Memorable Messages and Newcomer Socialization on Campus: Messages About Body Image Among Student Athletes, Sorority Members, and Freshmen

Dunleavy, Victoria Orrego; Yang, Qinghua

doi:10.1080/08824096.2015.1052902

Cited by 13 publications

(6 citation statements)

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“…The transition into Division I athletics and the messages that student-athletes receive during their socialization experiences prior to joining a collegiate athletics team may best be examined through an organizational socialization framework (Marx et al, 2008), with a specific focus on the memorable messages that student-athletes receive from a variety of socialization agents (Colon, 2011;Dunleavy & Yang, 2015;Kassing & Pappas, 2007;Starcher, 2015). A memorable message is an enduring statement that has a profound influence on the life of its recipient, including the process through which individuals are socialized into groups (Knapp, Stohl, & Reardon, 1981).…”

Section: List Ofmentioning

confidence: 99%

“…Since their seminal study was conducted, the study of memorable messages has gained considerable attention. To date, Communication Studies researchers have examined memorable messages across a variety of contexts, such as sport (Colon, 2011;Dunleavy & Yang, 2015;Kassing & Pappas, 2007;Starcher, 2015), higher education (Kranstuber, Carr, & Hosek, 2012;Wang, 2012), health care (Cooke-Jackson, Orbe, Johnson, & Kauffman, 2014;Miczo, Danhour, Lester, & Bryant, 2013;Willer, 2014), the family (Heisler & Ellis, 2008;Holladay, 2002), romantic relationships (Kellas, 2010;Weigel & Weiser, 2014), and the organization (Barge & Schlueter, 2004;Medved, Brogan, McClanahan, Morris, & Shepherd, 2006;Stohl, 1986). This body of research has also framed memorable messages as tools for transmitting morals from parents to children (Waldron, Kloeber, Goman, Piemonte, & Danaher, 2014) or as benchmarks that are used in intrapersonal communication by individuals during their self-assessment of the appropriateness of their behavior (Ellis & Smith, 2004;Smith, Ellis, & Yoo, 2001).…”

Section: Memorable Messagesmentioning

confidence: 99%

“…Within socialization into sport perspective, families, peers, and coaches are the most influential agents for encouraging student-athletes to participate in sport or athletics (Sage & Eitzen, 2013). In particular, researchers have found that family members, coaches, and peers can be potential sources of athletes' memorable messages (Colon, 2011;Dunleavy & Yang, 2015;Kassing & Pappas, 2007;Starcher, 2015 (Barge & Schlueter, 2004;Darimore, 2003;Stohl, 1986;Steimel, 2013).…”

Section: Characteristicsmentioning

confidence: 99%

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Exploring the Anticipatory Socialization Stage of Division I Student-Athletes: The Content, Characteristics, and Functions of Memorable Messages

Cranmer¹

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The purpose of this dissertation was to explore the socialization of Division I studentathletes prior to their arrival on campus via the framework of organizational socialization and assimilation stage models, and by specifically examining the content, characteristics, and functions of the memorable messages they receive during their anticipatory stage of socialization. Using first cycle, initial coding and second cycle, pattern coding, results indicated that the content of student-athletes' memorable messages include 10 topics that can be categorized as either addressing the characteristics or experiences of collegiate student-athletes. The results of frequency counts regarding the characteristics of memorable messages indicate that student-athletes mostly received messages in private, informal, and face-to-face conversations with their coaches and fathers that occurred during their high school. Using same coding procedures that were employed to examine memorable message content, the intentions behind memorable messages and the functions these messages serve during the anticipatory socialization stage and the assimilation stage were examine. Results indicated that sources communicated memorable messages with 13 intentions, which were categorized into five categories: to develop desired characteristics of collegiate student-athletes, to respond to studentathletes' circumstance, to share knowledge or feelings with student-athletes, to prepare student-athletes for their tasks and roles, and to influence student-athletes' participation in sport. During participants' anticipatory socialization stage, memorable messages served nine functions which were collapsed into three categories: guided student-athletes' decisions to participation in collegiate athletics, shaped student-athlete's expectations for future organizational experiences, and influence student-athletes' attitudes towards their team, sport, and self. During participants' assimilation stage, memorable messages served 11 functions which were grouped into three categories: forms student-athletes' relationships with collegiate coaches and teammates, shapes student-athletes' competence and productivity as team members, and influences student-athletes' attitudes towards their team, sport, and self. Collectively, the results of this dissertation demonstrate that memorable messages are important within student-athletes' organizational assimilation process, as these messages set their attitudes and expectations for their future organizational experiences with their teams and assist in the formation relationships, performance of tasks and roles, and development of attitudes after they join those teams.     proud of everything you have accomplished this year, and know you will continue to do amazing things as you enter the Ph.D. program. To my advisor, Dr. Scott Myers, thank you for all you have done for me. It was you who pushed me to follow my passion for sport communication before it was trendy or had an interest group. I have grown so much as a scholar, writ...

