...
There are various international encyclopedias and handbooks on the sociology of education available to education researchers worldwide, encompassing an immense and irreproducible body of knowledge. However, education is as much embedded in a certain region’s society as it is within global phenomena. This volume has been compiled by a group of education researchers, and aims to identify the most important factors affecting the processes of education, based on research on the social reality of the Central and Eastern European region. The chapters of this book are arranged into three thematic units. i)Theories in the sociology of education, ii)Communities involved in education. iii) The contexts of education. This volume gives a comprehensive picture not only in terms of its subject matter but also with respect to the wide range of international literature referred to. Its use as a textbook at various levels of higher education is facilitated by definitions of the key concepts at the beginning of each chapter, as well as by a set of questions and tasks, in addition to recommended further reading at the end of each chapter. As is the case with all books, the full meaning of the words and sentences unfolds through readers’ interpretations; therefore, all readers are kindly invited to join the interpretive community of the sociologists of education.
... In contrast, Haidt's social intuitionist model (2001Haidt's social intuitionist model ( , 2012 suggests that moral judgement is not a cognitive achievement but an intuitive and emotional one, the result of quick and automatic evaluations in which social and cultural influences are more important than individual ones. Family (Flood-Grady & Koenig Kellas, 2019;Medved et al., 2006), peers and the media (Whitbeck, 1999) shape the way that individuals make sense of their environments as well as their identities (Doherty & Saunders, 2013). ...
This article presents an analysis of personal diaries kept by health‐care staff within a specialist NHS Trust in England during the initial 3 months of the COVID‐19 pandemic. It adopts a moral sensemaking perspective to explore how NHS employees mobilised and reframed ideas of right and wrong in order to make sense of unprecedented uncertainty and displacement. By focussing on how the macro and micro politics of the pandemic were played out in the organisation, the study finds that polarised moral judgements were invoked in order to justify and rationalise a broad array of associated emergent emotions, intuitions, behaviours and practices. This polarisation of moral responses could be seen as a desire to bring order out of chaos and put matters back into place following displacement. This is inevitably an ongoing, complex and variegated enterprise whose results can be as often discomforting as they can be reassuring. Indeed, while moral sensemaking was partly beneficial for staff in that it promoted a greater sense of camaraderie and support for others, it also appeared to have darker consequences in terms of staff wellbeing and the development of more impermeable social boundaries across the organisation through processes of moral ‘othering’.
... As such, men's stories of miscarriage are likely infused with memorable messages, or short, interpersonal, verbal messages that have a long-term effect on the values, behaviors, and/or beliefs of the receiver (Knapp et al., 1981). Individuals "pull forward" memorable messages to cope with and make sense of their difficult or confusing life experiences (Medved et al., 2006), such as miscarriage. ...
... (1) they are typically brief, (2) they are remembered for long periods of time particularly if the content is applicable to one's needs, (3) the recipient perceives themselves to be the sole target of the messages, (4) messages often conform to simple rule-structures, and (5) usually recipients were requested to participate in forming the messages. (p. 2) Individuals use memorable messages to guide their decisions, emotions, and behaviors long after the message was delivered (Medved et al., 2006). For example, fear-based memorable messages about breast cancer are associated with participants engaging in breast cancer detection behaviors years later . ...
Miscarriage occurs in roughly one in five pregnancies in the United States. Although it is largely considered a “women’s issue,” non-miscarrying spouses also endure the mental and relational health effects of the loss. Drawing on communicated narrative sense-making (CNSM) theory, we interviewed heterosexual, cisgender, mostly white, married men (n = 45) to solicit their stories of their spouse’s miscarriage. Six types of memorable messages (i.e., messages that affect the values, behaviors and/or beliefs of the receiver) from social network members emerged – have faith, brush it off, this (pain) is your fault, silence, I’m so sorry, and this happens a lot. These messages illuminate the importance of context in memorable message meaning-making; highlight the complexity of “message gaps” in narratively processing difficulty; and uncover ethical issues with attending to men’s experiences with miscarriage. We explore how these findings inform memorable messages theorizing and research.
... El trabajo remunerado es esencial para la realización personal (Medved et al., 2006), sin embargo no es algo inherente a las personas, por lo que se puede laborar en distintos sitios e inclusive en distintas actividades durante la vida. Por su parte, la familia es un soporte social para muchas personas (Hargis et al., 2011), como lo señala la Profesora M. Así, a partir del accidente, ella privilegia el compartir tiempo con sus seres queridos por encima de sobrecargarse de trabajo. ...
Adopting feminist standpoint epistemology, this thesis demonstrates how the gender order and the implementation of neoliberal policies in Colombian public higher education, started in 1992, intertwine to shape the practices of women full professors within the National University of Colombia, Bogotá campus. The research is based on fieldwork developed between November 2018 and December 2020, which includes conducting 45 semi-structured and in-depth interviews, as well as an ethnographic study conducted in relation to the practices of three of the interviewed women professors. The main argument of this thesis is that the interweaving between neoliberalization and gender has given rise to the emergence of the complex reflexivity. This category refers to an internal conversation that women professors have with themselves, and it accounts for the practical way in which they face this context of neoliberalization through pondering their ambiguities and contradictions. This complex reflexivity of women full professors combines adaptation, moonlighting, envies, and at the same time dealing with the administration, individualized protests, stopping and caring. With these practices, the professors navigate the shortcomings and conflicts in the university, but they also carry out modifications to these supposedly immovable conditions, thus restructuring their experiences within the institution.
... The significance of parent-young adult communication about depression is observed through everyday talk. Communication within the family socializes younger members to the rules and norms of family life (Koenig Kellas & Kranstuber Horstman, 2015) and through communication, individuals learn social knowledge that serves to guide their future actions (Medved et al., 2006). Conversations about mental illness that occur between parents and children, specifically, teach younger members with and without mental illnesses important lessons. ...
... Memorable messages represent verbal communication (Knapp et al., 1981), often recalled by individuals during difficult times and help them make sense of their experiences (Medved et al., 2006). These messages are often derived from stories that parents share with children in order to teach them values or to help them understand important life lessons (Stone, 2004). ...
Using a memorable message framework, we explored the content of parental memorable messages about depression and differences in perceptions of parental social support and stigma, relational satisfaction, and depression treatment-seeking among young adults diagnosed with depression (N= 128) based on message type (i.e., content). Thematic analyses revealed seven prominent categories of parental memorable messages about depression (e.g., We will be there, Depression isn’t real). Young adult’s perceptions of parental support, stigma, and relational satisfaction differed based on message type, though differences in treatment-seeking based on message type were non-significant. Our findings illuminate the significance of parental communication about depression and how the content of messages about depression are linked to perceptions of parental support, stigma, and relational satisfaction among young adult with depression. Theoretical and practical implications, limitations, and future directions are also discussed.
