Journal articles: 'Boys stories'

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Tutenges, Sébastien, and Sveinung Sandberg. "Bad boys telling sexist stories?" International Journal of Drug Policy 25, no. 3 (May 2014): 348–49. http://dx.doi.org/10.1016/j.drugpo.2014.03.013.

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Murugesu, Jason Arunn. "Both boys and girls tend to write stories about boys." New Scientist 251, no. 3347 (August 2021): 19. http://dx.doi.org/10.1016/s0262-4079(21)01409-3.

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A. Allan, Jonathan, and Cliff Leek. "Boys and Storytelling, Guest Editors’ Introduction." Boyhood Studies 15, no. 1-2 (December 1, 2022): 1–5. http://dx.doi.org/10.3167/bhs.2022.15010201.

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This special issue of Boyhood Studies takes two terms—boys and storytelling—and positions them alongside one another. In some ways, we take seriously Charles Dickens’s oft-quoted notion that “A boy’s story is the best that is ever told.” What does it mean to take the stories of boys and boys’ stories seriously? Are they really among the “best that [are] ever told”? In the space of education, and with declining literacy rates among boys, what does it mean to study storytelling? Or, what might it mean, to borrow a phrase from Carol Mavor (2008), to “read boyishly”? In this special issue, we hoped to bring together scholars working on the relationship between boys and storytelling, to consider the kinds of stories that boys are told, and to also consider the stories that they are not told. Our goal was to consider the importance of storytelling in boys’ lives as well as the importance of the storytelling of boys’ lives. That is, we were interested in boys as both real and embodied, as well as in the fictional boys that populate the literary universe. The issue presented here brings together a host of perspectives that all work to explore and expand the literary and cultural study of boys and storytelling.

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Libby, Marion N., and Elizabeth Aries. "Gender Differences in Preschool Children's Narrative Fantasy." Psychology of Women Quarterly 13, no. 3 (November 1989): 293–306. http://dx.doi.org/10.1111/j.1471-6402.1989.tb01003.x.

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In this study, 22 female and 20 male 3- to 5-year-old children were presented with six story starts and were asked to finish the stories. In their stories, girls introduced significantly more friendly figures who offered assistance; boys introduced significantly more aggressive behavior and attempts to master situations through the use of aggressive activity. Girls told significantly more stories about girls; boys tended to tell more stories about boys. A factor analysis of the coding categories is discussed. The analysis of the fantasy narratives showed boys to be more concerned with coping with aggressive drives and channeling them into attempts at mastery, and girls with caretaking and responding to the needs of others.

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Velasco, Mónica. "Language in Stories for Boys and Girls." Thinking: The Journal of Philosophy for Children 13, no. 2 (1997): 41–44. http://dx.doi.org/10.5840/thinking199713222.

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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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Budziszewska, Magdalena, and Karolina Hansen. "“Anger Detracts From Beauty”: Gender Differences in Adolescents’ Narratives About Anger." Journal of Adolescent Research 35, no. 5 (April 29, 2019): 635–64. http://dx.doi.org/10.1177/0743558419845870.

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In a mixed-design narrative study, we explore how adolescent boys and girls represent experiences of anger and how their narrations are linked to self-esteem and anxiety. Polish teens from three nonurban public schools ( N = 101, 55% female, Mage= 15.5) wrote narrative accounts of their typical anger experience. We use a thematic analysis framework to analyze the patterns in these narratives. Boys and girls told stories within school, family, and relationship contexts. However, boys provided more stories that focused on the theme of everyday incidental instances of anger, whereas girls provided more stories focused on the theme of negative inner experiences. In-depth analysis resulted in the emergence of two complex narrative patterns: Anger as Outburst and Anger as Burden. Anger as Outburst described heated anger related to difficulties in self-control and aggression and was more characteristic of boys. Anger as Burden contained stories of prolonged anger related to negative self-evaluation and was more characteristic of girls. Anger as Burden was also related to higher anxiety and lower self-esteem. We conclude that in the given cultural context, adolescents lack positive narratives to frame their anger adaptively.

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Freeland, Claire A. B., and Ellin Kofsky Scholnick. "The Role of Causality in Young Children's Memory for Stories." International Journal of Behavioral Development 10, no. 1 (March 1987): 71–88. http://dx.doi.org/10.1177/016502548701000105.

