THE SOCIALIZATION PROCESS OF NEW COLLEGE FACULTY IN FAMILY AND CONSUMER SCIENCES TEACHER EDUCATION by

The purpose of this research was to examine the socialization experiences of new family and consumer sciences teacher educators, including their interpretations of career preparation, their first job, socialization during the first year, continuing socialization and career development, and respondents ’ recommendations for improving the socialization process. Organizational socialization provided the theory base. Telephone and personal interviews were conducted with ten female family and consumer sciences teacher educators who held positions in comprehensive and research institutions across the country. The constant comparison method was used for analysis of the data. Results of the study revealed that graduate school professors provided the role modeling participants believed was crucial in preparing them for their future career. Participants who had challenging and relevant coursework and opportunities for a variety of professional experiences during graduate school felt they were well prepared for their faculty roles. However participants for whom this was not the case felt their transition to a faculty role was much more of an overwhelming and unhappy experience. New faculty orientation sessions and career development facilitated success a