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Section: List Ofmentioning

confidence: 99%

Section: Memorable Messagesmentioning

confidence: 99%

Section: Characteristicsmentioning

confidence: 99%

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Exploring the Anticipatory Socialization Stage of Division I Student-Athletes: The Content, Characteristics, and Functions of Memorable Messages

Cranmer¹

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“…Memorable messages have been used as a unit of communication analysis in a plethora of contexts. Examples are gender socialization of new university faculty (e.g., Dallimore, 2003), organizational newcomer socialization (e.g., Barge & Sclueter, 2004;Stohl, 1986), volunteerism with nonprofit organization (e.g., Steimel, 2013), perceptions about aging (e.g., Fung & Carstensen, 2003;Holladay, 2002), constructions of the sense of who one is as an individual (Heisler & Ellis, 2008); college life (e.g., Dunleavy & Yang, 2015;Kranstuber, Carr, & Hosek, 2012;Wang, 2012), nurses' support messages (Ford & Ellis, 1998), illness and healthcare (e.g., Cooke-Jackson, Orbe, Johnson, & Kauffman, 2014;Lauckner et al, 2012;Smith et al, 2010), sports socialization (e.g., Colon, 2011;Cranmer, 2015;Kassing & Pappas, 2007;Starcher, 2015;), end-of-life conversations about religious faith (e.g., Keeley, 2004), and-particularly useful and similar to this study-family and work (Medved, Brogan, McClanahan, Morris, & Shepherd, 2006). found that men and women received similar messages about the role that family should play in their lives; however, women were more frequently encouraged toward selecting work that would allow them to prioritize family needs, and were also advised to exit the workforce after the birth of a child.…”

Section: Memorable Messagesmentioning

confidence: 99%

“…However, interviews have the potential to pose face-threats. Other researchers have successfully employed questionnaires to gather data on memorable messages (e.g., Dunleavy & Yang, 2015;Holladay, 2002;Steimel, 2013).…”

Section: Spssmentioning

confidence: 99%

Young Adult Daughters and their Parents: Communication about WorkCareer and Family

Daniels¹

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Employing adult daughters' (N = 254) perspectives of their communication, relational quality, and identities with and surrounding their relationships with parents, I bridge organizational and family communication's scholarship realms to address family socialization regarding work/career and family. Specifically, I examine: (a) the content and context of memorable messages about work and/or family; (b) the connection between daughters' closeness to parents and daughters' likelihood to transmit these messages; and (c) the impact of mothers' socialization messages about work/career and family on daughters' personal, relational, and enacted identities (identity layers within the Communication Theory of Identity (CTI; Hecht (1993)). Using both online and paper surveys, participants responded to opened-and closedended questions directed at either their mother or father who are biological or non-biological and alive or deceased. Quantitative responses were analyzed through regressions using SPSS and qualitative data was coded with Nvivo to examine memorable messages that young adult daughters receive from parents regarding work/career and family. Themes of work enjoyment and marriage prevailed across memorable messages about work and family respectively. Regarding memorable messages on work, fathers communicated messages about having priorities and work input whereas mothers communicated messages about attitudes towards work (i.e., working hard, not missing work, and treating people well), the value of work (i.e., education and financial empowerment), perseverance, and offered encouragement. Regarding memorable messages on family, mothers communicated messages about marriage/relationship (i.e., prioritization of work over family, readiness for marriage/family, and premarital rules), family responsibility, and support/love/unity whereas fathers communicated messages about the importance of family (i.e., family is everything, family is first), marriage, and father responsibility. Most messages were communicated in a private and informal/unplanned conversations. Results of the study indicated no significant difference between daughters and their target parent (i.e., mother or father) in terms of daughters' likelihood to transmit memorable messages and to engage in respectful accommodation, interpersonal closeness, and relational satisfaction. However, daughters reporting on fathers had greater self-disclosing than those targeting mothers. Daughters and parents' engagement in respectful accommodation and selfdisclosure positively predicted daughters' relational satisfaction. When daughters were relationally satisfied, they were likely to transmit parents' memorable messages. Daughters' receipt of mixed messages about work/family from parents was related positively to daughters' personal-relational and personal-enacted identity gaps which were in turn negatively related to daughters' life satisfaction. Generally, the findings provide additional content on memorable messages about work/family that parents communicate to their...

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Exploring Division-I Student-Athletes’ Memorable Messages From Their Anticipatory Socialization

Cranmer

Myers

2016

Communication Quarterly

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Memorable Messages and Newcomer Socialization on Campus: Messages About Body Image Among Student Athletes, Sorority Members, and Freshmen

Cited by 13 publications

References 23 publications

Exploring the Anticipatory Socialization Stage of Division I Student-Athletes: The Content, Characteristics, and Functions of Memorable Messages

Exploring the Anticipatory Socialization Stage of Division I Student-Athletes: The Content, Characteristics, and Functions of Memorable Messages

Young Adult Daughters and their Parents: Communication about WorkCareer and Family

Exploring Division-I Student-Athletes’ Memorable Messages From Their Anticipatory Socialization

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