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This study investigates the conceptual development underlying story recall. Children's memory for stories was examined as a function of subjects' causal understanding and causal structure in stories. Kindergarteners (64 boys and 64 girls) who had scored either high or low on a causal reasoning pretest heard and recalled two stories representing one of four versions which varied in amount and locus of causality. The results supported a developmental view in which recall performance was a complex interaction between characteristics of the learner and characteristics of the story. Depending on the causal structure of the story, boys and girls high in causal reasoning responded differently in employing two alternative cognitive styles. Boys tended to elaborate more on unstructured material and girls tended to assimilate well-structured text more easily. In contrast, boys and girls low in causal reasoning did not respond differently from each other and were not influenced by the causal structure of the story.

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Widhe, Olle. "Som pojkar går och står." Tidskrift för litteraturvetenskap 43, no. 3-4 (January 1, 2013): 29–44. http://dx.doi.org/10.54797/tfl.v43i3-4.10822.

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Just as Boys Do. Reading, Masculinity, and Genre in Ossian Elgström’s Books for Boys This article seeks to introduce a significant but largely uncharted motif in relation to the understanding of stories for boys: the experience of reading literature within literature (Gelebte Literatur in der Literatur). While stories for boys often present the boy character as an astute and real-world man-in-embryo, who gravitates away from unnecessary reading, they also include the reading of adventure stories as an important boyhood experience. Addressing books written for boys by the Swedish author and illustrator Ossian Elgström (1883–1950), this article suggests that reading as a motif occupies a key function in connection to the imaging of masculinity. In part, the experience of reading about male adventure heroes – and the inclination to play the roles of these heroes – evokes hegemonic masculinity as a scheme, shaping how boy characters behave and interact. Moreover, the motif also establishes a meta-fictional layer in the text with an implicit appeal to masculine solidarity. Finally, this article explores how the relation between reading and play in Elgström’s books may be regarded as defining for the adventure-fiction genre as a whole.

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Lorch, Elizabeth Pugzles, Richard Milich, Rebecca Polley Sanchez, Paul van den Broek, Stacey Baer, Kim Hooks, Cynthia Hartung, and Richard Welsh. "Comprehension of televised stories in boys with attention deficit/hyperactivity disorder and nonreferred boys." Journal of Abnormal Psychology 109, no. 2 (May 2000): 321–30. http://dx.doi.org/10.1037/0021-843x.109.2.321.

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Earle, Rod. "Boys’ zone stories: Perspectives from a young men’s prison." Criminology & Criminal Justice 11, no. 2 (April 2011): 129–43. http://dx.doi.org/10.1177/1748895811398458.

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Meghdari, Sedighesadat, and John Stephens. "CHILDREN’S LITERATURE ABOUT WAR AND THE SHAPING OF CHILDREN’S IDENTITY." Malaysian Journal of Languages and Linguistics (MJLL) 6, no. 1 (February 1, 2017): 63–76. http://dx.doi.org/10.24200/mjll.vol6iss1pp63-76.

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This study aims to investigate the representation of men and women in war children literature in Iran and it tends to show how the kind of representation can influence the children's identity shaping. The study, working through critical discourse analysis, examines ten Persian children’s stories (seven short stories and three longer ones) related to the 1980s Iran-Iraq war and published between 2000 and 2007. This study focused on ‘crying’ as an example and detected how crying, which is a unique human trait and essential need for a child to survive and the first sign of life, becomes a discriminatory term for women, and as a means to reinforce the unequal power relation scale with a male at the powerful end and a female at the powerless end. The participation of Iranian women in the stories has been neglected and they are either excluded (mostly) or included in passive roles that emphasize their weeping for the ‘martyrs’. So ignoring women and girls and emphasizing boys' and even very young boys' presence in the war stories for children can be harmful in identity shaping for both boys and girls.

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Byrd, Janice A., Ahmad R. Washington, Joseph M. Williams, and Christina Lloyd. "Reading Woke: Exploring How School Counselors May Use Bibliotherapy With Adolescent Black Boys." Professional School Counseling 25, no. 1_part_4 (January 1, 2021): 2156759X2110400. http://dx.doi.org/10.1177/2156759x211040031.

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Bibliotherapy is a therapeutic intervention that uses stories and narratives to offer insight about personal dilemmas, teach cultural traditions, and assist in fostering various facets of identity development. For adolescent Black boys, exploring stories with protagonists that look like them, who come from similar cultural backgrounds and contend with familiar social/emotional issues and systemic barriers, stimulates healthy discussions that can increase self-awareness and an understanding about the systemic barriers they navigate. This article provides clear, concise, step-by-step guidelines to assist practicing school counselors in effectively using bibliotherapy with adolescent Black boys.

