Dissertations / Theses on the topic 'Boys'
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Lo, Ping-hang. "Boy scout New Territories regional headquarters." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25954994.
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Hartley, Bonny. "Why boys will be boys: stereotype threat and boys' academic underachievement." Thesis, University of Kent, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.592669.
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This thesis examines whether stereotype threat contributes to boys' relative academic underachievement, whereby negative expectations about gender and performance become self-fulfilling. I present five studies that determine the role that stereotype threat plays in boys' academic underachievement. I begin by exploring children's and adults' acquisition and awareness of a stereotype that boys are academically inferior to girls. I then determine whether this stereotype impairs boys' academic performance, and whether it is possible to counteract these effects. My first empirical chapter documents the existence of a stereotype which portrays boys as inferior students to girls. Study I (n = 238) examined the age at which primary school children acquire the stereotype that boys have poorer scbool conduct and achievement compared to girls, and perceive that adults also endorse this stereotype. Results showed that girls from age 4 and boys from age 7 believed, and thought adults believed, that boys are academically inferior to girls. Study 2 (n = 121) determined that one of the most relevant sections of the population for children - teachers - endorse similar stereotypes about young male academic inferiority, and perceive that children share this belief Study 3 (n = 123) established that this stereotype portraying males as inferior students is endorsed in the wider population outside the specific school context. More specifically, university students endorsed stereotypes which portray female university students as academically superior to male students, and meta-stereotypes that lecturers share this belief. Similarly, they stereotyped schoolgirls as academically superior to schoolboys, and believed that school children perceive girls as superior students. This study also explored how sexist ideologies may influence perceptions of male vs. female academic superiority. My second empirical chapter examines how these gendered academic stereotypes may affect primary school children's test performance. Study 4 (n = 162) tested whether boys are vulnerable to stereotype threat effects by examining whether a message distilling this cultural stereotype influences their performance. Informing children (aged 7-8 years) that boys tend to do worse than girls at school hindered boys' performance on reading, writing. and maths tests compared to a control group who did not receive this information. Girls' performance was unaffected. Study 5 examined whether it is possible to nullify stereotypes about male academic inferiority by informing children aged 6-9 (n~ 184) that boys and girls were expected to perform equally well. This improved the performance of boys and did not affect that of girls. Taken together, these studies document the important role that stereotype threat may play in boys' academic underachievement. The findings advance the educational literature regarding the causes of and solutions to boys' underachievement, and extend the social psychological literatures on gender stereotyping and stereotype threat to this new domain. The educational literature and policy regarding boys' academic underachievement has been dominated by ===assumptions that boys are different from girls in essentialist, often biological tenns, whereas I examine this issue from a social constructionist perspective. Since children are not born with academic gender stereotypes, they must be receiving social cues that girls are stronger academically and expected to do better than boys - cues that can be made salient or diffused. This thesis provides the first evidence as to when gender stereotypes about male academic inferiority develop in childhood, how they may threaten school perfonnance, and how they may be made the focus of remedial interventions.
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Bitter, James. "Boy Smarts: Mentoring Young Boys in School: A Review." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/6072.
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Honea, Benjamin D. "Comanche Boys." UKnowledge, 2016. http://uknowledge.uky.edu/english_etds/44.
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Comanche Boys is a novel that was written and revised during Benjamin Honea’s time at the University of Kentucky. The novel focuses on Brandon, who lives in rural southwest Oklahoma, and how the arrival of two people in his life, one old and one new, changes his future irrevocably. Taking place at the intersections of modern American and Native American life, the narrative explores history, culture, mythology, faith, despair, racism, poverty, vengeance, and justice. The struggles of the past and present, the lost and reclaimed, propel and pervade the lives of the characters.
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Reges, Marcelo. "Brazilian boys." Florianópolis, SC, 2004. http://repositorio.ufsc.br/xmlui/handle/123456789/87573.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Filosofia e Ciências Humanas. Programa de Pós-Graduação em Antropologia SocialMade available in DSpace on 2012-10-21T22:16:33Z (GMT). No. of bitstreams: 1 200089.pdf: 1665538 bytes, checksum: 34fd772ae09ad26d0db956a3f3c81d30 (MD5)
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Mueller, Jonas. "The Boys' Republic." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5345.
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The young men in The Boys' Republic live in a world that is continually falling apart. Their houses collapse into sinkholes, forest fires carve out chunks of their towns, plague spreads through their communes, the money runs out on the construction project where they work. This decay mirrors their own collapsing identities, as they are forced to question their mastery of nature, their nostalgia for their youth, their relationships with others, and the value of masculinity itself. Drawing on the work of writers like Dennis Cooper, Flannery O'Connor, and Benjamin Percy, The Boys' Republic depicts men in the midst of both an economic and an emotional recession. Some, like Carson in Hotel or Zachary in Ignus Fatuus, are trapped in their decaying suburbs by youth, poverty, or habit. Others, like Jared in Corona Radiata or Nick in The Boy's Republic, have fled or been ejected from them. Either way, they are haunted by them, and by the selfish, insecure, destructive behavior that they learned there. The Boys' Republic is about boys confronting their own selfishness, and each other's, in a world that can no longer accommodate it but offers no easy replacement.M.F.A.
Masters
English
Arts and Humanities
Creative Writing
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Minor, L. Alvis. "Wet, wet boys." Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2332.
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Stump, Brandon, and Brandon Stump. "The Palimpsest Boys." ScholarWorks@UNO, 2017. https://scholarworks.uno.edu/td/2434.
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Tumarirungu, Patricia, and Victor Jonasson. "Hegemonisk maskulinitet bland Boys : En tematisk studie kring hegemonisk maskulinitet i Boys." Thesis, Stockholms universitet, JMK, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-125590.
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Genom denna studie har vi för avsikt att få en större förståelse kring gestaltningen av maskulinitet. Detta kommer vi att uppnå genom att analysera samtida medierepresentationer av män, i form av tv-serien Boys. Syftet med studien blir således att undersöka hur maskulinitet gestaltas i Boys. De teoretiska begrepp som kommer användas i studien är hegemonisk maskulinitet och homme-com, där vi med hjälp av en tematisk analys kommer studera fyra avsnitt från serien. Den tematiska analysens fria karaktär i det att den tillåter forskaren att använda olika teoretiska ramverk var en bidragande orsak till valet av metod. Analysen har varit driven av en induktiv karaktär då vi förvisso har med teman som kommer från våra frågeställningar men vi har även med andra teman som fått vår uppmärksamhet under analysens gång. I serien Boys uttrycks en intimitet och känslomässig relation mellan karaktärerna, där vi kan se en mansroll under förändring. Det är inte så enkelt som att säga att det finns en hegemonisk maskulinitet i tv-serien Boys. Det finns snarare flera olika nyanser av maskulinitet representerade i serien. Vissa av dem uppmuntrar utåt sett jämställdhet, men reproducerar emellertid ändå patriarkala ideologier, om än omedvetet. Detta trots deras intention att motarbeta dessa krafter. Därför landar en av de viktigaste slutsatserna kring serien i att hegemonisk maskulinitet är ett mer komplext begrepp än vad som tidigare diskuterats. Det finns därför ett behov av att forska vidare kring ämnet för att kunna slå fast exempelvis vad som egentligen utgör en hegemonisk maskulinitet.
