The paper presents the results of empirical research into organizational socialization of students from Russian, Chinese and Iranian industrial colleges who are required to work in modern innovative companies. The research underlines the pivotal role of organizational culture as a socio-psychological context of the educational process and a key factor in the emerging attitude to education and work. The research has revealed specifics of girls‘ subjective well-being in organizational cultures of different types as well as organizational, information and emotional barriers which negatively affect their readiness to work in innovative companies. For instance, Russian students feel subjective discomfort, lack of emotional support during education; incomplete knowledge of the requirements of modern organizational conditions, disbelief and unwillingness to work in an innovative company are typical of them; their involvement and activities depend on the pleasure they receive or do not receive while studying or working. Chinese women are usually confident of finding jobs in innovative enterprises and they are satisfied with the quality of their professional training and the balanced organizational culture of their colleges; they demonstrate limited involvement and activities — the characteristics required by their employers or educational bodies. Conservative organizational conditions in the hierarchy prevail in Iranian colleges. They discourage girls from learning and working which adds to disbelief in positive economic changes. Thus, the paper shows that organizational culture of colleges largely depends on particular social and economic situation in the country, underlines the importance of organizational culture in forming subjective well-being of female students. The paper also reveals how emotional factors can affect Russian female students‘ attitude to educational and labor activity. In conclusion, importance of proactive organizational socialization of girls, the need to develop and implement socialization programs that take into account gender identity of female students and typical characteristics of their life paths are underlined. read in PDF>>>