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Hokanson, Drake. "Small-Town Dreams: Stories of Midwestern Boys Who Shaped America." Annals of Iowa 73, no. 4 (October 2014): 396–98. http://dx.doi.org/10.17077/0003-4827.12161.

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Taylor, Donna Lester. "“Not Just Boring Stories”: Reconsidering the Gender Gap for Boys." Journal of Adolescent & Adult Literacy 48, no. 4 (December 1, 2004): 290–98. http://dx.doi.org/10.1598/jaal.48.4.2.

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Freedman, Alisa. "Stories of boys and buildings: Ishida Ira's4-Teenin 2002 Tokyo." Japan Forum 18, no. 3 (November 2006): 381–98. http://dx.doi.org/10.1080/09555800600947322.

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Escosteguy Carneiro, Maria Inês Neuenschwander. "Three boys and their stories: Atypical eating and primitive relations." International Journal of Psychoanalysis 89, no. 6 (December 2008): 1145–63. http://dx.doi.org/10.1111/j.1745-8315.2008.00097.x.

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Bury, Rhiannon. "Stories for [Boys] Girls: Female Fans Read The X-Files." Popular Communication 1, no. 4 (November 2003): 217–42. http://dx.doi.org/10.1207/s15405710pc0104_2.

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Grabska, Katarzyna. "Lost boys, invisible girls: stories of Sudanese marriages across borders." Gender, Place & Culture 17, no. 4 (July 8, 2010): 479–97. http://dx.doi.org/10.1080/0966369x.2010.485839.

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Cullingford, Cedric. "?The right stuff?: The boys' stories of Percy F. Westerman." Children's Literature in Education 24, no. 1 (March 1993): 53–71. http://dx.doi.org/10.1007/bf01130480.

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Taylor, Katie, Judi Lucas Lesiak, James Carroll, and Walter J. Lesiak. "Kindergartners' Responses to Males in Nontraditional Roles: A Replication of Styer (1975)." Psychological Reports 72, no. 3_suppl (June 1993): 1179–83. http://dx.doi.org/10.2466/pr0.1993.72.3c.1179.

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After listening to 2 stories, William's Doll and Ira Sleeps Over, 2 groups of kindergarten students (22 boys and 27 girls) were questioned about their attitudes toward the nontraditional male roles depicted. A comparison with a 1975 study by Styer suggests that both genders are more accepting of literature portraying boys in nontraditional ways.

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Akram, Zainab, Sadia Suleman Khan, and Maroof Bin Rauf. "English Literature Reading as Gendered Activity at Educational Primary Level." Global Social Sciences Review V, no. III (September 30, 2020): 276–88. http://dx.doi.org/10.31703/gssr.2020(v-iii).29.

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English is the certified language of Pakistan and intermediate of teaching in private schools. Learning an FL might be frustrating and challenging for some young learners. Stories in English as literature are an effective technique to teach young learners. This paper attempts to explore if reading stories in English as part of literature is a gendered activity with differences of interest by boys and girls. The study used a Reading Attitude Survey modified from Downing Object Activity Opinion and the Finnish questionnaire. The findings depict that stories in the schoolbooks are enthusiastic and are suitable according to learners' curiosity and standard. Results further specified that the general mainstream of students understands reading as an action that is more appropriate for girls, thus supportive of the study's hypothesis. The results also suggested that the gender-based insights strengthen with age for both boys and girls.

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Murad, Amna, Ifra Iftikhar, and Abbass Rashid Butt. "Enhancement of empathy in children through interventions." International Journal for Innovation Education and Research 7, no. 12 (December 31, 2019): 36–55. http://dx.doi.org/10.31686/ijier.vol7.iss12.1938.

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This is a quasi-experimental study; a four-month intervention-program designed to boost the empathetic attitude in public school students of Pakistan. The empathy towards bullying was assessed in experimental (199) and control (184) groups. The study had three phases. In the first phase the students were engaged in different activities to foster empathy which established that empathetic score of students increased and the score of bullying tendencies decreased after the use of interventions. The activity began with a story, followed by a group discussion, highlighting the different aspects of human feelings, emotions and behaviors, alongside encouraging children to give their feedback. In the second phase 98 students were selected from treated group, boys (N= 53) and girls (N= 45). Six more interventions were applied including reciting stories, question-answer sessions related to stories, followed by asking about the lessons students learnt from these stories. These conversations ended on brief lectures of trainers about empathy guided by the researcher during the training of trainers. After completion of this session, in the third phae, for qualitative assessment selected students from treated group were asked to write a story about empathy. The study found that the boys and girls grasped the concept of empathy differently. For boys described empathy as being helpful while girls as a means of getting happiness; but both did not associate empathy with kindness. Also, the boys believed that parents are the first to notice changes in their personality while girls think its their teachers. Moreover, for adopting the attitude of empathy, unlike boys, girls showed more collective rather than personalized approach.