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Carmickle, Justin. "Beautiful Boys: A Novel." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3800.
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A contemporary novel spanning thirteen years in the lives of an Indiana family. A boy enters abusive relationships with men in the belief he does not deserve love, a woman abandons her only son because of her alcoholism, a gay father learns to navigate the line between his personal life and that of being a parent. A story in which a family learns to grow, to mature, to forgive their past mistakes and exorcise the demons that haunt them.
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Nightingale, Fay. "What about the boys? : dominant masculinity and government policy effect on boy's education /." Title page, contents and abstract only, 1998. http://web4.library.adelaide.edu.au/theses/09AR/09arn6881.pdf.
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Leppälä, Marko. "Boys will be boys : några exempel på hur kön konstrueras i en skola." Thesis, Linköping University, Department of Thematic Studies, 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-1208.
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Denna studie med titeln ”Boys will be boys - några exempel på hur kön konstrueras i en skola” är en kvalitativt inriktad studie där intervjuer och observationer har legat till grund för resultatet. Analysarbetet har skett utifrån olika teorier om hur kön konstrueras och befästs i samhället. Syftet med undersökningen var att se hur några lärare ser på kön och vilka konsekvenser detta får för verksamheten i skolan. Lärarna tyckte sig se skillnader mellan könen och dessa förklarades bero på både sociala faktorer och biologiska skillnader. Det visade sig också att lärarnas medvetenhet att uppmärksamma flickor lika mycket som pojkar inte alltid fungerade i praktiken.
This study ”Boys will be boys – a few examples of construction of gender in a school”, is a qualitatively focused study where the result has been based upon interviews and observations. In the study of analysis different theories of how gender is constructed and established in society, have been used. The purpose for my inquiry was to find out how a few teachers regarded gender and what the consequenses were on the work in school. The teachers thought they saw differences between the sexes and these were explained to be due to both social factors and biological differences. It also turned out that the teachers awareness of noticeing girls as much as boys did not always work in reality.
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Pointet, Andrew John. "Boys and achievement : a case study investigation into boys' achievement at secondary school." Thesis, University of Southampton, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.427709.
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Gerdin, Göran. "Boys will be boys? Gendered bodies, spaces and dis/pleasures in Physical Education." Doctoral thesis, University of Auckland, New Zealand, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45615.
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In this thesis I argue that in order to change the social influence of dominant discourses of gender in PE, which have previously been subject to sustained critique, there is a need to examine the discourses that constitute pleasure within PE. Such an examination is justified due to the broad social significance of pleasure but specific absence of empirical investigations within PE. My prime research questions, accordingly, asked: (i) How do boys’ performances of gender in PE articulate with dis/pleasures? (ii) How are spaces and bodies implicated in these performances? These questions were answered via ethnographic data, generated through a participatory visual research approach (Pink, 2007), involving observations, video recordings, focus groups and individuals interviews, with 60 Year 10 (ages 14-15) boys participating in PE at a single-sex boys’ secondary school in Auckland, New Zealand. In order to interpret the visual and verbal data I utilised the works of Michel Foucault and Judith Butler to explore how pleasures work as the productive effect of power (Foucault, 1985). The findings suggest that pleasures are produced in PE when boys perform gender in a way that typically conforms to discourses related to fitness, health, sport and masculinity. Beginning with a spatial analysis, I highlight how the boys derive pleasures from the power articulated in and through the performative spaces (Gregson & Rose, 2000) of PE. This exploration is extended further to a study of the discourses of PE that have co-produced these pleasures. Finally, the thesis demonstrates the materialisation (Butler, 1993) of pleasurable bodies within the discursive practices of boy’s PE. This thesis illustrates how boys’ performances of gender in PE can, correspondingly, be understood as a co-construction of pleasures, spaces and bodies, where each depends on the other so, that they are constituted reciprocally. I argue that this reciprocal constitution can be problematic as the gendered pleasures can ‘lock’ PE into ‘traditional’ forms that legitimate and produce inequitable sets of gendered power relations. That is, the discourses and relations of power in boys’ PE that produce certain pleasures can, at times, also induce dis/pleasures (e.g. as associated with exclusion, humiliation, bullying and homophobia). In sum, this thesis draws attention to pleasures as an educational, productive practice in boys’ PE while at the same time offering a critique of such pleasurable moments within this context. PE teachers need to be aware that they are not only enabling students’ experiences of pleasures, but they are also influential in (re)producing gendered understandings about the dis/pleasures of learning in, through and about movement in PE.
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Toussaint, Julian. "Time for the boys? : gender equity policy, masculinities and the education of boys." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16012/1/Julian_Toussaint_Thesis.pdf.
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Since the early 1990s, there has been an increasing focus on the education of boys in the media, impacting more recently on education policy processes. Some previous research has documented the background to this focus, including the impact on earlier policies and programs addressing the education of girls. However, the ways in which discourses about masculinity have informed gender equity policies in education have not been analysed at a fine-grained level. This study identifies the major perspectives involved in debates about the education of boys, and the various discourses informing them 1) advocates for boys' perspectives informed by discourses including biological essentialism and anti-feminism; 2) feminist and profeminist perspectives and discourses; and 3) social psychological perspectives and discourses. A theoretical framework for understanding discourse and policy, as well as gender and masculinities is developed, drawing on critical discourse theory and theories about gender relations. Using critical discourse analysis, drawing on the work of Fairclough, I analyse the discourses about masculinity informing two recent policy documents: Gender Equity: A Framework for Australian Schools and Education Queensland's Boys Education Strategy. The study found that the Gender Equity Framework was primarily informed by (pro)feminist discourses, although advocates for boys discourses informed the Framework in significant ways as well. The Boys Education Strategy, while primarily framed by advocates for boys' discourses, was largely informed by (pro)feminist discourses at the micro level. In both cases, discourses marginalised in the broader culture and in the debates generally, such as those associated with marginal sexualities or minority cultural groups, were found to be marginal. These findings have implications for policy and policy processes, gender equity policy and for teacher education. In particular there is a need for further research on the role of the media in policy processes as well as work on developing teacher understanding of and responses to policy processes and the construction of gender and masculinities.
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Toussaint, Julian. "Time for the boys? Gender equity policy, masculinities and the education of boys." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16012/.
