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1
Hartman, Deborah. "Gender Policy in Australian Schools." Boyhood Studies 5, no. 1 (March 1, 2011): 3–19. http://dx.doi.org/10.3149/thy.0501.3.
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This paper describes the rise of boys’ education as a substantial social and educational issue in Australia in the 1990s, mapping the changes in Australian discourses on boys’ education in this period. Ideas and authors informed by the men’s movement entered the discourses about boys’ education, contributing to a wave of teacher experimentation and new ways of thinking about gender policies in schools. The author suggests that there is currently a policy impasse, and proposes a new multi-disciplinary approach bringing together academic, practitioner, policy, and public discourses on boys’ education.
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Keddie, Amanda, and Martin Mills. "Teaching for Gender Justice." Australian Journal of Education 51, no. 2 (August 2007): 205–19. http://dx.doi.org/10.1177/000494410705100208.
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Since the mid 1990s ‘boys' as an equity concern have come to dominate the gender and education agenda in many countries. This has been particularly the case in Australia where substantial funding has been invested in research to investigate boys' issues, into a federal parliamentary inquiry into boys' education and into schools that have a particular focus on improving boys' education. The discourses that work to construct boys as an equity concern have had differing impacts upon teachers' philosophies and practices in relation to boys' education. In this paper we locate two teacher stories within the context of broader gender equity discourses in Australia. Against a backdrop that attempts to articulate the primary concerns of two secondary teachers in relation to effectively teaching boys, the stories explore implications for gender justice that can be associated with, on the one hand, an affirmative approach, and on the other, a transformative approach to issues of boys and schooling.
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Law, Helen. "Why do adolescent boys dominate advanced mathematics subjects in the final year of secondary school in Australia?" Australian Journal of Education 62, no. 2 (July 23, 2018): 169–91. http://dx.doi.org/10.1177/0004944118776458.
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In Australia, many students, especially girls, choose not to study advanced mathematics in Year 12 even though their schools offer relevant subjects. Previous studies have rarely examined, using nationally representative samples of Australian students, the extent to which teenage educational experiences and occupational expectations influence gender differences in later pursuits of advanced mathematics subjects. To fill this gap, I use multilevel logistic regression models to analyse the data from the 2003 cohort of the Longitudinal Survey of Australian Youth. My results show that students’ mathematics achievement, occupational expectations and self-assessed mathematical competence are crucial in explaining why boys are considerably more likely than girls to enrol in advanced mathematics subjects. The gender gap would decrease greatly if girls were as likely as boys to perform well in mathematics, to aspire to mathematically intensive careers and to have more confidence in their mathematical abilities when they were 15 years old.
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Bolaji, Stephen, Sulay Jalloh, and Marilyn Kell. "It Takes a Village: Listening to Parents." Education Sciences 10, no. 3 (February 29, 2020): 53. http://dx.doi.org/10.3390/educsci10030053.
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The study was premised on the concern of the migrant African parents about their children’s lack of aspiration for higher education after completing their secondary education in the Northern Territory (NT), Australia. There appears to be little understanding of, or confusion around, the different pathways available to higher education in Australia. The reports and anecdotes around African youths in the NT demonstrating antisocial behaviors, including, but not limited to drug offences, teen pregnancies and suicides prompted this research. These troubling behaviors have culminated in the death of two young boys in the African community in Darwin 2016 and another girl in 2019 in Kathrine. The study comprises of African parents who migrated to NT in Australia from different demographics in Africa. This study used a questionnaire and semi-structured interviews to investigate African parents’ perception of their child’s post-secondary school aspiration. The outcome of this investigation revealed a lack of understanding of the NT Australian school systems and reporting strand on their children performance and the different pathways through which their children can access higher education in Australia. This study provided four recommendations to help African parents understand the NT Australian government policies and programs on education.
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Carden, Clarissa. "A breakdown of reformatory education: remembering Westbrook." History of Education Review 47, no. 1 (June 4, 2018): 67–76. http://dx.doi.org/10.1108/her-12-2016-0037.
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Purpose Westbrook Farm Home for Boys in Queensland, Australia, existed in various forms for over 100 years. As such, it offers a valuable window into Australian approaches to managing and reforming boys through the twentieth century. The purpose of this paper is to examine its approach to reforming teenage boys during a period marked by a mass escape in 1961. It argues that the reformatory education initially intended was no longer tenable during this moment in history, and that this period represents a breakdown of that approach. Design/methodology/approach This paper draws on material including newspaper reports, memoirs, and the report of an inquiry into an escape by inmates in 1961. These are analysed in order to construct a picture of the type of reformatory education during this period and the public and official responses to this. Findings Westbrook Farm Home for Boys was, during this period, an institution attempting to provide a reformatory education at a historical moment when such an education was no longer viewed as appropriate means of addressing the criminal behaviour of youths. This, combined with the leadership of a domineering figure in Superintendent Roy Golledge, led to a culture of abuse, rather than education. The uncovering of this culture was a pivotal moment in the transition of Westbrook into an institution explicitly dealing with criminal youths. Originality/value No academic work relating to this moment in Westbrook’s history has been previously published.
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Anderson, Robyn. "Grade Repetition Risk for Boys in early Schooling in Queensland, Australia." Australasian Journal of Early Childhood 40, no. 4 (December 2015): 87–95. http://dx.doi.org/10.1177/183693911504000411.
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Brice, Ian D. "Ethnic Masculinities in Australian Boys’ Schools: Scots and Irish secondary schools in late nineteenth‐century Australia." Paedagogica Historica 37, no. 1 (January 2001): 139–52. http://dx.doi.org/10.1080/0030923010370109.
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Hancock, Kirsten, David Lawrence, Francis Mitrou, David Zarb, Donna Berthelsen, Jan Nicholson, and Stephen Zubrick. "The association between playgroup participation, learning competence and social-emotional wellbeing for children aged four–five years in Australia." Australasian Journal of Early Childhood 37, no. 2 (June 2012): 72–81. http://dx.doi.org/10.1177/183693911203700211.
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DATA FROM Growing Up in Australia: The Longitudinal Study of Australian Children is used to examine the associations between playgroup participation and the outcomes for children aged four to five years. Controlling for a range of socioeconomic and family characteristics, playgroup participation from birth to three years was used to predict learning competence and social-emotional functioning outcomes at age four–five years. For learning competence, both boys and girls from disadvantaged families scored three–four per cent higher if they attended playgroup at ages birth–one year and two–three years compared to boys and girls from disadvantaged families who did not attend playgroup. For social and emotional functioning, girls from disadvantaged families who attended playgroup at ages birth–one year and two–three years scored nearly five per cent higher than those who did not attend. Demographic characteristics also showed that disadvantaged families were the families least likely to access these services. Despite data limitations, this study provides evidence that continued participation in playgroups is associated with better outcomes for children from disadvantaged families.