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Giler-Giler, Rosa Delfina, Telly Yarita Macías-Zambrano, Leicy Gaudelia Solórzano-Palacios, Walter Roberto Núñez-Pilligua, and Fabian Enrique Vera-Anzules. "Introduction to reading through animation with children's stories." International journal of health sciences 6, no. 3 (November 24, 2022): 1659–70. http://dx.doi.org/10.53730/ijhs.v6n3.13680.

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The intervention of the adult as a mediator with the infant has been widely studied in early childhood, associating an emotional bond of learning through safe communication with the child to promote abilities and skills in different areas, the objective of the study was to identify the Use of children's stories to encourage reading in boys and girls from 12 to 36 months by families. of the initial education centers in the province of Manabí, there is a need to implement strategies that promote the development of language, for this a theoretical framework based on children's stories, reading encouragement, reading routines and language was made, with which an understandable and logical discussion could be established. A field, bibliographical and explanatory investigation with deductive and inductive methods was used, additionally the survey technique applied to 60 members of the parent committee, 74 educators, 60 coordinators of the selected centers, to know aspects relevant to the problems currently faced by boys and girls of these ages, resulting in the need to intervene so that families make use of children's books such as stories to encourage reading in each of the homes of the centers childish.

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김종수. "Representation of "Sea" in Kim Rae-sung's Detective Stories for Boys." Journal of Popular Narrative ll, no. 21 (June 2009): 129–56. http://dx.doi.org/10.18856/jpn.2009..21.004.

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Goodwin, Marjorie Harness. "Tactical uses of stories: Participation frameworks within girls' and boys' disputes." Discourse Processes 13, no. 1 (January 1990): 33–71. http://dx.doi.org/10.1080/01638539009544746.

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W. Messeschmidt, James. "Adolescent Boys, Embodied Heteromasculinities and Sexual Violence." Center for Educational Policy Studies Journal 7, no. 2 (June 30, 2017): 113–26. http://dx.doi.org/10.26529/cepsj.172.

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In this paper the author summarizes several life history case studies of adolescent boys who were identified at school as “wimps” and who eventually engaged in various forms of sexual violence. Such boys rarely are— if at all—discussed in the childhood, education and feminist literatures on sexual violence. The life stories reveal the interrelationship among inschoolbullying, reflexivity, embodied structured action, and the social construction of heteromasculinities in the commission of sexual violence by subordinated boys. The author concludes by considering the implications the research has to the evolving discourses on social scientific conceptualizations of reflexive embodiment and heteromasculinities.

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Gómez, Paz, and June Maker. "What are the themes in young children’s stories? An analysis of the content of children’s written productions." Zbornik Instituta za pedagoska istrazivanja 43, no. 1 (2011): 86–105. http://dx.doi.org/10.2298/zipi1101086g.

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The authors examined themes in written narratives of second grade students including gender and ethnic differences. Eighty-seven stories were considered for this research, six general themes were found, and content and comparative analyses were performed among themes. Children tended to write more frequently about personal experiences and activities, and about settings that involved nature and animals; however, interactivity and social context was almost always present in children?s stories. Boys and girls tended to write about almost the same topics, with a higher tendency of girls to write about family including female characters performing gender-oriented tasks. Finally, the researchers found some ethnic differences in children?s stories, especially fantasy stories, nature, and family.

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Fraustino, Lisa Rowe. "The Encyclopedia of Girls' School Stories, and: The Encyclopedia of Boys' School Stories (review)." Children's Literature Association Quarterly 27, no. 1 (2002): 47. http://dx.doi.org/10.1353/chq.0.1646.

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Yuzawa, Miki, and Masamichi Yuzawa. "Roles of Outcome Expectations and Self-Efficacy in Preschoolers' Aggression." Psychological Reports 88, no. 3 (June 2001): 667–78. http://dx.doi.org/10.2466/pr0.2001.88.3.667.