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Since the early 1990s, there has been an increasing focus on the education of boys in the media, impacting more recently on education policy processes. Some previous research has documented the background to this focus, including the impact on earlier policies and programs addressing the education of girls. However, the ways in which discourses about masculinity have informed gender equity policies in education have not been analysed at a fine-grained level. This study identifies the major perspectives involved in debates about the education of boys, and the various discourses informing them 1) advocates for boys' perspectives informed by discourses including biological essentialism and anti-feminism; 2) feminist and profeminist perspectives and discourses; and 3) social psychological perspectives and discourses. A theoretical framework for understanding discourse and policy, as well as gender and masculinities is developed, drawing on critical discourse theory and theories about gender relations. Using critical discourse analysis, drawing on the work of Fairclough, I analyse the discourses about masculinity informing two recent policy documents: Gender Equity: A Framework for Australian Schools and Education Queensland's Boys Education Strategy. The study found that the Gender Equity Framework was primarily informed by (pro)feminist discourses, although advocates for boys discourses informed the Framework in significant ways as well. The Boys Education Strategy, while primarily framed by advocates for boys' discourses, was largely informed by (pro)feminist discourses at the micro level. In both cases, discourses marginalised in the broader culture and in the debates generally, such as those associated with marginal sexualities or minority cultural groups, were found to be marginal. These findings have implications for policy and policy processes, gender equity policy and for teacher education. In particular there is a need for further research on the role of the media in policy processes as well as work on developing teacher understanding of and responses to policy processes and the construction of gender and masculinities.
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Garcia-Santos, Marina. "What about the boys in school?Exploring the underachievement of boys in compulsory schools." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36457.
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The underachievement of boys in school seems to be the general norm in many countries. Many studies have tried to find the key to this problem; still, no one seems to have found it. Studies about brain research, boys’ attitudes or motivation are trying to find the final solution and the appropriate strategies to address the problem. This degree project has chosen to explore if single-sex classrooms can enhance boys’ achievement in the language classrooms. Many scholars seem to be convinced that single-sex teaching can be the solution of the underachievement of the male students in compulsory schools. However the findings of this degree project show that more work must be done in this field to accept single-sex teaching as the solution to close the gender gap. Many recent articles, books and documents about the actual topic have been reviewed to give some light to this degree project.
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Ranung, Moa. "Boy You Thinspire Me : The Website and Forum Boys With ED (Eating Disorders)." Thesis, Södertörns högskola, Institutionen för kultur och kommunikation, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-16378.
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The aim of this study has been to highlight the website and forum Boys With ED (Eating Disorders), to give us a deeper understanding of the structure, content and member activity as it is seen at the forum, and to show how these aspects interplay with each other. The report is divided into two parts. Part one is about Internet theory and practice. By having had a closer look at how the forum is structurally built up, with regard to the services, guidelines and functions, information is given regarding how the platform itself might affect the member activity held there. The question whether participation at the forum might enhance extreme views among its members has been answered, as well as how the members choose to integrate media material from other resources. Different general traits of Internet use has been related to the forum Boys With ED, as well as theory regarding focus on information or focus on virtual togetherness within a virtual sphere. Part two is about body image theory, masculinity theory and identity theory, since the members of Boys With ED post content related to these issues at the forum. The study of Boys With ED has been conducted by using a combination of virtual ethnography and thematic analysis. The platform's functions and the content of it have been studied. Through the reading of the discussion threads during one month's time, themes have been extracted. The findings show that Boys With ED has many of the possible functions and services an Internet community can have, but it is clear that the participating members' activity is more about discussions with likeminded than using the platform's different functions or integrating media material. The forum can in many ways be considered as a Pro-Ana forum, and members are at risk of getting more extreme views while participating at the forum. At the same time, the members display concerns regarding other members' health, and some of them write they wish other members to recover from their eating disorder. The members display different traits of Internet use, and post plenty of information regarding eating disorder related issues, as well as comments probably posted in order to support and/or motivate each other. They also display occupation with body image issues, and seem to connect their identities tightly to their bodies. In addition, their wish for a thin body can be said to go against the concept of hegemonic masculinity.Article manuscript 7,5 hp part of degree. Boys with ED (Eating Disorders) online
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Wesley, John. "Mulcaster's boys : Spenser, Andrewes, Kyd." Thesis, St Andrews, 2008. http://hdl.handle.net/10023/602.
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Tung, Siu-man Simon, and 董少文. "Redevelopment of Diocesan Boys' School." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B3198485X.
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Tung, Siu-man Simon. "Redevelopment of Diocesan Boys' School." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25946171.
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Björk, Lisa, and Elin Kjörrefjord. ""Boys will be boys" : En diskursanalytisk studie om hur förvaltningsrätten konstruerar kön i 3§ LVU." Thesis, Stockholms universitet, Institutionen för socialt arbete - Socialhögskolan, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-140485.
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This study examines how gender is discursively constructed in decisions by the administrative court in Stockholm regarding the care of young persons act. Previous studies have shown a great division in how girls and boys in child welfare have been treated in Sweden. The aim of this study is to investigate whether gender is still a factor in judgments from the administrative court, examine how gender is constructed and to what consequences this can lead. The empirical material consists of six judgments from the administrative court. To analyze how gender is constructed a discourse analytic tool is used. One result is, contrary to previous studies, that boys’ sexual behaviour can also be considered a problem. The focus for boys’ sexual behaviour is, however, their actions towards others, while girls’ sexual behaviour is considered a danger towards themselves. The girls are also described in more detail and their anti-social behaviour is constructed as more severe, even though the boys are described to have more far-reaching problems. Boys do not seem to be cared for in time, which is contradictory to the care of young persons act.
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Stephenson, Lauren Rachel. ""It's just boys being boys" : men, masculinity and class in the British 'hoodie horror' cycle." Thesis, University of Leeds, 2017. http://etheses.whiterose.ac.uk/20700/.
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The British hoodie horror cycle is an often overlooked component of the so-called ‘British Horror Revival’ of the 21st-century. This thesis considers the cycle in detail, focusing on the representation and exploration of three key concepts: men, masculinity and class. It asks and offers answers to three key questions: where can the hoodie horror be located within the wider frameworks of horror and British cinema? How are working-class men and working-class masculinity, specifically, represented within this cycle? And finally, what can these representations reveal to the viewer about the surrounding social, political and historical contexts that have facilitated the cycle’s existence? Chapter One will develop a chronology of cinematic context and history, in order to effectively locate the cycle amongst its predecessors and contemporaries. Chapter Two explores the utilisation of landscape and the representation of the male body within the cycle, suggesting a potential symbiotic relationship between the two and investigating the implication of ‘classed’ landscapes and bodies. Chapter Three deals with the representation, specifically, of black working-class masculinity, and posits suggestions as to how and why these narratives differ from those dedicated to a white working-classness. Finally, Chapter Four will interrogate the use of the supernatural in several hoodie horrors, questioning how far the inclusion of a supernatural element makes explicit contemporary understandings of class and masculinity. Offering an in-depth study of the hoodie horror film in relation to its specific socio-historical context, this thesis utilises a self-aware ‘reflectionist’ approach in conjunction with a mixed methodological approach which incorporates sociological, historical and philosophical scholarship. In doing so, the thesis offers an understanding of hoodie horror as reflective and representative of contemporary perceptions of and attitudes towards class and masculinity in Britain.