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Connell, Sharon, John Fien, Helen Sykes, and David Yencken. "Young People and the Environment in Australia: Beliefs, Knowledge, Commitment and Educational Implications." Australian Journal of Environmental Education 14 (1998): 39–48. http://dx.doi.org/10.1017/s0814062600001555.
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AbstractThere is a paucity of research in Australia on the nature of young people's attitudes, knowledge and actions. This paper reports on the findings from one such study of Australian high school students. The research was based on a survey of 5688 students from Melbourne and Brisbane. These young people identified protection of the environment as the most important problem In Australia and strongly supported the belief systems characteristic of an ‘environmental paradigm’. Despite this, the majority displayed relatively low levels of knowledge of key environmental concepts, and were involved in little environmental action-taking outside of household activities. Differences are reported between: students from Melbourne and Brisbane; girls and boys; high performing and general schools; and teachers and students. The paper concludes with a discussion of some implications for environmental education in Australia.
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Kenway, Jane, Sue Willis, Jill Blackmore, and Leonie Rennie. "Are boys victims of feminism in schools? Some answers from Australia." International Journal of Inclusive Education 1, no. 1 (January 1997): 19–35. http://dx.doi.org/10.1080/1360311970010103.
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Georgakis, Steve. "Public and Private Spaces: Sport and the Construction of Middle Class Femininity in Sydney Independent Girls’ Schools 1880-1922." Women in Sport and Physical Activity Journal 23, no. 1 (April 2015): 19–25. http://dx.doi.org/10.1123/wspaj.2014-0003.
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This article documents the history of sport in independent girls’ schools in Sydney, Australia, from the introduction of compulsory education in 1880 until the formation of the Girls Secondary School Sports Union in 1922 to organize interschool sporting connections. While there have been many vigorous studies that have followed the history of sport in Australian independent boys’ schools, this has not been replicated in the role of sport in Australian independent girls’ schools. The Australian independent girls’ school sector, however, accounts for a significant portion of the total student population. This article demonstrates that sport was significant in Australian independent girls’ schools and became dominant to the education of middle class girls. Modeled after the English Public Schools that had embraced the educational ideology of ‘athleticism’, Australian girls’ independent schools also reinforced the ideology that sport was a part of a well-rounded education. By the early 1920s sport was part of the independent girls’ schools extracurricular accomplishments and the sporting landscape became a ‘public space’ where middle-class femininity was constructed.
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Dollman, Jim, Kevin Norton, and Graeme Tucker. "Anthropometry, Fitness and Physical Activity of Urban and Rural South Australian Children." Pediatric Exercise Science 14, no. 3 (August 2002): 297–312. http://dx.doi.org/10.1123/pes.14.3.297.
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The aim of this study was to compare urban and rural South Australian primary schoolchildren on measures of anthropometry, fitness, and environmental mediators of physical activity. The sample was comprised of 445 urban and 205 rural boys and 423 urban and 158 rural girls, all age 10–11 yrs at the time of testing. After controlling for socioeconomic status and ethnicity, rural girls and boys were faster over 1.6 k than their urban counterparts while rural girls were also faster over 50 m. Rural residence independently predicted participation in organized activity, increasing involvement in club sport, and decreasing involvement in school sport. Rural children reported a greater likelihood of participating in two or more physical education classes per week. It is evident that urban and rural South Australia differ in ways which impact on fitness and physical activity patterns of upper primary age children.
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McKay, Jim, and Toby Miller. "From Old Boys to Men and Women of the Corporation: The Americanization and Commodification of Australian Sport." Sociology of Sport Journal 8, no. 1 (March 1991): 86–94. http://dx.doi.org/10.1123/ssj.8.1.86.
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Although there are obvious American influences on Australian popular culture, the term “Americanization” is of limited help in explaining the elaborate form and content of Australian sport. The recent transformation from amateur to corporate sport in Australia has been determined by a complex array of internal and international social forces, including Australia’s polyethnic population, its semiperipheral status in the capitalist world system, its federal polity, and its membership in the Commonwealth of Nations. Americanization is only one manifestation of the integration of amateur and professional sport into the media industries, advertising agencies, and multinational corporations of the world market. Investment in sport by American, British, New Zealand, Japanese, and Australian multinational companies is part of their strategy of promoting “good corporate citizenship,” which also is evident in art, cinema, dance, music, education, and the recent bicentennial festivities. It is suggested that the political economy of Australian sport can best be analyzed by concepts such as “post-Fordism,” the globalization of consumerism, and the cultural logic of late capitalism, all of which transcend the confines of the United States.
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Anderson, Robyn, and Carla Anderson. "Grade repetition and boys’ risk of being repeated in early schooling in Queensland, Australia." Journal of Psychologists and Counsellors in Schools 30, no. 2 (June 1, 2020): 146–58. http://dx.doi.org/10.1017/jgc.2019.5.
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AbstractDespite the fact that many research studies (Canon & Lipscomb, 2011; Jimerson, 2001a, 2001b, 2004; Martin, 2011) have shown that grade repetition offers few benefits to students, it continues to be used as an early intervention practice to address students’ low levels of readiness for school or early school failure. The study contributes to the evidence-based research on grade repetition in Australian schools by drawing on, and analysing, the most recent data on grade repetition from Queensland’s state education department, the Department of Education and Training. Descriptive statistics and relative risk ratio, used to analyse the data, found that boys aged 5 years are overrepresented in grade repetition in the first year of schooling, ‘Prep’, in Queensland state schools. Possible reasons for the disproportionate overrepresentation of boys aged 5 years repeated in Prep are discussed, together with recommendations for future policy and practice.
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Theobald, Marjorie R. "Book Review: Learning to Lead: A History of Girls and Boys Corporate Secondary Schools in Australia." Australian Journal of Education 32, no. 3 (November 1988): 407–9. http://dx.doi.org/10.1177/000494418803200312.
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Harrison, Scott D. "A perennial problem in gendered participation in music: what's happening to the boys?" British Journal of Music Education 24, no. 3 (November 2007): 267–80. http://dx.doi.org/10.1017/s0265051707007577.
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Despite three decades of research, gendered participation in music continues to be problematic. While many aspects of Western society maintain a patriarchal stance in the workplace, it is apparent that girls have made some significant changes in their musical choices. Males, it seems, are maintaining the same preferences for instruments as they did 100 years ago, avoiding ‘gentler pursuits’ like singing and playing the flute. This paper seeks to investigate the continued existence of stereotyping of musical participation and to discover some of the underlying reasons for this in the musical choices for boys through the literature. Furthermore, themes arising from existing research are investigated through fieldwork recently conducted in Australia.