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The present study examined preschool boys' beliefs for the outcome of aggression and their perceptions of self-efficacy for aggressive behaviors. 23 preschoolers (mean age 6.3 yr.; 12 aggressive boys and 11 nonaggressive boys) were presented stories about provocative situations and asked about three expectations for aggression: positive outcomes, peer rejection, and morality. Another 18 preschoolers (mean age 6.3 yr.; 9 aggressive boys and 9 nonaggressive boys) rated their self-efficacy for four strategies: aggression, verbal persuasion, seeking help from a teacher, and withdrawal. Aggressive preschoolers did not expect a negative outcome in the form of peer-rejection in response to aggression as much as nonaggressive boys, although the groups did not differ in their expectations of positive outcomes and morality. Also, aggressive preschoolers were more confident about aggression in situations including teasing or criticism but less confident about verbal persuasion than nonaggressive preschoolers.

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Kalliopuska, Mirja. "Hostility of Asocial Youth as Measured by the Tat and Rorschach." Perceptual and Motor Skills 74, no. 2 (April 1992): 563–66. http://dx.doi.org/10.2466/pms.1992.74.2.563.

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23 boys and 13 girls, aged 13 to 17 yr., from two homes for delinquents were given the Thematic Apperception Test. Girls were also given the Rorschach. The 1960 Hafner and Kaplan TAT and Rorschach hostility indices were related to the 1977 Luukkonen indices (aggression-inward, aggression-outward, fantasy-aggression, oral, anal and phallic content), to the Pruitt and Spilka empathy index, and to the Neiger reality index. The TAT hostility index for boys was significantly higher than that for girls; boys expressed more physical and girls more verbal hostility in TAT stories. On the Rorschach, aggression outward and inward correlated significantly with Rorschach hostility, phallic and oral themes.

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Berry, Robert Q. "Access to Upper-Level Mathematics: The Stories of Successful African American Middle School Boys." Journal for Research in Mathematics Education 39, no. 5 (November 2008): 464–88. http://dx.doi.org/10.5951/jresematheduc.39.5.0464.

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This article is about 8 African American middle school boys who have experienced success in mathematics. Working within a phenomenological methodological framework, the researcher investigated the limitations these students encounter and the compensating factors they experience. Critical race theory was the theoretical framework for this study; counter-storytelling was utilized to capture the boys' experiences, which is in stark contrast to the dominant literature concerning African American males and mathematics. Five themes emerged from the data: (a) early educational experiences, (b) recognition of abilities and how it was achieved, (c) support systems, (d) positive mathematical and academic identity, and (e) alternative identities.

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Akyuz, Selin, and Özgün Tursun. "When Syrian ‘Girls’ Meet Turkish ‘Boys’: Mapping Gendered Stories of Mixed Marriages." Middle East Critique 28, no. 1 (January 2, 2019): 29–49. http://dx.doi.org/10.1080/19436149.2018.1549215.

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Christine Doyle. "Flicka and Friends: Stories of Horses and of Boys Who Loved Them." Children's Literature Association Quarterly 33, no. 3 (2008): 280–303. http://dx.doi.org/10.1353/chq.0.0016.

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Aitchison, David. "Giving Education a Bad Name: Bookish Boys in Contemporary American School Stories." Children's Literature in Education 49, no. 1 (February 12, 2018): 47–60. http://dx.doi.org/10.1007/s10583-018-9346-x.

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Reichert, Michael C., and Richard Hawley. "The Primacy of Relationship in Teaching Boys." Boyhood Studies 5, no. 1 (March 1, 2011): 36–51. http://dx.doi.org/10.3149/thy.0501.36.

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In a large-scale survey of effective teaching practices with boys conducted in 2008 across 18 schools in 6 different English-speaking countries, we collected lessons in a wide variety of subject areas (math, literature, science, art) shaped to fit boys’ particular learning needs and preferences. At a time of widely-published claims about boys’ relative failure to thrive in contemporary school settings, we surveyed schools dedicated to boys in particular—boys’ schools—in hopes of discovering the outlines of a pedagogy that might have broader relevance for boys everywhere. Nearly 1,000 teachers responded with detailed descriptions of teaching approaches that succeeded in engaging boys. Boys themselves—1,500 of them, aged 12-19—corroborated the features of effective instruction reported by their teachers. We suggest that the practices identified were “chafed” into being by sustained interactions between teachers and their male students. In this mutually-attuned, coordinated interaction between boy learner and adult instructor, we found qualities of responsiveness and connection echoing regulatory communication commonly associated with earlier periods in child development. Given current concerns about widespread gaps in many boys’ school performance, these stories affirming educational relationships could point the way to a clearer understanding of how best to engage boys in scholastic endeavor.