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Adonis, Dan Frederick. "Today's boys, tomorrow's men' : a short history of the Boys' Brigade of Britain, with further reference to the Boys' Brigade in South Africa (circa 1880s-1980s)." Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/8490.
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Includes bibliographical references.This study examines the origins of the Boys' Brigade Christian Youth Movement and its historical development in British society, with further consideration of the work of the Boys' Brigade in South Africa, from the 1880s until the 1980s. This movement, which originated in an environment of Liberal Nonconformity, 'muscular' Christianity, and adolescent-centred educational and social outreach, was linked initially to the needs of the Sunday School movement in urban Scotland. From its evangelical and Volunteer base, the Brigade expanded into an international interdenominational youth organisation, establishing specific roots in South Africa. The present study pays attention to the composition, philosophy, •and objectives of the B.B. movement, and considers its military-inspired disciplinary and recreational programme in terms of social need, Christian mission, and social control. It also considers the evolution of the B.B. identity through changing historical contexts. The historical link between the B.B. and other youth movements is also noted, and particular attention is paid to the contentious issue of the Brigade's relationship with militarism. While the history of the B.B. over this period is ultimately one of declining influence, its enduring presence illuminates the continuity of conservative forms of church-based youth organisation.
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Parsley, Kadie Lynn. "A Study of Effective Instructional Practices for Teaching Boys in All-Boys Independent Schools in Virginia." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/103153.
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The purpose of this study was to identify instructional practices that are effective for teaching boys in all-boys, independent schools in Virginia. Teachers' self-reported levels of preparedness to teach boys was also investigated. The study was a basic qualitative study that used a qualitatively designed survey to collect data regarding the instructional teaching practices used by teachers of all-boys, independent schools in Virginia. The reported data identified several instructional practices that align with prior research conducted by Reichert and Hawley (2010b). The findings of this study indicated that active movement and hands-on, interactive learning are effective instructional practices for teaching boys. Additionally, the study indicated that teachers are prepared to teach boys, and relationships built on trust and respect are important for boys to learn.Doctor of Education
The purpose of this study was to identify instructional practices that are effective for teaching boys in all-boys, independent schools in Virginia. Teachers' self-reported levels of preparedness to teach boys was also investigated. For the purposes of this study, the term "instructional practice" refers to a specific teaching method used in a lesson, unit of study, or assigned task that is effective. The participants could deem the practice effective for a variety of reasons, either measurable or immeasurable, including but not limited to a boy's performance level, behavior, engagement, attentiveness, motivation, and/or overall quality of work. The study was a basic qualitative study that used a qualitatively designed survey to collect data regarding the instructional teaching practices used by teachers of all-boys, independent schools in Virginia. The reported data identified several instructional practices that align with prior research conducted by Reichert and Hawley (2010b). The findings of this study indicated that active movement and hands-on, interactive learning are effective instructional practices for teaching boys. Additionally, the study indicated that teachers are prepared to teach boys, and relationships built on trust and respect are important for boys to learn.
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Frick, Susan. "Strategies to enhance achievement for boys." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/SFrick2006.pdf.
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Barron, Susan, and n/a. "Boys and Literacy: Rhetoric and Reality." Griffith University. School of Cognition, Language and Special Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040623.140850.
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The gendered features of children's development in early literacy, particularly those that contribute to the generally poorer performance of boys, were explored in a dual-phase questionnaire study, conducted across schools in South East Queensland. The potential influences of school type (private and state) and gender-composition of a class (mixed-gender and single-gender schools) on performances of boys were tested on two state-wide tests (The Year 2 Diagnostic Net for Reading; The Reading Development Continuum) and a standardised measure (The St Lucia Reading Comprehension Test). Children and parents were surveyed to determine the locus of significant differences between girls and boys in relation to attitudes to reading, being read to and to constructs of self and others as readers. Girls presented as more positive across these measures. They indicated greater interest in reading and being read to. They reported reading across a wider range of genres for both school and recreational purposes and selected reading as a preferred activity in comparison with others. Boys were more reluctant readers. They displayed poorer attitudes generally and reported reading less in quantity and frequency in both school and home settings. The notion of girls and boys maintaining a positive or negative "image" emerged from a small but influential subset. This derivation was consistent with perceptions of gender-bias in gender-preferences. The profile of achievement across the three measures yielded a story of difference. Boys in private school settings were significantly less likely than girls to obtain higher Continuum scores and boys in state school settings were less likely than girls to be rated as proficient in the Year Two Net Test. Boys from private schools and in single-gender situations outperformed all other subgroups on the Net. Yet, they obtained the worst result on the Continuum, and were in the middle rank on the standardised test. Whether in private or state schools, boys were likely to obtain lower average Continuum scores than females. This was a statistically significant difference in the private school sector. While boys in Private Schools were slightly more likely than girls to be rated as proficient in the Year Two Net test, boys in state schools were far less likely than girls to be rated as proficient on the Year Two Net test, a statistically significant difference. Children attending single-gender, private schools attained higher aggregate scores on the attitude subtests of the Continuum than their state school counterparts. However, children in comparable, mixed-gender, private schools performed neither better nor worse than their peers in single-gender private schools. This comparison does not support contentions that single-gender schooling is superior in relation to the literacy achievements of emergent readers. When comparisons were made at the most general level (male vs. female, private vs. state school) gender did not predict scores in the externally administered St. Lucia Reading Comprehension Test scores. The significant relationship for girls at state schools on the Net test and for girls at private schools on the Continuum (both internally-based measures), coupled with the non-significant differences in relation to the St. Lucia Reading Comprehension Test points to the possibility that internally-based ratings are to some extent driven by teacher perceptions of literacy competence, and such perceptions may at times be unreliable. The corollary observation that not only was the measurement of attitude provided by the Continuum Attitude score significantly correlated with the St. Lucia reading test but also that the latter was not directly influenced by gender affirmed the notion that a school culture of gendered literacy is influencing teacher attitudes related to the achievement of literacy. What analyses of home background capture is the surprisingly lack of any connection between these tacitly understood underpinnings of literacy and the achievement thereof. The lack particularly of any connection between the teacher reading to students and the achievement of literacy was also surprising. In relation to literacy practice, the three most highly identified male activities (kicking a ball, computer games, playing outside) grouped to form a distinct factor (subscale) and this factor score was positively associated at a statistically significant level with scores on the St Lucia Reading test. Not only did private school children obtain better scores on the St. Lucia test, it was private school students whose identification of this highly stereotypically set of male activities linked significantly with an external measure of the achievement of literacy. This linkage seems indicative of an enhanced ability to read social codes more generally and is probably reflective of the social space occupied by private school students. In sum, while students, parents, and teachers fairly consistently displayed a heavily gendered culture with regard to literacy, actual achievement levels, attitudes, home background, and literacy practice disconnected from that gendered culture. That is, there appears to be a subtle but important distinction between perception and reality in relation to the achievement of literacy.