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Liem, Gregory Arief D., Andrew J. Martin, Elizabeth Nair, Allan B. I. Bernardo, and Paulus Hidajat Prasetya. "Cultural Factors Relevant to Secondary School Students in Australia, Singapore, the Philippines and Indonesia: Relative Differences and Congruencies." Australian Journal of Guidance and Counselling 19, no. 2 (December 1, 2009): 161–78. http://dx.doi.org/10.1375/ajgc.19.2.161.
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AbstractWaldrip and Fisher (2000) proposed seven culturally relevant factors that are salient in the educational setting (gender equity, collaboration, competition, deference, modelling, teacher authority, congruence). In relation to these factors, the present study examined differences and congruencies in factor structure (i.e., differences of kind) and mean scores (i.e., differences of degree) among secondary school students in Australia, Singapore, the Philippines and Indonesia. The Cultural Learning Environment Questionnaire (CLEQ; Waldrip & Fisher, 2000) was administered to 920 students (n= 230 for each country, with boys and girls equally represented; mean age = 16 years). Factor analyses showed congruencies across the four samples on five factors. Interestingly, items pertaining to students' deference to and modelling of teachers and peers grouped into one factor for the Australian sample, but separated into two factors (peers and teacher) for the South-East Asian samples. In terms of mean scores on each factor, Australian students were higher than the Singaporean, Filipino and Indonesian students in their inclination to challenge or disagree with the teacher. On the other hand, the three groups of South-East Asian students scored higher than the Australian students in their preferences for collaboration and conformity in the classroom. Implications for counselling relevant to multicultural classroom and school contexts were discussed.
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Forgasz, Helen J., and Gilah C. Leder. "<p>Mathematics, computers in mathematics, and gender: public perceptions in context</p>." PNA. Revista de Investigación en Didáctica de la Matemática 6, no. 1 (September 1, 2011): 29–39. http://dx.doi.org/10.30827/pna.v6i1.6146.
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In Australia, national tests of mathematics achievement continue showing small but consistent gender differences in favor of boys. Societal views and pressures are among the factors invoked to explain such subtle but persistent differences. In this paper we focus directly on the beliefs of the general public about students’ learning of mathematics and the role played by computers, and then we compare the findings with data previously gathered from students. Although many considered it inappropriate to differentiate between boys and girls, gender based stereotyping was still evident. Matemáticas, ordenadores en matemáticas y género: percepciones públicas en contexto En Australia, los test nacionales del logro matemático continúan mostrando pequeñas pero consistentes diferencias de género en favor de los chicos. Las presiones y visiones sociales están entre los factores invocados para explicar tales diferencias sutiles pero persistentes. En este trabajo nos centramos directamente en las creencias del público en general acerca del aprendizaje matemático de los estudiantes y del papel desempeñado por los ordenadores, y después comparamos las conclusiones con datos previamente obtenidos de los estudiantes. Aunque muchos consideran inapropiado diferenciar entre niños y niñas, todavía son evidentes estereotipos basados en el género.Handle: http://hdl.handle.net/10481/16012
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Crosnoe, Robert L., Carol Anna Johnston, and Shannon E. Cavanagh. "Maternal education and early childhood education across affluent English-speaking countries." International Journal of Behavioral Development 45, no. 3 (February 25, 2021): 226–37. http://dx.doi.org/10.1177/0165025421995915.
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Women who attain more education tend to have children with more educational opportunities, a transmission of educational advantages across generations that is embedded in the larger structures of families’ societies. Investigating such country-level variation with a life-course model, this study estimated associations of mothers’ educational attainment with their young children’s enrollment in early childhood education and engagement in cognitively stimulating activities in a pooled sample of 36,400 children ( n = 17,900 girls, 18,500 boys) drawn from nationally representative data sets from Australia, Ireland, U.K., and U.S. Results showed that having a mother with a college degree generally differentiated young children on these two outcomes more in the U.S., potentially reflecting processes related to strong relative advantage (i.e., maternal education matters more in populations with lower rates of women’s educational attainment) and weak contingent protection (i.e., it matters more in societies with less policy investment in families).
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Lee, Libby. "Young Gifted Girls and Boys: Perspectives through the Lens of Gender." Contemporary Issues in Early Childhood 3, no. 3 (October 2002): 383–99. http://dx.doi.org/10.2304/ciec.2002.3.3.6.
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In contemporary society we have become highly dependent on a technological, scientific and mathematically literate population. There has been considerable debate for many years about the lack of talented people entering professions associated with these literacies and about the level of understanding of science and technology in the general community. Since perceptions of and interest in mathematics, science and technology begin in early childhood, teachers of very young children play an important role in fostering and supporting these interests. The research problem investigated in this article emerged when the researcher became aware that teachers in Brisbane, Australia nominated as many as five times more boys than girls for a mathematics and science enrichment programme for gifted young children. Hence, teachers' conceptions of what it means to have high ability in mathematics and science in early childhood appeared to be influenced by teacher beliefs about gender. Single in-depth interviews were conducted with 16 early childhood teachers who nominated children for the above mentioned enrichment programme. Based on interview data, a model of teachers' conceptions of giftedness was developed, comprising seven categories of description or ways that teachers see the phenomenon of giftedness in relation to young children. A latter interpretative analysis of this model found that teachers' conceptions of giftedness are indeed gendered and that each of the seven categories of giftedness guides teacher behaviours or actions that directly disadvantage girls. This article explores this latter analysis and concludes that gender is a significant influence on teachers' conceptions of giftedness in young children.
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Craven, Rhonda G., Marjorie Seaton, and Alexander S. Yeung. "Attitude to Non-Violence Scale: Validity and Practical Use." Journal of Interpersonal Violence 32, no. 13 (June 16, 2015): 2018–45. http://dx.doi.org/10.1177/0886260515590785.
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This study used recent advances in attitude and self-perception research to develop an Attitude to Non-Violence Scale (ANVS). Participants were students from six high schools in Australia ( N = 727). Confirmatory factor analysis using within-construct and between-construct validation approaches found two positive attitude sub-scales: Cognitive (proactive understanding) and Affective (do not endorse violence), both showing convergent and discriminant validity. Scale equivalence tests found that the sub-scales were applicable to boys and girls and to junior and senior grades. Structural equation modeling found that boys had less supportive attitudes to non-violence cognitively, whereas female students in senior secondary classes had less positive attitudes to non-violence affectively. The ANVS can be easily administered to assess youth’s non-violence attitudes, which may direct interventions focusing on boys’ cognitive aspects while maintaining girls’ positive affective attitudes toward non-violence as they mature. The positively framed instrument is suitable for education settings especially in high-risk locations where violence is prevalent.
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Taylor, Mark, Robyn M. Gillies, and Adrian F. Ashman. "Cognitive Training, Conflict Resolution and Exercise: Effects on Young Adolescents' Wellbeing." Australian Journal of Guidance and Counselling 19, no. 2 (December 1, 2009): 131–49. http://dx.doi.org/10.1375/ajgc.19.2.131.
