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, the strategies sport teams employ to manage the entry experiences of newcomers are likely to be associated with a host of individual- and group-level outcomes. Theory related to organizational socialization offers a framework for understanding the newcomer integration processes that occur in sport

employed socialization theory ( Lawson, 1983a , 1983b ; Richards, Templin, & Graber, 2014 ) to explain why recruits into teaching, preservice teachers, practicing teachers, and teacher education faculty believe and act as they do (e.g.,  Merrem & Curtner-Smith, 2019a , 2019b ; Park & Curtner

members has increased in recent years ( McEvoy, MacPhail, & Heikinaro-Johansson, 2015 ; Merrem & Curtner-Smith, 2018 ; Richards & Fletcher, 2018 ), there is still much to learn about how these individuals are recruited, educated, and socialized into their work roles ( Russell, Gaudreault, & Richards

Socialization is a broad process through which individuals learn the skills, knowledge, values, and norms of social groups or institutions of which they are seeking to be members ( Billingham, 2007 ). Occupational socialization refers to a specific branch of socialization theory and research that

Habitus, possessed by coaches, are the socialized norms and embodied dispositions that are developed from participating in various contexts, which serve as a filter that guide coaching practices, behaviors, and thinking ( Cushion, Armour, & Jones, 2003 ; Cushion & Jones, 2014 ). It is the

Occupational socialization within physical education (PE) has been defined as “all kinds of socialization that initially influence persons to enter the field. . . and later are responsible for their perceptions and actions as teacher educators and teachers” ( Lawson, 1986 , p. 107). It is a

Over the last 4 decades, research driven by occupational socialization theory has explored the career-long socialization of physical education (PE) teachers ( Lawson 1983a , 1983b ; Richards & Gaudreault, 2017 ). This scholarship has provided insights into the reasons individuals choose careers

Sport management researchers have provided numerous perspectives for understanding the process whereby people become fans of sports teams in the realm of sport socialization research ( Funk & James, 2001 , 2004 ; McPherson, 1976 ; Melnick & Wann, 2004 , 2011 ). Socialization is the process by

from diverse and culturally underrepresented populations ( Joseph, 2012 ; Stewart & Valian, 2018 ). Crucial to the effectiveness of these programs is including undergraduate research experiences, academic readiness and socialization activities, and, most importantly, faculty mentorship. Bridging

share something meaningful with them. This suggests that their roles as nurturing parents or grandparents might be strong enough to rekindle the role of fan (a role that had grown dormant with these former fans) through a process whereby the children socialize their parents or grandparents. Recent