28
Kay, Geoffrey Ernest, and n/a. "Masculinity in a corporate boys' school." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20051108.084123.
Full textAbstract:
This thesis is a report of a study of masculinity at Canberra
Grammar School, a corporate boys' school. The data were collected
during 1991 and 1992. The thesis questions the conventional wisdom
that a school like Canberra Grammar produces a particular
hegemonic masculinity. Indeed, it identifies the production of a
hierarchy of exalted, multiple masculinities.
There were limitations to what could be investigated in this
study, as well as to how it could be investigated. However, the ideas
and work of several people were blended in order to provide a way
into the questions of masculinity in this school. This eclectic
approach drew upon the literature of Popkewitz, Lather, and Parlett
and Hamilton, who called for narrative descriptions and
interpretation, as well as Beare, Caldwell and Millikan, whose
framework of school culture, albeit modified, provided very rich
information. This method resulted in an emphasis on what was
observed and read within the school, rather than on what might have
been heard, but, nevertheless, a great deal of relevant and useful data
were generated. The data were then interpreted with the help of
questions and insights formed by immersion in the literature on
masculinity and schools, particularly that of corporate boys' schools.
It was possible to identify multiple masculinities in the school,
and arrange them into a hierarchy based on the degree to which each
of them was exalted. These masculinities were fluid and the
hierarchy was dynamic. During the time of the study greatest
support was for "the man as scholar", "the sportsman" and "the man
as leader", three notions of masculinity traditionally associated with
these schools. There was also considerable support for the notion of
"the sensitive man", a notion that has been promoted in schools like
this for many years, but which draws upon traits and qualities less
traditionally associated with these schools. One area of fluidity was
an official move by the school's leaders towards the notion of "the
person", rather than the man. Contestation was evident as changes
occurred within this hierarchy, as well as within the notions
themselves.
These findings are significant for several reasons. Firstly,
they challenge the conventional wisdom about corporate boys'
schools. Secondly, for those working in this school and schools like
it who are searching for ways to bring about different gender and
social relations, the findings offer an encouraging, optimistic picture
of what this school is trying to do. The findings also identify those
within the school who might support or oppose counterhegemonic
practice, as well as areas of the school's culture that should be
targeted in the future. Thirdly, for those wanting to find out about
notions of maculinity in these schools, they show that the method
used here can be very productive, despite its limitations.
The first chapter of this thesis explains the reasons for this
study in more detail, and the second chapter describes and accounts
for the nature of the study. The main body of the thesis is in
Chapters Three, Four and Five, where findings about the school's
setting, curriculum and rituals are described and interpreted. The
thesis concludes with a chapter containing reflections on the reasons
for this study, as well as possible ways forward for those wishing to
investigate questions of masculinity in corporate boys' schools in the
future.
29
Roemmele, David. "Peach fuzz: boys, masculinity and education." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114423.
Full textAbstract:
Recent educational assessment findings demonstrate that educational concerns about boys are relevant and timely. Males are dropping out of school at higher rates, achieving lower grades, and appear to be losing historical advantages in math and science relative to females. These statistics have led to some fervent assertions being made regarding boys, masculinity, and education. Those assertions are tempered by developing a dialogue between social constructionist perspectives of masculinity, so-called biological determinist perspectives, and evolutionary psychology findings. First, a review of the historical generation of the debate about boys' education is conducted in order to understand both the technical terminology that has evolved to discuss boys and masculinity as well as the theoretical pitfalls in the turn to address boys' educational concerns. Next, a critical comparison of current perspectives is taken up in order to move towards developing a Social Constructionist Plus (SC+) theory of masculinity that is primarily social constructionist in emphasis but also accounts for sex difference trends demonstrated by evolutionary psychology research. Then, from this new theoretical perspective, relevant considerations in the debate about boys' education are re-evaluated, including males' educational (under)performance, the desire for more male teachers in schools, and males' violence. There are subtle but important shifts in perspective suggested for future research and theorizing. Lastly, the importance of a SC+ perspective is discussed relative to the future of boys' educational discussions and equality more generally, providing significant avenues for further research and analysis.Les conclusions d'évaluation scolaire récentes démontrent que les préoccupations pédagogiques regardant les garçons sont pertinents et à propos. Les garçons lâchent l'école à des taux plus élevés, atteignent des notes inférieures, et ils semblent perdre leur avantage historique en science et en math relatif aux femmes, ce qui à créé des affirmations ardentes en ce qui concerne les garçons, la masculinité et la scolarité. Cette dissertation tente de tempérer ces affirmations en développant un dialogue entre la perspective de la masculinité d'après les conceptions sociales, la perspective déterministe biologique et les conclusions de la psychologie évolutionniste. La dissertation commence en examinant la genèse historique du débat concernant l'éducation des garçons en vue de comprendre la terminologie technique qui s'est manifestée pour discuter des garçons et la masculinité et les pièges théoriques qui se présentent en adressant les préoccupations scolaires des garçons. Ensuite, une comparaison critique des perspectives courantes est entamée dans le but de progresser envers le développement d'un model de Conception Social plus (SC+) de la masculinité qui est principalement un model de conception social mais qui prend en compte les tendances des différences de sexe tel que démontré par la recherche en psychologie évolutionniste. De cette nouvelle perspective théorique, les considérations pertinentes dans le débat sur l'éducation des garçons sont réévaluées, y compris la (sous)performance des garçons, le désir de voir davantage d'enseignants masculins dans les écoles et la violence des hommes, incluant des changements subtils mais importants dans la perspective suggérée pour de futures recherches et analyses.
30
McDonald, Anne. "Primary school boys' narratives about masculinity." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80281.
Full textAbstract:
Thesis (MEdPsych)--Stellenbosch University, 2013.Bibliography
ENGLISH ABSTRACT: The issue of masculinity is complex, and many theories on how gender is constructed exist. The central premise of this study is that gender construction is the result of dynamic social interaction and, as such, a post-structuralist paradigm is ascribed to. The concept of multiple masculinities exists to explain the influences different contexts have on how masculine ideas are constructed. This is not a passive process and individuals are considered active creators of their own identity. However, research demonstrates that not all masculinities are equal. Hegemonic masculinity maintains its leading dominant position status through using strategies of power and dominance to maintain the pinnacle position of status in the hierarchy of masculinities. The purpose of this study is to listen to the narratives of pre-adolescent boys about masculinity. Post-structuralist and social constructivist ideas that meaning is fluid and open to change, is influenced by culture and the individual meanings that people make. This understanding provides the theoretical framework for this qualitative study. Through a narrative-inquiry design, meaning was made of the individual experiences of six boys within the context of a single-sex preparatory school. The narratives of these participants, purposively selected, were obtained using the data-collecting methods of interviews, a focus group and the construction of a collage. The analysed data was presented both in the form of the narratives of the participants and through a thematic analysis. The findings indicate that within this private, single-sex preparatory school context, multiple constructions of masculinity are formed, and they all appear to be constructed in relation to hegemonic notions of masculinity. It was found that fathers play an important role in the way in which boys construct their masculine identity. However, their peers and the school context also play a significant role. Further, the findings revealed that although hegemonic notions of masculinity in this context had a powerful impact on these participants’ construction of masculinity, there are indications some are challenging overt expressions of hegemonic masculinity and, as such, hold more complex, transitional constructs of masculine identity.