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AbstractBackground: This study builds on previous studies reporting that depressive symptoms among adolescents are reduced and personal satisfactions with one's achievements and competence with peers are enhanced when students are taught strategies for engaging in more optimistic thinking (explanatory style) (Gillham, Reivich, & Freres et al., 2006) and social problem-solving (Ingoldsby, Kohl, McMahon, & Lengua, 2006). Additionally, engaging in regular exercise has also been found to be useful in reducing depressive symptoms in this age group (Bodin & Martinsen, 2004). Aim: The study investigated the effects of three interventions — explanatory style (cognitive training), conflict resolution, and exercise — known to help adolescents develop a strong sense of wellbeing. It involved 31students aged 11 to 13 years and their parents, and six class teachers from a large, metropolitan, private boys' college in Brisbane, Australia. Methods: Twenty-five boys participated in the three interventions, while six boys acted as a comparison group. A counterbalanced, multiple baseline design was implemented so that students participated in the three interventions in a different order. Results: The results showed that students in the intervention group experienced a reduction of internalising behaviours such as withdrawal and depressive symptoms following all three interventions. Collectively, the interventions were successful in reducing depressive symptoms; individually, they also significantly reduced depressive symptoms. Conclusions: The results showed that explanatory style, conflict resolution, and exercise interventions are effective in reducing depressive symptoms in adolescents.
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Peralta, Louisa R., Renata L. Cinelli, and Claire L. Marvell. "Health literacy in school-based health programmes: A case study in one Australian school." Health Education Journal 80, no. 6 (April 7, 2021): 648–59. http://dx.doi.org/10.1177/00178969211003600.
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Objective: The ability of schools, school leaders and teachers to promote critical health literacy in teaching and learning is central to the development of health literacy in schools. However, research focusing on teachers and planning for health literacy through health programmes in school is minimal. This paper describes how one school Health and Physical Education (HPE) department planned for and implemented health literacy learning across Years 7–10 as part of the first-year delivery of the Australian Curriculum: Health and Physical Education in New South Wales, Australia. Design: Single setting case study. Setting: A Years 7–10 Catholic school for boys. The HPE department comprised five teachers and one head of department. Method: Thirty-four lessons and 61 learning activities were analysed using Nutbeam’s health literacy hierarchy and the Australian Curriculum: Health and Physical Education outcomes and content. Results: A large number of learning activities were categorised as interactive ( n = 37, 60.7%) and a smaller number of learning activities categorised as critical ( n = 16, 26.2%). The number of learning activities categorised as functional was the smallest ( n = 5, 8.1%). Conclusion: Findings suggest that school-based health programmes that lack a connection to a whole school approach may fail to provide opportunities for students to achieve the critical understandings of health literacy that will provide them with the capability to enhance the health of others.
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Graham, Linda J., Penny Van Bergen, and Naomi Sweller. "Caught between a rock and a hard place: disruptive boys’ views on mainstream and special schools in New South Wales, Australia." Critical Studies in Education 57, no. 1 (November 19, 2015): 35–54. http://dx.doi.org/10.1080/17508487.2016.1108209.
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Carver, Alison, Jo Salmon, Karen Campbell, Louise Baur, Sarah Garnett, and David Crawford. "How Do Perceptions of Local Neighborhood Relate to Adolescents' Walking and Cycling?" American Journal of Health Promotion 20, no. 2 (November 2005): 139–47. http://dx.doi.org/10.4278/0890-1171-20.2.139.
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Purpose. To examine how perceptions of the local neighborhood relate to adolescents' walking and cycling. Design. Exploratory cross-sectional study. Setting. Birth cohort from the Nepean Hospital, Sydney, Australia. Subjects. Three hundred forty-seven adolescents (79.1% response rate; 49.6% boys; mean age = 13.0 ± 0.2 years) and their parents. Measures. Self-report and parental-report questionnaires. Results. Multiple linear regressions, adjusted for level of maternal education, revealed that boys who reported having many peers to hang out with locally, cycled for recreation (β = 0.242, p = .006) or for transport (β = 0.141, p = .046) more often, and walked for transport for longer (β = 0.129, p = .024) on weekdays. For girls this variable was related to cycling for recreation on weekends (β = 0.164, p = .006) and walking to school (β = 0.118, p = .002). Adolescents who waved/talked to neighbors walked for transport more often (boys, β = 0.149, p = .037; girls, β = 0.119, p = .012). Girls who perceived local roads to be safe spent more time walking for transport on weekdays (β = 0.183, p = .007) and for exercise on weekends (β = 0.184, p = .034). Parents' perception of heavy traffic was negatively associated with boys' walking for transport (β = −0.138, p = .037) and many aspects of girls' walking and cycling. Conclusion. Social interaction and road safety may be important predictors of adolescents' walking and cycling in their neighborhood. Limitations are the use of self-report and cross-sectional data. Longitudinal studies may clarify these relations.
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Scott, Lydia, and Anna Chur-Hansen. "The Mental Health Literacy of Rural Adolescents: Emo Subculture and SMS Texting." Australasian Psychiatry 16, no. 5 (January 1, 2008): 359–62. http://dx.doi.org/10.1080/10398560802027328.
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Objective: This study sought to explore the mental health literacy of adolescents living in a rural area in Australia through in-depth, semi-structured interviews, with a view to identifying areas for further research and making recommendations for improved education programs around mental health. Method: Nine Year 10 students (two boys and seven girls) from a rural secondary school in South Australia read two vignettes, one portraying depression and the other schizophrenia. Semi-structured individual interviews that focussed on the vignettes were audio-taped, transcribed and analysed for thematic content. Results: The data yielded a number of main themes, many of which have been previously identified in the literature. Two new findings also emerged. These were the role of Emo subculture and dealing with distress, and the value of confiding in another person through short message service (SMS) texting. Conclusions: The impact of Emo subculture and SMS texting on mental health literacy requires further exploration. It is suggested that these two findings are not confined to rural youth, but may have national and international relevance.
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Watling, David P., Jason D. Bishara, and Heidi Zeeman. "Young people’s safety beliefs after a spinal cord injury health promotion and awareness presentation." Health Education Journal 77, no. 1 (September 25, 2017): 43–58. http://dx.doi.org/10.1177/0017896917731125.