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Bucknor, Michael A. "Austin Clarke’s “Saga Boys”: Black Aesthetics as Epistemology?" TOPIA: Canadian Journal of Cultural Studies 42 (May 2021): 76–95. http://dx.doi.org/10.3138/topia-42-007.

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Austin Clarke in Nine Men Who Laughed and Ebony Patterson in her Gangstas for Life series both inspire an investigation of the way in which the “Black dandy” is an index of Black aesthetics as epistemology. Via a dialogue between Clarke’s Black male dandies of the post 1960s Toronto in his short stories and Patterson’s visualizations of the post 1980s dancehall dandies in Kingston, this article argues that Afro-Caribbean invocations of the Black dandy is more than fashion statement; it is epistemological stance. I am deliberately tracing a connection between dancehall dandies and Clarke’s saga boys in order to first show the legacy and consonance of Clarke’s work in Black epistemological thought as well as to indicate the trans-historical reach of the unfinished re-humanization project for Black subjects.

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Tarulli, Laurel. "Readers' Advisory: Bad Boy Romances: Biker Boys and Mobster Royalty." Reference & User Services Quarterly 56, no. 4 (June 21, 2017): 245. http://dx.doi.org/10.5860/rusq.56.4.245.

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There is no question that the romance genre continues to grow in popularity. In part, this is because romance writers have been quick to explore new avenues for their stories. Here, column editor Laurel Tarulli takes a look at one of the newest trends in romance fiction: bad boy romances. While there have always been some dodgy romance heroes, Tarulli notes the rapid rise of bikers and Mafiosi as romance leads. Tarulli discusses the elements of this increasingly popular subgenre of romance and offers the readers’ advisor some sound advice on working with romance readers.—Barry Trott, RUSQ editor

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Torday, D. "Young Boys and Old Lions: Fatalism in the Stories of Edward P. Jones." Literary Imagination 11, no. 3 (January 1, 2009): 349–65. http://dx.doi.org/10.1093/litimag/imp027.

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Karen Coats. "You Don't Even Know Me: Stories and Poems about Boys (review)." Bulletin of the Center for Children's Books 63, no. 7 (2010): 286. http://dx.doi.org/10.1353/bcc.0.1574.

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Chamandar, Fateme, and D. Susan Jabbari. "Analysis of Component of Aggression in the Stories of Elementary School Aggressive Children." Journal of Education and Learning 6, no. 2 (January 16, 2017): 187. http://dx.doi.org/10.5539/jel.v6n2p187.

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The purpose of this study is the content analysis of children’s stories based on the components of aggression. Participants are 66 elementary school students (16 girls and 50 boys) selected from fourth and fifth grades, using the Relational and Overt Aggression Questionnaire; completed by the teachers. Draw a Story Test (Silver, 2005) is administered to select aggressive children who narrates stories based on their drawn pictures in response to DAS pictures. DAS Test consists of a series of figures which children respond by drawing a picture and telling a story related to the picture. This provides us with the information about their self image and emotional content. After deciding the components of aggression based on theories of Crick et al. (1997), and Crick and Dodge (1996), the stories are analyzed using the quantitative content analysis technique. The results reveals that the narrated stories of aggressive children have engagement ratio of 1.62, which means more than 50% of children showed aggressive components. The highest frequency of aggression in their stories is related to murdering, killing and hurting others.

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Raffaelli, Marcela, Maria I. Iturbide, Miguel Angel Saucedo, and Lorraine Munoz. "You Hear Stories About What They Did and It Makes You Go “Wow”: Adolescents Narrate and Interpret Caregiver Stories About a Difficult Time." Journal of Adolescent Research 32, no. 5 (September 26, 2016): 536–58. http://dx.doi.org/10.1177/0743558416670008.

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This study examined how adolescents recall and interpret caregivers’ personal stories about a difficult time. Respondents were 49 ethnically diverse adolescents ( M = 15.76 years; 63% girls; 53% from immigrant families). Analyses examined story features (topic, narrator, elaboration, and meaning) and variations due to gender, age, and immigrant background. Four overarching topic categories were identified: family hardship (39.5%), caregiver’s personal problems (25.6%), family interactions and dynamics (20.9%), and interpersonal situations outside family (14%). Youth extracted a variety of personal lessons from caregiver stories, with meanings differing across some topic categories (e.g., stories about family hardship typically emphasized that youth should persevere/work hard). Story features differed based on characteristics of storyteller and listener, particularly gender and immigrant background. For example, adolescents (particularly girls) were most likely to narrate a story heard from their mother, and more boys than girls retold stories emphasizing perseverance and hard work. Adolescents from immigrant families told stories that were more elaborated than those told by nonimmigrant youth, and stories told by caregivers reflected unique life experiences and goals. Findings contribute to the literature on family storytelling and have implications for future research and practice with diverse populations.