AFRIKAANSE OPSOMMING: Die kwessie rondom manlikheid is kompleks en daar bestaan baie teorieë oor hoe geslag gebou word. Die sentrale uitgangspunt van hierdie studie is dat die konstruksie van geslag ‘n resultaat van dinamiese sosiale interaksie is en dus aan 'n post-strukturalistiese paradigma toegeskryf word. As sodanig bestaan die konsep van verskeie vorme van manlikheid om te verduidelik hoe verskillende kontekste manlike idees beïnvloed. Dit is nie 'n passiewe proses nie. Individue word as aktiewe skeppers van hulle eie identiteit beskou. Navorsing toon egter dat nie alle vorme van manlikheid gelyk is nie. Hegemoniese manlikheid hou 'n dominante posisie in stand deur die gebruik van strategieë van mag en oorheersing; die hoogsteposisie van status in die hiërargie van manlikheid word dus gestaaf. Die doel van hierdie studie is om na die narratiewe van pre-adolessente seuns oor manlikheid te luister. Post-strukturalistiese en sosiale konstruktivistiese idees wat aandui dat bedoelings vloeibaar en veranderbaar is, afhangende van kultuur en die betekenis wat deur 'n individu daaraan geheg word, voorsien dus 'n teoretiese raamwerk vir hierdie kwalitatiewe studie. Deur die gebruik van ‘n narratiewe ondersoek-ontwerp, is die betekenis van die individuele ervaringe van ses seuns in die konteks van 'n enkel-geslag voorbereidende skool geevalueer. Die verhale van hierdie deelnemers, wat doelgerig geselekteer is, is verkry deur gebruik te maak van onderhoude, 'n fokus groep en die konstruksie van 'n collage as data insamelingsmetodes. Die geanaliseerde data is beide in die vorm van verhale van die deelnemers sowel as 'n tematiese analise aangebied. Die bevindinge dui daarop dat binne hierdie private, enkel-geslag voorbereidende skoolkonteks, verskeie konstruksies van manlikheid gevorm word en het telkens beblyk in verhouding tot hegemoniese idees oor manlikheid gebou te word. Daar is bevind dat vaders 'n belangrike rol speel in die wyse waarop seuns hul manlike identiteit konstrueer. Eweknieë en die skoolkonteks speel egter ook 'n belangrike rol in die konstruksie van geslag. Die bevindinge het verder aan die lig gebring dat, alhoewel hegemoniese idees oor manlikheid in hierdie konteks 'n kragtige uitwerking op hierdie deelnemers se konstruksie van manlikheid het, daar aanduidings is dat sommige van die deelnemers openlike uitdrukkings van hegemoniese manlikheid uitdaag en sodoende meer komplekse oorgang-konstrukte van manlike identiteit het.
31
Harrison, Jeff. "Boys Can Be Socially Aggressive, Too." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2008. http://hdl.handle.net/10150/622087.
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32
Le, Corre Virginie. "SMALL TOWN BOYS : homosexualité et ruralité." Thesis, Strasbourg, 2019. http://www.theses.fr/2019STRAG036.
Full textAbstract:
Ce travail de recherche propose d’analyser la question de l’homosexualité masculine en contexte rural. L’identification homosexuelle, ici décrite à partir de récits de vie individuels, constitue un point d’investigation socio-anthropologique dans lequel traverse la question de l’identification à la culture d’appartenance - ici les villages du Grand Est - ainsi que son incorporation, en particulier à travers le prisme du discoursThis research paper proposes to analyse the issue of male homosexuality in a rural context. Homosexual identification, described here on the basis of individual life stories, constitutes a socioanthropological point of investigation with the culture of belonging - here/in this context the villages of the "Grand Est", the french eastern region - as well as its incorporation, in particular through the prism of discourse, also crosses
33
Jones, Virgil J. "Boys to men bridging the gap /." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.
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34
Barron, Susan. "Boys and Literacy: Rhetoric and Reality." Thesis, Griffith University, 2004. http://hdl.handle.net/10072/366049.
Full textAbstract:
The gendered features of children's development in early literacy, particularly those that contribute to the generally poorer performance of boys, were explored in a dual-phase questionnaire study, conducted across schools in South East Queensland. The potential influences of school type (private and state) and gender-composition of a class (mixed-gender and single-gender schools) on performances of boys were tested on two state-wide tests (The Year 2 Diagnostic Net for Reading; The Reading Development Continuum) and a standardised measure (The St Lucia Reading Comprehension Test). Children and parents were surveyed to determine the locus of significant differences between girls and boys in relation to attitudes to reading, being read to and to constructs of self and others as readers. Girls presented as more positive across these measures. They indicated greater interest in reading and being read to. They reported reading across a wider range of genres for both school and recreational purposes and selected reading as a preferred activity in comparison with others. Boys were more reluctant readers. They displayed poorer attitudes generally and reported reading less in quantity and frequency in both school and home settings. The notion of girls and boys maintaining a positive or negative "image" emerged from a small but influential subset. This derivation was consistent with perceptions of gender-bias in gender-preferences. The profile of achievement across the three measures yielded a story of difference. Boys in private school settings were significantly less likely than girls to obtain higher Continuum scores and boys in state school settings were less likely than girls to be rated as proficient in the Year Two Net Test. Boys from private schools and in single-gender situations outperformed all other subgroups on the Net. Yet, they obtained the worst result on the Continuum, and were in the middle rank on the standardised test. Whether in private or state schools, boys were likely to obtain lower average Continuum scores than females. This was a statistically significant difference in the private school sector. While boys in Private Schools were slightly more likely than girls to be rated as proficient in the Year Two Net test, boys in state schools were far less likely than girls to be rated as proficient on the Year Two Net test, a statistically significant difference. Children attending single-gender, private schools attained higher aggregate scores on the attitude subtests of the Continuum than their state school counterparts. However, children in comparable, mixed-gender, private schools performed neither better nor worse than their peers in single-gender private schools. This comparison does not support contentions that single-gender schooling is superior in relation to the literacy achievements of emergent readers. When comparisons were made at the most general level (male vs. female, private vs. state school) gender did not predict scores in the externally administered St. Lucia Reading Comprehension Test scores. The significant relationship for girls at state schools on the Net test and for girls at private schools on the Continuum (both internally-based measures), coupled with the non-significant differences in relation to the St. Lucia Reading Comprehension Test points to the possibility that internally-based ratings are to some extent driven by teacher perceptions of literacy competence, and such perceptions may at times be unreliable. The corollary observation that not only was the measurement of attitude provided by the Continuum Attitude score significantly correlated with the St. Lucia reading test but also that the latter was not directly influenced by gender affirmed the notion that a school culture of gendered literacy is influencing teacher attitudes related to the achievement of literacy. What analyses of home background capture is the surprisingly lack of any connection between these tacitly understood underpinnings of literacy and the achievement thereof. The lack particularly of any connection between the teacher reading to students and the achievement of literacy was also surprising. In relation to literacy practice, the three most highly identified male activities (kicking a ball, computer games, playing outside) grouped to form a distinct factor (subscale) and this factor score was positively associated at a statistically significant level with scores on the St Lucia Reading test. Not only did private school children obtain better scores on the St. Lucia test, it was private school students whose identification of this highly stereotypically set of male activities linked significantly with an external measure of the achievement of literacy. This linkage seems indicative of an enhanced ability to read social codes more generally and is probably reflective of the social space occupied by private school students. In sum, while students, parents, and teachers fairly consistently displayed a heavily gendered culture with regard to literacy, actual achievement levels, attitudes, home background, and literacy practice disconnected from that gendered culture. That is, there appears to be a subtle but important distinction between perception and reality in relation to the achievement of literacy.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Cognition, Language and Special Education
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35
Ell, Barbara Ann. "Boys and literacy: Disengaging from reading." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2983.