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Objective: Adolescence is presented as a vulnerable period for accidental injury, particularly spinal cord injury, given young people’s propensity for risky behaviours. School-based health promotion initiatives provide opportunities for education about the risks associated with dangerous behaviours. In this study, we aimed to describe young people’s safety beliefs before and after a school-based spinal cord health promotion and awareness presentation. The effect of selected demographic characteristics on safety beliefs was also examined. Design: A pre–post design was used to record group and time point differences on a range of specific safety beliefs before and after the presentation. Setting and method: The Spinal Education and Awareness Team (SEAT) from Spinal Life Australia conducted a health promotion and awareness presentation with 1,410 students aged 14–19 years across 13 secondary schools in Queensland, Australia. Presentations took place in regional, metropolitan and provincial city schools. A survey assessing basic demographic characteristics and specific risk behaviours was completed by students before and after the presentation. Results: T-tests and chi-square analyses were conducted to examine time point and group differences in relation to the SEAT presentation and to determine relative risks between subgroups of young people. A total of 705 pre-surveys (50%) and 735 post-surveys (52%) were analysed. Overall, reported beliefs were significantly safer post-presentation compared to pre-presentation (all t > 6.93, p < .001). Rural adolescent boys licensed to drive emerged as a particularly risky sub-group and were over three times (odds ratio [OR] = 3.35, 95% confidence interval [CI] = 1.34, 8.40) more likely than their metropolitan peers to hold less safe beliefs relating to spinal cord injury. Conclusion: Findings indicated that the health promotion and awareness presentation increased awareness of spinal cord injury risk behaviours overall and improved adolescent-related safety beliefs. Licensed adolescent boys from rural areas reported little change in awareness post-presentation, further highlighting the importance of targeted health promotion initiatives in rural areas. Extended research is required to further explore the belief–behaviour interaction in this at-risk population.
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Blanton, William E., Gary B. Moorman, Bobbie A. Hayes, and Mark L. Warner. "Effects of Participation in the Fifth Dimension on Far Transfer." Journal of Educational Computing Research 16, no. 4 (June 1997): 371–96. http://dx.doi.org/10.2190/0yaw-fyan-2t2b-0lp3.
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The Fifth Dimension is a distributed literacy consortium comprised of after-school programs located in Boys and Girls Clubs, YM & YWCAs, recreation centers, and public schools across America, Mexico, Australia, Sweden, and Russia. The Fifth Dimension is also a mixed activity system designed to continue the projection of a second psychology [1] and to instantiate cultural-historical activity theory [2]. At the macro level the Fifth Dimension is a cultural system containing rules, artifacts, divisions of labor, and outcomes that appropriate local Fifth Dimension cultures. The four overarching goals of the Fifth Dimension are: 1) to create sustainable activity systems in different institutional settings that instantiate cultural-historical activity theory, 2) provide contexts for children to master knowledge and skills and acquire practices mediating cognitive and social development, 3) deepen our understanding of how the social and individual create each other, and 4) to provide a context in which undergraduates from disciplines such as developmental psychology, communications, and teacher education have opportunities to connect theory with practice and at the same time deliver community service to children in the local community.
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Struthers, Karen, and Glenda Strachan. "Attracting women into male-dominated trades: Views of young women in Australia." International Journal for Research in Vocational Education and Training 6, no. 1 (April 25, 2019): 1–19. http://dx.doi.org/10.13152/ijrvet.6.1.1.
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Context: The persistent low female participation in male-dominated trades is not attracting a high level of public attention and policy action. There are determined, yet adhoc actions by advocates in response to evidence that economic benefits will be derived for industry and women through increased female participation in the male-dominated trades. Occupational segregation of the trades remains resistant to change.
Methods: To better understand the barriers limiting female participation in the male-dominated trades from the perspective of young women, this PhD study features interviews with female secondary students, complemented by interviews with industry stakeholders and a quantitative analysis of VET and trade participation data. The three primary research questions are: 1) What is the extent of gender segregation in vocational education and training (VET) and typically male-dominated trades in Australia, and how does this compare internationally? 2) Why do very few female students choose male-dominated trades as their job pathway? 3) What can be done, particularly in the education and training sectors, to increase female interest in, and take-up of, the male-dominated trades?
Findings: The results of this research showed that the composition of trade-qualified females in male-dominated trades is persistently low at 2-3%. The views of young women affirmed the evidence showing system-wide barriers limit female interest in these trades. Most influential is that gender stereotypes of work are set by Year 10 and that female enrolment in Maths (a pre-requisite for male-dominated careers) is low; these trades are seen as “jobs for the boys who don’t do academic,” and the fear of intimidation and harassment deters young women. Low enrolment of female students in male-dominated trade courses indicates that this entrenched occupational segregation of the trades will remain resistant to change for some time to come.
Conclusion: The findings indicate that ad hoc responses to overcome gender segregation of the trades is not effective. Influenced by systems theory and a social ecological model (SEM) of change, the researchers promote the need for sustained, nation-wide awareness and action involving VET and school sectors, industry, government and trade unions to attract more women into male-dominated trades.
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Lindoy, L. F. "Retirement of Dr John Zdysiewicz - An Appreciation." Australian Journal of Chemistry 53, no. 12 (2000): 893. http://dx.doi.org/10.1071/ch01e1.
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After 25 years with the Australian Journal of Chemistry, our editor, Dr Jan R. Zdysiewicz (known far and wide as John Z.), has recently retired. During his initial ten year period with the journal, John served as assistant editor under Bob Schoenfeld who, like John, was also very widely known throughout the Australian and New Zealand chemistry community. In 1985, John took up the editorship and under his editorial management the journal has continued to prosper. John has been an exceptionally talented editor who, despite increasing pressures over more recent times, has managed to maintain the journal’s very high editorial standard – a task aided by his wide understanding of chemistry and his truly exceptional knowledge of English usage. John had an eventful early life – details of which may be of interest to his many friends and acquaintances. He was born in Laukischken in East Prussia to parents from Mosty in eastern Poland. His parents had been taken to Germany during World War II for forced labour. After the war, the family was transferred, endlessly it seemed, from DP (displaced persons) camp to DP camp in Germany, until final acceptance for migration to Australia. After a long sea voyage on the Skaugum, the family arrived at Port Melbourne in December 1950. Then followed being shuffled between widely spread immigration holding centres in South-East Australia, finally ending up in Adelaide, where the family settled. After some difficulty in gaining enrolment, John attended Adelaide Boys High School. In 1962 at age 19, he lost his alien status and became an Australian citizen. Even during this early period, John Z. made a name for himself. He became somewhat of a celebrity for his virtuosity in playing the accordion. In 1961, he became Grand Australian Accordion Champion. On occasions, he still plays for friends and private audiences. John Z. obtained his tertiary education at the University of Adelaide. His Ph.D. research in the Department of Physical and Inorganic Chemistry was concerned with physical chemical studies on naturally occurring and synthetic polymers. He then held Post Doctoral appointments in England at the University of Lancaster (preparation and e.s.r. characterisation of radical anions), Australia at the Division of Protein Chemistry, CSIRO, Parkville (on the interactions of fluorescent compounds with protein components by photophysical techniques) and Canada at the University of Western Ontario (construction of a microsecond flash photolysis apparatus in connection with photochemical reactions involving radical ions). In 1975 he returned to Australia as the assistant editor of Aust. J. Chem. John Z. has served as the national representative on IUPAC’s Commission III.2 (on Physical Organic Chemistry) and is currently an associate member of this commission. In 1998, the Royal Australian Chemical Institute awarded him a citation for his contributions to the promotion of Australian chemistry nationally and internationally, principally through his role as editor of the journal. Finally, John is of a distinctly independent nature – perhaps a reflection of his Polish antecedents? While his management style might be said to be unique, it has always been characterised by an overriding commitment to quality. Clearly, John Zdysiewicz ranks as an exceptional individual. On behalf of my fellow advisory committee members and, indeed, also for the wider chemistry community, I thank John for a job exceedingly well done. We wish him well in his retirement.
