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K. Andrew R. Richards and Thomas J. Templin

perspective is to adopt occupational socialization theory as a lens to understand how the physical education profession reproduces itself through intergenerational socialization ( Richards, Housner, & Templin, 2018 ). The purpose of this chapter is to present a conceptual framework for understanding PETE

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K. Andrew R. Richards, Andrew D. Eberline, and Thomas J. Templin

Secondary professional socialization is a phase of occupational socialization theory that focuses on graduate education in preparation for a career in academia. Due to the need to present and publish research and make professional contacts, professional organizations likely serve an important socializing function during graduate education. The purpose of this exploratory study was to understand graduate students’ perspectives of participating in professional organizations. Participants included 16 health and physical education graduate students who shared their experiences in focus group interviews. Data were analyzed using constant comparison and inductive analysis. Results indicate graduate students become involved in professional organizations primarily due to faculty encouragement. Participants highlighted networking as a benefit of involvement, and viewed professional learning and opportunities to present research as important to their career development. Results are discussed through the lens of occupational socialization theory, and limitations and implications for graduate student training are shared.

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Samuel D. Hakim

The present study examined the Premier Lacrosse League (PLL) and fans’ identity and fanship. The PLL boasts a uniqueness many sports fans are unfamiliar with—non-geographically affiliated teams. Using socialization theory, social identity theory, and fan identity, the author sought to better understand the fan qualities of the PLL, especially surrounding athlete importance. A Qualtrics survey was distributed through reddit.com/r/lacrosse and major lacrosse forums with the goal to assess fanship toward favorite players, favorite teams, and PLL media consumption. Statistical analyses revealed that those who have a previously constructed lacrosse fan identity, consume more lacrosse media, and have been following a professional or college lacrosse athlete in the past are more likely to embrace the PLL. In a league where geographical affiliation is currently absent, research suggests that encouraging fan adoption of a favorite player is key to creating fans who begin to feel investment, loyalty, and increased team identity.

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K. Andrew R. Richards, Karen Lux Gaudreault, Kelly L. Simonton, and Angela Simonton

In nearly 40 years of occupational socialization theory research, much has been learned about the recruitment, training, and ongoing socialization of inservice physical educators ( Richards, Templin, & Graber, 2014 ). Yet despite Lawson’s ( 1991 ) call over 25 years ago, little attention has been

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K. Andrew R. Richards, Karen Lux Gaudreault, and Wesley J. Wilson

Occupational socialization theory has been used for 40 years to understand the practices, beliefs, and workplace experiences of physical education (PE) teachers ( Richards, Pennington, & Sinelnikov, 2019 ). Scholars using this theory have explored the recruitment and retention of individuals into

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Wesley J. Wilson and K. Andrew R. Richards

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

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Wesley J. Wilson, Steven K. Holland, Justin A. Haegele, and K. Andrew R. Richards

and without CAPE certification, through the lens of role socialization theory. Role Socialization Theory Role socialization theory ( Richards, 2015 ) presents one theoretical framework that allows researchers to better understand the experiences of APE teachers and how they differ from their PE

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K. Andrew R. Richards, Wesley J. Wilson, Steven K. Holland, and Justin A. Haegele

), resilience, perceived mattering, emotional exhaustion, and job satisfaction in APE teachers. We developed and tested a conceptual framework grounded in role socialization theory ( Richards, 2015 ), using structural equation modeling (SEM). Role Socialization Theory Role socialization theory is a

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Jenna R. Starck, K. Andrew R. Richards, Michael A. Lawson, and Oleg A. Sinelnikov

, therefore, was to examine the relationships among teachers’ perceived quality of assessment practices, workplace factors, and their conceptions of assessment. To help describe, explain, and predict these dynamic relationships, we have drawn from occupational socialization theory ( Richards, Templin

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Kim C. Graber, K. Andrew R. Richards, Chad M. Killian, and Amelia Mays Woods

proposals. These new pressures have, however, been linked to detrimental consequences, such as increased faculty stress and powerlessness ( Bylsma, 2015 ; Vazquez & Levin, 2018 ). Occupational socialization theory ( Lawson, 1983a , 1983b ) supports a dialectical perspective used to understand the work