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Humphries, Jane. "Girls and their families in an era of economic change." Continuity and Change 35, no. 3 (December 2020): 311–43. http://dx.doi.org/10.1017/s0268416020000247.

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AbstractThe paper uses autobiographical accounts by 227 working women alongside a larger sample of men's life stories to compare girls’ and boys’ experiences of first jobs, schooling and family life in the late eighteenth and early nineteenth centuries. It asks whether girls were disadvantaged in seizing the opportunities and fending off the threats to wellbeing occasioned by economic change. Girls were more likely than boys to experience sexual harassment and this constrained the ways in which they could earn a living and live their lives. Fathers as breadwinners merited respect and often affection, but it was mothers with whom girls identified.

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Shary, Timothy. "Introduction." Boyhood Studies 8, no. 2 (September 1, 2015): 1–4. http://dx.doi.org/10.3167/bhs.2015.080201.

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These are ripe times to study boyhood in cinema. Even though male characters have undoubtedly dominated cinema roles from the start, boys’ stories have not been consistently produced or appreciated. Since the publication of Where the Boys Are: Cinemas of Masculinity and Youth, a collection edited by Murray Pomerance and Frances Gateward in 2005, there has been increasing academic interest in boyhood representation through movies, as demonstrated by the articles collected here. This interest follows the expansive concerns of pop psychology texts at the turn of the century that took up the political and emotional consequences of boys’ behavior, such as Real Boys: Rescuing Our Sons from the Myths of Boyhood by William Pollack (1999), Raising Cain: Protecting the Emotional Life of Boys by Dan Kindlon and Michael Thompson (2000), and The War Against Boys: How Misguided Feminism is Harming Our Young Men by Christina Hoff Sommers (2001).As is evident in their titles, this research joined the chorus of a prevailing masculinity in crisis theme that has permeated gender studies in recent years: boys have been troubled by the pressures of patriarchy, the demands of feminism, and the culture of capitalism, and thus are in need of rescue and protection from these influences.

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Pirtle, Jody, and June Maker. "A qualitative analysis of kindergarteners’ open-ended drawing and story telling opportunities." Zbornik Instituta za pedagoska istrazivanja 44, no. 1 (2012): 144–62. http://dx.doi.org/10.2298/zipi1201144p.

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The purpose of this study was to identify and examine the themes in the written productions of 114 kindergarten students. Participants were from two schools in different regions in the United States and were given an open-ended opportunity to draw and subsequently dictate a story. Content analysis was performed and six themes emerged: (a) family, (b) inanimate objects/personal belongings, (c) activities/events, (d) fantasy stories, (e) self-talk/reflection, and (f) nature/outdoors. Comparative analysis was performed for both gender and ethnicity and few differences were found between boys? and girls? stories or across ethnicities. Recommendations were included for teachers and families to allow young children more open-ended literacy opportunities and future research to analyze children?s drawings and stories between classrooms and across grade levels were included.

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Schmid, Pia. "Didactics of Piety in Children’s Edifying Literature in the Early 18th Century." Zutot 16, no. 1 (March 14, 2019): 55–67. http://dx.doi.org/10.1163/18750214-12161004.

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Abstract This article focuses on an aspect of Pietist education that may be regarded as a reform, namely a new way of upholding the role model to educational ends – or, more simply put, of teaching by example. This new approach to the example, according to my thesis, manifests itself in an implicit, narrative didactics of piety. This will be illustrated by reference to a popular genre of children’ and young people’s literature dating from the 17th and 18th centuries, namely ‘exemplary children’s stories’ (Kinderexempelgeschichten). Such stories consist of biographical model narratives concerning exemplary pious boys and girls. To demonstrate how this implicit, religious didactic was made explicit, I draw on the text ‘Christliche Lebens=Regeln’ (Christian Rules of Life), which was especifically conceived as a systematic elucidation of exemplary stories.