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Zarnowiecki, Dorota M., Natalie Parletta, and James Dollman. "Socio-economic position as a moderator of 9–13-year-old children’s non-core food intake." Public Health Nutrition 19, no. 1 (April 23, 2015): 55–70. http://dx.doi.org/10.1017/s1368980015001081.
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AbstractObjectiveThere is limited understanding as to why children of low socio-economic position (SEP) consume poorer diets than children of high SEP. Evidence suggests that determinants of dietary intake may differ between SEP groups. The present study aimed to determine if SEP moderated associations of personal and environmental predictors with children’s non-core food and sweetened drink intakes and unhealthy dietary behaviours.DesignChildren completed online questionnaires and parents completed computer-assisted telephone interviews to assess intrapersonal and environmental dietary predictors. Dietary intake was measured using an FFQ. Parents reported demographic information for maternal education, occupation and employment, and household income.SettingTwenty-six primary schools in South Australia, Australia.SubjectsChildren aged 9–13 years and their parents (n 395).ResultsMultiple personal and home environment factors predicted non-core food and sweetened drink intakes, and these associations were moderated by SEP. Maternal education moderated associations of girls’ sweetened drink intake with self-efficacy, cooking skills and pressure to eat, and boys’ non-core food intake with monitoring, parent’s self-efficacy and home environment. Maternal occupation and employment moderated associations of sweetened drink intake with attitudes, self-efficacy, pressure to eat and food availability, and non-core food intake with parents’ self-efficacy and monitoring. Income moderated associations with pressure to eat and home environment.ConclusionsIdentifying differences in dietary predictors between socio-economic groups informs understanding of why socio-economic gradients in dietary intake may occur. Tailoring interventions and health promotion to the particular needs of socio-economically disadvantaged children may produce more successful outcomes and reduce socio-economic disparities in dietary intake.
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Rigby, Ken, and Dale Bagshaw. "What hurts: The reported consequences of negative interactions with peers among Australian adolescent school children." Children Australia 26, no. 4 (2001): 36–41. http://dx.doi.org/10.1017/s1035077200010464.
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The prevalence and hurtfulness of aggressive actions from peers at school experienced by Australian adolescents was examined with a sample of 652 Year 9 students (mean age 14 years) attending seven secondary schools in Adelaide, South Australia. Kinds of aggressive actions reported were categorised as physical, verbal and relational. In general, boys reported receiving more physical aggression; girls more relational aggression. Although girls tended to report being hurt more by aggressive acts than boys, they were similar in reporting acts of relational aggression, such as exclusion, as more hurtful to them than being subjected to physical aggression. Implications for interventions to reduce aggression in schools are discussed.
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Velardo, Stefania, and Murray Drummond. "Qualitative insight into primary school children’s nutrition literacy." Health Education 119, no. 2 (February 4, 2019): 98–114. http://dx.doi.org/10.1108/he-08-2018-0039.
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Purpose Health literacy is a key international public health goal. Conceptualising health literacy as an asset highlights the importance of fostering a health literate youth for the benefit of future generations, yet research has predominantly focused on examining adults’ and older adolescents’ health literacy. This presents a gap for child-centred studies with younger populations. The purpose of this paper is to report the findings from a qualitative study that explored health literacy, in a nutrition context (i.e. nutrition literacy), from primary school children’s perspectives. Design/methodology/approach The study examined children’s experiences in accessing, understanding and interacting with nutrition information. In doing so, the research employed a socio-ecological framework to understand facilitators and barriers that can influence children’s nutrition literacy. Preadolescent boys and girls aged 11–12 years were invited to take part in the study. At the time of recruitment, students were attending one of three state government schools in a socioeconomically disadvantaged region of metropolitan South Australia. A series of focus groups and individual semi-structured interviews were conducted with 38 participants. Interview data were audio-recorded, transcribed verbatim and analysed using thematic techniques. Findings Children demonstrated that they accessed and interacted with a variety of sources of nutrition information. Nutrition understandings were derived from the home, school and media environments. Parents and teachers were cited as key influences on children’s interactions with nutrition information and children particularly emphasised the trust placed in their teachers as health “experts.” While the home and school environments emerged as potential settings to develop children’s nutrition literacy skills, the children’s narratives also alluded to potential barriers surrounding nutrition literacy. Originality/value This study provides further insight into children’s nutrition literacy. While functional nutrition literacy remains a fundamental starting point, children are interested in opportunities to develop more interactive skills, such as those related to cooking. Opportunities also exist to foster more critical competencies. This research thereby highlights the importance of more integrated strategies to promote nutrition literacy among this population group across multiple settings.
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Smart, Don. "Bill Boyd and the Australian Connection." Peabody Journal of Education 86, no. 4 (September 2011): 390–94. http://dx.doi.org/10.1080/0161956x.2011.597258.
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Yli-Panula, Eija, Eila Jeronen, and Gabriela Rodriguez-Aflecht. "‘Nature Is Something We Can’t Replace’: Mexican Students’ Views of the Landscape They Want to Conserve." Education Sciences 10, no. 1 (December 31, 2019): 13. http://dx.doi.org/10.3390/educsci10010013.
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The primary aim of this qualitative study was to identify the landscapes that 7−12-year old Mexican students (n = 440) would like to conserve by analysing their drawings. Another aim was to determine the environmental relationship and environmental values of 5th and 6th graders (n = 152) by studying their texts. The data were analysed using mixed methods. In this study, landscape is understood as a visual experience of the environment, comprising the visible features of an area. Based on the results, all of the three main landscapes—nature, social and built—were deemed worth conserving. Beyond students’ immediate environment, the polar regions, North America, Australia and Africa were mentioned; Europe and Asia were not. The landscape drawings were realistic and carefully made, and the descriptions attached to them were clearly written. The environmental approach was mainly humanistic, and aesthetic values were appreciated by both genders. Utilitarian values were mentioned more often by boys than girls. The students’ descriptions reflected their environmental relationship, e.g., concern about nature, showing causal relationships, appreciation and affection. Concern or worry was often accompanied by the mention of human’s responsibility in the students’ texts, but they seldom considered their own activities in relation to the environment. The students depicted threats to nature, but they externalized themselves from the mechanisms threatening nature. In addition, they did not show familiarity with natural processes and scientific terminology. The study reveals that it is not only theoretically important to have distinct values, but these also need to be recognized by individuals. If the humans’ pro-environmental actions are to be promoted through education, it is important to study students’ values, as they may be important barriers to behavioral change. As students showed concern about preserving nature, teachers can discuss environmental values and different ways to take action and make changes with them, in order to avoid anxiety.