Full textAbstract:
This quantitative study investigates the disparity that exists between girls and boys and how changes can be implemented to keep boys from disengaging from reading. It examines the reading materials that are available to increase boys' interest in reading and discusses ways in which teachers can develop programs and parents can take action to change boys reading habits. The study employed teacher surveys and student surveys from sixth grade boys in three San Bernardino middle schools.
36
Zugno, Francesca <1988>. "Boys and Girls in Dickens' Novels." Master's Degree Thesis, Università Ca' Foscari Venezia, 2014. http://hdl.handle.net/10579/4018.
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Lumsden, Karen. "Rebels of the road a sociological analysis of Aberdeen's "boy racer" culture and the societal reaction to their behaviour /." Thesis, Available from the University of Aberdeen Library and Historic Collections Digital Resources, 2009. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=53344.
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Gerdin, Göran. "Boys and Physical Education - A Study of Boys’ Experiences of Single-Sex and Co-Educational Physical Education." Thesis, Växjö universitet, Institutionen för pedagogik, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45606.
Full textAbstract:
The role of schools as agencies in the social construction of gender has been well researched and efforts to design the most appropriate learning environment often lead to discussions of single-sex versus co-educational schooling. Physical education is a subject where content and grouping arrangements can contribute to stereotypical expectations and assumptions about gender appropriate role-play. Typically, when gender is raised as an issue in physical education, attention is often directed towards the problems encountered by the girls and their evident alienation and lack of participation in physical education classrooms. To date, few studies have focused on boys’ experiences and whether their needs are met in the various forms of physical education. The aim of this study was to investigate boys participation in and experiences of physical education in single-sex and co-educational classes in order to examine how this is affected by the two different groupings of genders and whether any discrepancies in participation and experiences could be identified within groups of boys. The results show that in both physical education settings there exists a group of boys who are not enjoying their physical education since it is too closely associated with the dominant definitions of masculinity. These boys clearly express their dissatisfaction with what activities they get to do and how they often turn into being overly aggressive and competitive. It was also identified that this group of boys was somewhat greater in the single-sex compared to the co-educational format. The results of this study therefore demonstrate that there is a great need to start recognising the different needs amongst boys (and girls) and that the image of boys and girls as two homogeneous groups aligned with stereotypical perceptions of activities and behaviours of which they are capable and in which they should be engaging, needs to be challenged
39
Amar, Pettersson Fatima, and Amanda Olsson. "Boys will be boys (and girls will be girls)? En innehållsanalys av biståndsutredningar utifrån kön och genus." Thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-56251.
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Sammanfattning Syfte: Att undersöka om språket i skriftliga biståndsutredningar som lett till avslag, skapar och återskapar samhälleliga föreställningar om kön och genus. Vetenskapsteoretisk utgångspunkt: Studien har utgått från kontextuell socialkonstruktivism, det vill säga att den sociala verkligheten är i stor utsträckning konstruerad, med ett fåtal undantag. Metod: En innehållsanalys har gjorts av de första 16 utredningarna från 2015 och framåt som resulterat i avslag, gällande biståndet "boende med särskild service". Av dessa gällde 8 utredningar kvinnliga klienter och 8 utredningar gällde manliga klienter. Efter att empirin bearbetats analyseras texten utifrån teorier om genus, språk och makt. Resultat: Skrivna utredningar gällande ansökan om biståndet "boende med särskild service för vuxna" innehåller ord och formuleringar som kan förstås som könade. Det fanns också en tendens att fokusera på hushållssysslor, mathållning och relationer då den sökande var kvinna och fokuserade mer på sysselsättning då den som sökte biståndet var man. Intressen, personlig omvårdnad och ekonomi var områden som fokuserades på i liknande utsträckning i samtliga utredningar. Slutsatser: Skrivna biståndsutredningar för "boende med särskild service för vuxna" kan anses skapa och återskapa normativa förställningar om kön och genus, genom det språkbruk som används och vad som fokuseras på i texten. Konsekvenserna av detta diskuteras avslutningsvis i uppsatsen.
40
Walters, Jill Anne 1965. "Comparisons of Self-Perceptions in Boys With Attention-Deficit Hyperactivity Disorder, Learning Disabilities, and Non-Referred Boys." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc935591/.
Full textAbstract:
A limited amount of research exists that addresses low self-esteem, poor self-concept, and distorted self-image in children with Attention-deficit Hyperactivity Disorder (ADHD). The most urgent task is to test assumptions regarding self-perception and to assess the dimensions of self-concept influenced by this disorder. The Self-Perception Profile for Children (Harter, 1985) was used in the present study to assess those dimensions. Participants included 34 boys with ADHD, 27 boys with LD, and 33 boys without any diagnosed psychological or learning problems. Results were analyzed using Pearson's product-moment correlation, analyses of variance (ANOVA), and analyses of covariance (ANCOVA) and did not support the hypotheses.
41
Sjödahl, Anton. "Boys of Unfortunate Circumstances : Problematic Masculinity in Give a Boy a Gun by Todd Strasser." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-46338.
Full textAbstract:
This essay argues that Give a Boy a Gun by Todd Strasser presents a story of men protecting their masculinity. In order to analyze the novel by Strasser contemporary documentation of the real life events have been used to examine if masculinity is to blame for the protagonists’ actions in the novel. In conclusion the men hide their weaknesses in the novel, creating a façade that when broken results in massive amounts of violence in order to protect their masculinity. Also the essay includes a didactic part which discusses how the novel Give a Boy a Gun may be used in the classroom.
42
Birkenfeld, Andrea Suzanne. "Quality of attachment in young boys with gender identity disorder, a comparison to clinic and nonreferred control boys." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0006/NQ43415.pdf.
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Mayers, Yvette Rosemary. "A comparative study of high achieving boys and underachieving boys in a co-educational secondary school in Barbados." Thesis, University of Leicester, 2014. http://hdl.handle.net/2381/29028.