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Karlsdottir, Kristin, and Johanna Einarsdottir. "Supporting democracy and agency for all children: The learning stories of two immigrant boys." Contemporary Issues in Early Childhood 21, no. 4 (December 2020): 325–39. http://dx.doi.org/10.1177/1463949120978472.

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The aim of this article is to explore democracy and agency for children with diverse backgrounds in Icelandic early childhood education and care. In the last decade, Icelandic society has become more multicultural, as reflected in the increasing number of children in preschools with a home language other than Icelandic. Hence, this article also aims to promote a discussion of how Nordic traditions can be reflected in preschool practice, especially in relation to multicultural education. The ideas, theories and methods when multicultural education is planned seek support from similar concepts, such as democracy, power relations, social justice and children’s agency. The learning stories of two boys with a cultural background other than Icelandic were documented in accordance with the New Zealand curriculum, Te Whāriki, illustrating the boys’ communication and power relations in their preschools by foregrounding their competencies. The study supports other research showing that immigrant children struggle as they participate in play and are sometimes on the verge of being marginalized in their preschool group. The findings reveal that, in the boys’ learning stories, their competence appeared clearly – they were seen to develop their participation and sometimes their agency emerged. The power relations in their groups were not in their favour; they were marginalized in the group of children. These results suggest that, in line with Nordic policy, preschool teachers might work against the marginalization of children from multicultural backgrounds by building on children’s competencies, listening to them, and relying on their ways to interact and find solutions.

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Valadão Dias, Filomena, Raquel V. Oliveira, Isabel Leal, and João Maroco. "Positive and Negative Thoughts in Ambiguous Anxiety-Related Stories: The Child’s Perspective." Psychology, Community & Health 4, no. 1 (March 31, 2015): 53–64. http://dx.doi.org/10.5964/pch.v4i1.114.

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AimTo evaluate the presence/absence, frequency of cognitive products (positive, negative and neutral thoughts) in a Portuguese community sample of children aged 10 and 11 years.MethodA total of 274 children participated in this study, 151 girls and 123 boys, from the 5th and 6th grades, aged 10 and 11 years. Cognitive products were accessed through children’s cognitive responses to the Nine Ambiguous Stories.ResultsThe answers to the nine stories produced 6,633 thoughts (positive - 2,570, negative - 4,063, neutral - 32). The number of positive and negative thoughts varied according to the stories. The absence of either positive or negative thoughts was observed in a very small number of children. The simultaneous presence of positive and negative thoughts per child occurred in all stories. More than half of the children showed more negative thoughts in all stories except for stories 2 and 6.ConclusionThe results of this study contribute to the understanding of cognitive development of children, based on what is known and observed in the child and calls attention to the importance of the research of positive and negative content of thoughts shown by children and their impact on childhood anxiety.

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Pohárnok, Melinda, and András Láng. "Gender differences in mother-child conversations about shame and pride in a Hungarian sample." Europe’s Journal of Psychology 17, no. 2 (May 31, 2021): 58–74. http://dx.doi.org/10.5964/ejop.2859.

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Although meta-analytic reviews repeatedly found significant gender differences in the experiences of shame and pride throughout the life span, to date, gender differences in conversations about these emotions have not been studied. Our research was aimed at investigating the effect of child gender on maternal conversational style in and emotional content of mother-child conversations about shame- and pride-related past events in preschool years. Fifty four mother—preschool child dyads (52% girls, children’s age M = 70.36 months [SD = 8.13], mothers’ age M = 37.51 years [SD = 3.70]) from middle class Hungarian families were asked to talk about two past events, one in which children felt ashamed, and one in which they felt proud. The conversations were transcribed and coded for maternal conversational style and for emotional content. Maternal conversational style was indicated by maternal elaboration and evaluation of the child’s contributions. Emotional content was indicated by specific emotion terms, emotional behavior and emotional evaluations. In mother-son shame conversations, we found higher amount of negative emotional behavior. Boys also had longer conversations with their mothers, and mothers used more open-ended memory questions and more repetitions with boys in both shame and pride conversations. Girls had shorter contributions to pride stories than to shame stories, which was not the case for boys. Exploration of verbal socialization of shame and pride helps us to understand the development of individual differences in proneness to self-conscious emotions, and their implications for mental health.

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Griesmer, Dan. "Small-Town Dreams: Stories of Midwestern Boys Who Shaped America by John E. Miller." Ohio History 123, no. 1 (2016): 101–2. http://dx.doi.org/10.1353/ohh.2016.0011.

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Journal articles on the topic 'Boys stories'

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