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MARTIN, Andrea, Marcela TORO, Genia ROZEN, Franca AGRESTA, Debra GOOK, and Kate STERN. "National Ovarian and Testicular Tissue Transport and Cryopreservation Service (NOTTCS)." Fertility & Reproduction 04, no. 03n04 (September 2022): 198. http://dx.doi.org/10.1142/s2661318222741091.
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Background: Recognised female fertility preservation strategies include oocyte and embryo cryopreservation. Ovarian tissue cryopreservation is no longer experimental, and the only option for children and pre-pubertal girls. Although testicular cryopreservation remains experimental for boys, it has the potential to evolve and provide a realistic opportunity for fertility in the future. The RWH/MIVF fertility preservation service has been preserving ovarian tissue since 1995. This service has been available to children, adolescent young adults (AYA) and adults about to receive gonadotoxic treatment for malignant and non-malignant conditions. In 2013, this service was extended to freezing testicular tissue for pre-pubertal and peri-pubertal males. Until 2019 these fertility preservation options have only been available to those undergoing procedures at Melbourne metropolitan hospitals. Young cancer patients seeking fertility preservation in regional or interstate areas, did not have this opportunity due to lack of access and resources. One approach to increasing patient access to Gonadal Tissue Cryopreservation (GTC), was to establish a national tissue retrieval and transport service. Aim: This paper describes the uptake of a GTC transport program at RWH, allowing rural and interstate oncology referral for transport, processing and storage of gonadal tissue in an acknowledged centre of excellence. Method: An information/education/instruction resource package was developed for fertility units Australia-wide, supported by a centralised GTC program coordinator. Referrals are fast tracked to eliminate any delay in treatment. Gonadal tissue is harvested at the referring hospital and transported to RWH for cryopreservation and storage, following methods established in other countries with a centralised service 1 – 3 . Results: To date, 40 ovarian and testicular tissue has been transported from all Australian states, and Northern Territory to RWH, including semen transported from a regional hospital where no fertility service was available. This service was made possible, and free of charge to those patients 13–30 yo with a cancer diagnosis, through a generous donation by Sony Foundation. Conclusion: Provision of a comprehensive fertility preservation service, including GTC, for young people, was not widely available until 2019. Gonadal tissue transport facilitates engagement and upskilling in oncofertility with extensive support from a centre of excellence, allowing expansion of patient and provider access to best-practice fertility preservation options, regardless of their geographic location and socio-economic status.
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Smith, Bob. "‘Boys Business’: an unusual northern Australian music program for boys in the middle years of schooling." International Journal of Music Education 22, no. 3 (December 2004): 230–36. http://dx.doi.org/10.1177/0255761404047399.
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Hall, Clare. "Gender and boys' singing in early childhood." British Journal of Music Education 22, no. 1 (March 2005): 5–20. http://dx.doi.org/10.1017/s0265051704005960.
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This article derives from a research project investigating the singing behaviour of a group of Australian boys in their first year of school. The project showed that the genesis of the ‘missing male’ trend in singing at school may be occurring in early childhood. The impact of hegemonic masculinity in early childhood is explored here by examining the intersection between this group of boys' perceptions of masculinity and their singing behaviours. Peer modelling was found to be an effective motivational ‘tool’ for improving singing behaviour and illustrates the importance of finding strategies to support boys' success in singing long before adolescence.
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Alloway, Nola. "Swimming against the Tide: Boys, Literacies, and Schooling: An Australian Story." Canadian Journal of Education / Revue canadienne de l'éducation 30, no. 2 (January 1, 2007): 582. http://dx.doi.org/10.2307/20466651.
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Farrant, Brad M., Carrington C. J. Shepherd, Roz D. Walker, and Glenn C. Pearson. "Early Vocabulary Development of Australian Indigenous Children: Identifying Strengths." Child Development Research 2014 (April 1, 2014): 1–7. http://dx.doi.org/10.1155/2014/942817.
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The current study sought to increase our understanding of the factors involved in the early vocabulary development of Australian Indigenous children. Data from the Longitudinal Study of Indigenous Children were available for 573 Indigenous children (291 boys) who spoke English (M=37.0 months, SD=5.4 months, at wave 3). Data were also available for 86 children (51 boys) who spoke an Indigenous language (M=37.1 months, SD=6.0 months, at wave 3). As hypothesised, higher levels of parent-child book reading and having more children’s books in the home were associated with better English vocabulary development. Oral storytelling in Indigenous language was a significant predictor of the size of children’s Indigenous vocabulary.
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Hartman, Deborah. "Crossing Divides." Boyhood Studies 5, no. 1 (March 1, 2011): 81–98. http://dx.doi.org/10.3149/thy.0501.81.
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This article describes a study of a sample of submissions to an Australian government Inquiry into the Education of Boys, using a relatively new methodology for reviewing literature, called an argument catalogue. The study examines the usefulness of the methodology to an analysis of the complex field of boys’ education. The author argues that the argument catalogue approach offers a way of including and analysing all voices within the field, particularly the previously under-represented views of parents and practitioners and that despite complexities, there are commonalities that can be built on, which are critical to any positive change in this field.
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Macdonald, Kirstin, Nikki Milne, Rodney Pope, and Robin Orr. "Directly Observed Physical Activity of Year 1 Children during School Class Time: A Cross-Sectional Study." International Journal of Environmental Research and Public Health 18, no. 7 (April 1, 2021): 3676. http://dx.doi.org/10.3390/ijerph18073676.
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Providing physical activity opportunities to children throughout the school day may be beneficial for children’s health and learning. Existing practices regarding the frequency, type and context of physical activity opportunities being provided to children in the early years of primary school remains largely unknown. The aim of this study was to observe Year 1 children’s physical activity and its contexts during school class time and identify opportunities to incorporate additional activity. A cross-sectional study was conducted with 34 Year 1 children (20 boys, 14 girls; mean age = 6.36 ± 0.34 years) from one primary school in Queensland, Australia. A modified version of the Observational System for Recording Physical Activity in Children—Elementary School was used to assess children’s physical activity and its contexts during class time. Observational data were collected over a four-week period. The frequencies (and percentages) of intervals of children’s activity observed in sedentary, light and moderate-to-vigorous intensities during different instructional and social contexts and physical settings were recorded and calculated. Pearson’s chi-square test of association was conducted to evaluate whether social context (group composition) was related to incidental physical activity. A total of 5305 observation intervals (i.e., 5 s observation interval followed by a 25 s recording interval) were available for analysis (~44 h of observation). Year 1 children were sedentary for the majority (86%) of observed intervals during school class time. Children spent limited time performing light (12% of intervals) and moderate-to-vigorous physical activity (2% of intervals). Organised physical activity observed during class time included physical education/school sport (5.9% of intervals) and classroom-based physical activity (2.8% of intervals). When children completed activities in small groups, they were significantly more likely to engage in incidental physical activity than when they completed activities as a whole class (χ2 = 94.73 p < 0.001). Incorporating movement into academic lessons or during transitions between lessons and classrooms may encourage children to be more active. Incidental physical activity may also be promoted through small group activities. Schools should ideally be encouraged and supported to employ a whole-of-school approach to physical activity promotion, which includes identifying and implementing opportunities for children to be active during class time.