Full textAbstract:
This case study attempted to determine the factors which distinguish boys who are achieving highly from those who are underachieving in the context of a coeducational secondary school. Attribution theory was introduced as the conceptual framework for the investigation. The study was undertaken with an ontological stance of constructivism and an epistemological position of interpretivism. Data collection methods included the examination of school documents, focus group and individual interviews and questionnaires. Student’s T-Test was used to compare the means of the responses on the student questionnaire to determine if there was any statistical difference between the responses for the two groups of boys. The high achievement of boys was attributed to natural talent and consistent and persistent effort, good time management, and the support and encouragement of their parents. There was a significant difference between the high achieving boys and the underachieving boys in the area of academic self-handicapping. There was a significant difference between the levels of motivation of both groups of boys. The high achievers tended to have an incremental theory of intelligence, though this was not significantly different from the underachievers. There was however a significant difference between the two groups of boys, with the high achievers caring more about how their teachers and other boys viewed them as persons. Both high achieving and underachieving boys generally had positive attitudes to their school and indicated that they wanted to do well in school. Both groups tended to have traditional patriarchal views about masculinity. However, the high achievers also associated masculinity with intellectual competence, respect and deportment. Strategies to improve the academic attainment of the boys must take into consideration the individual. Students who are underachieving need to develop their meta-cognitive skills. Wherever possible parents should be a part of any intervention strategy.
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Martin, Gary Everett Roberts Joanne Erwick. "Verbal perseveration in boys with fragile X syndrome with and without autism compared to boys with Down syndrome." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1866.
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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2008.Title from electronic title page (viewed Dec. 11, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Medicine, Department of Allied Health Sciences, Division of Speech and Hearing Sciences." Discipline: Allied Health Sciences; Speech and Hearing Sciences; Department/School: Medicine.
45
Greisinger, Judith N. "Exploring reasons for the low number of males in high school parenting and child development classes." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008greisingerj.pdf.
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Field, M. "Boys, education, pedagogies : reconstructing sport, reconstructing masculinities /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19295.pdf.
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Andrews, Simon A. "Learning style in socio-economically disadvantaged boys /." Title page, contents and abstract only, 1990. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsA569.pdf.
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Mansfield, Clare Olivia. "Psychological descriptions in the boys' 'underachievement' debate /." Title page, table of contents and abstract only, 2003. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsm2871.pdf.
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Raybaut, Pierre. "Lasers femtoseconde Yb3+ : BOYS et Yb3+ : SYS." Phd thesis, Université Paris Sud - Paris XI, 2003. http://tel.archives-ouvertes.fr/tel-00004436.
Full textAbstract:
Les travaux exposés dans ce mémoire concernent le développement de lasers femtoseconde entièrement pompés par diodes, utilisant de nouveaux cristaux laser dopés à l'ytterbium, et émettant à une longueur d'onde proche de 1,06 µm. Nous étudions plus particulièrement deux cristaux récemment découverts : l'Yb3+: BOYS (ou Yb3+: Sr3Y(BO3)3) et l'Yb3+: SYS (ou Yb3+: SrY4(SiO4)3O), dont les propriétés cristallographiques, physiques et spectroscopiques sont particulièrement adaptées à la production et à l'amplification d'impulsions brèves (de durées typiques allant de 10-14 à 10-12 s). Dans un premier temps, nous avons réalisé deux oscillateurs femtoseconde basés respectivement sur l'Yb3+: BOYS et l'Yb3+: SYS, qui ont permis de produire des impulsions de durées respectives égales à 69 fs et 94 fs avec une énergie par impulsion de l'ordre du nanojoule, et à une cadence avoisinant la centaine de mégahertz. Le régime impulsionnel a été obtenu par verrouillage de modes passif, dont le démarrage automatique et l'excellente stabilité ont été assurés par un miroir absorbant saturable à semi-conducteur. Dans un deuxième temps, afin d'augmenter l'énergie de ces impulsions, nous avons développé un amplificateur régénératif basé sur l'Yb3+: SYS. Placé en aval d'un oscillateur femtoseconde Yb3+: SYS, cet amplificateur nous a conduit à la production d'impulsions d'une durée de 380 fs, ayant une énergie de 80 µJ, à une cadence de 1 kHz. Enfin, nous avons utilisé un filtre acousto-optique programmable pour modeler l'amplitude spectrale des impulsions qui sont issues de l'oscillateur femtoseconde puis injectées dans l'amplificateur régénératif. Ces expérimentations nous ont ouvert de nouvelles perspectives en validant un modèle théorique (qui a donné lieu à des simulations numériques réalistes de l'amplificateur régénératif), et en améliorant les performances de notre chaîne laser femtoseconde basée sur l'Yb3+: SYS de sorte que des impulsions d'une durée inférieure à 300 fs devrait être produites.
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Ryan, Elizabeth M. "Boys in education: An action research project." Thesis, Australian Catholic University, 1996. https://acuresearchbank.acu.edu.au/download/2a67488cb90148ead923fb24fa5c908a9c01224d798bfa934f6a5512569473ba/15030540/Ryan_1996_Boys_in_Education_an_Action_Research.pdf.
Full textAbstract:
Gender roles, and the construction of gender, are under scrutiny in our society. Many questions are being asked about the roles of men in light of the successful emergence of feminism (Connell, 1989). There is a "crisis of masculinity" (Salisbury & Jackson, 1996) which has resulted in a bombardment of literature surrounding the issue and this, in turn, has filtered through to schools responsible for the education of boys. The purpose of this particular study is to contribute both to the theory and the practice of boy's education. It endeavours to identify the issues surrounding boy's education and to support the involvement of a small group of teachers in a school based curriculum development to bring about improvement in the area.
The site of the study was a Catholic, boy's boarding school which is unique for its isolation and for its high percentage of Aboriginal students and those from Papua New Guinea. The research focused on the work of four teachers who were responsible for one Year 8 class . These teachers, together with the researcher, formed a community of learners in the context of this study.
The purpose of this study was to contribute to both the theory and the practice of boys' education and its aims were to identify the issues surrounding boys' education and to support the teachers engaged in school based curriculum development in the area of boys' education. At the outset of the study, two major questions were asked; - What are the key issues surrounding boys' education?
- Would a curriculum intervention program support the personal development of adolescent boys?
The method of research considered most appropriate to the aims of this study was a qualitative model called action research. Action research is a form of self reflective enquiry that supports the involvement of not only teachers, but also the researcher in the improvement of practice (Kemmis & McTaggert, p.5).
Moments of observing, reflecting, planning and acting within five action research cycles led the researcher and the participants to make three major conclusions: - that a whole school approach is the most effective way to communicate messages affecting behaviour and attitudes of boys
- that an intervention, curriculum program has a beneficial but limited effect on the process of communicating concepts affecting adolescent boys
- that the participants involved in this action research project grew in awareness of the issues surrounding boy's education and in their own personal development.