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Wardah, Cut, Donal Nababan, Mido Ester J. Sitorus, and Elsarika Damanik. "DETERMINAN KESIAPSIAGAAN SISWA DALAM IMPLEMENTASI PENGURANGAN RISIKO BENCANA MELALUI PENDIDIKAN FORMAL DI SMAN UNGGUL SIGLI KECAMATAN PIDIE KABUPATEN PIDIE." PREPOTIF : Jurnal Kesehatan Masyarakat 5, no. 1 (April 20, 2021): 282–93. http://dx.doi.org/10.31004/prepotif.v5i1.1539.
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Background: Indonesia is an archipelago and it is located between the Pacific Ocean and Indian Ocean.
Geographically, it is located in a series of tectonic plates of Australia, the Eurasian Pacific and the
Philippines, which makes Indonesia vulnerable to geographical changes. Due to those reasons, Indonesia
becomes one of the countries that has areas prone to disasters including earthquakes and
tsunamis.Purpose: This study aims to analyze the relationship between knowledge and attitude variables,
emergency response plans, early warning systems, and mobility of resources on student preparedness in
implementing disaster risk reduction through formal education at SMA Negeri Unggul Sigli, Pidie Regency
in 2020. Method: This was an analytical study with a cross-sectional design. The population in this study
were 140 of students at SMA Negeri Unggul Sigli by using Stratified Random Sampling, 104 of students
consisting of 50 boys and 90 girls. This research was conducted from Oktober - December 2020.
Univariate, bivariate and multivariate data analysis with Chi-square test and Logistic Regression test were
used in this study. Results: Based on the results of the bivariate analysis with the Chi-square statistical
test, there was a significant relationship between With variables; Knowledge and attitude with a p value
of 0.022; Emergency response plan with p value of 0.002; Early warning system with p. value: in the amount
of 0.000; and Resource mobility with p. value of 0.006. on student preparedness in implementing disaster
risk reduction (p≤.0, 05). The results of multivariate analysis with multiple logistic regression tests obtained
variables that had a significant effect on student preparedness in implementing disaster risk reduction
(PRB), namely: the Resource mobility variable with a coefficient of B. 0,512 and Exp (B) of 5,99. This
means that students who get an the resource mobility well have a greater chance of being ready to
implement disaster risk reduction 5,99 than students who do not get an the Resource mobility properly.
Conclusion: obtained variables that had a significant effect on student preparedness in implementing
disaster risk reduction (PRB), namely: the Resource mobility variable.
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Hodgetts, Katherine, and Amanda Lecouteur. "Gender and Disadvantage in the Australian Parliamentary Inquiry into the Education of Boys." Feminism & Psychology 20, no. 1 (February 2010): 73–93. http://dx.doi.org/10.1177/0959353509349601.
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Hickling‐Hudson, Anne. "Rich schools, poor schools, boys and girls: computer education in Australian secondary schools." Journal of Education Policy 7, no. 1 (January 1992): 1–21. http://dx.doi.org/10.1080/0268093920070101.
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Karlsson, Jenni. "Australian voices confront the education‐for‐boys backlash and normative discourse in schooling." Pedagogy, Culture & Society 15, no. 1 (March 2007): 129–33. http://dx.doi.org/10.1080/14681360601162816.
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Mulholland *, Judith, Paul Hansen, and Eugene Kaminski. "Do single-gender classrooms in coeducational settings address boys' underachievement? An Australian study." Educational Studies 30, no. 1 (March 2004): 19–32. http://dx.doi.org/10.1080/0305569032000159714.
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Laurie, Timothy, Catherine Driscoll, Liam Grealy, Shawna Tang, and Grace Sharkey. "Towards an Affirmative Feminist Boys Studies." Boyhood Studies 14, no. 1 (June 1, 2021): 75–92. http://dx.doi.org/10.3167/bhs.2020.140106.
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This critical commentary considers the significance of Connell’s The Men and the Boys in the development of an affirmative feminist boys studies. In particular, the article asks: How can research on boys contribute to feminist research on childhood and youth, without either establishing a false equivalency with girls studies, or overstating the singularity of “the boy” across diverse cultural and historical contexts? Connell’s four-tiered account of social relations—political, economic, emotional, and symbolic—provides an important corrective to reductionist approaches to both feminism and boyhood, and this article draws on The Men and the Boys to think through contrasting sites of identity formation around boys: online cultures of “incels” (involuntary celibates); transmasculinities and the biological diversity of the category “man”; and the social power excercised within an elite Australian boys school. The article concludes by identifying contemporary challenges emerging from the heuristic model offered in The Men and the Boys.
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Laurie, Timothy, Catherine Driscoll, Liam Grealy, Shawna Tang, and Grace Sharkey. "Towards an Affirmative Feminist Boys Studies." Boyhood Studies 14, no. 1 (June 1, 2021): 75–92. http://dx.doi.org/10.3167/bhs.2021.140106.
Full textAbstract:
This critical commentary considers the significance of Connell’s The Men and the Boys in the development of an affirmative feminist boys studies. In particular, the article asks: How can research on boys contribute to feminist research on childhood and youth, without either establishing a false equivalency with girls studies, or overstating the singularity of “the boy” across diverse cultural and historical contexts? Connell’s four-tiered account of social relations—political, economic, emotional, and symbolic—provides an important corrective to reductionist approaches to both feminism and boyhood, and this article draws on The Men and the Boys to think through contrasting sites of identity formation around boys: online cultures of “incels” (involuntary celibates); transmasculinities and the biological diversity of the category “man”; and the social power excercised within an elite Australian boys school. The article concludes by identifying contemporary challenges emerging from the heuristic model offered in The Men and the Boys.
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Gibbs, Kathryn, K. Louise Mercer, and Suzanne Carrington. "The Schooling Experience of Adolescent Boys with AD/HD: An Australian Case Study." International Journal of Disability, Development and Education 63, no. 6 (March 30, 2016): 608–22. http://dx.doi.org/10.1080/1034912x.2016.1164302.
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