Academic literature on the topic 'Private boys' schools'
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Journal articles on the topic "Private boys' schools"
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QURESHI, FARHEEN UMAR, JAWAD HUSSAIN, and ANWAR SAOOD SAQIB. "OBESITY." Professional Medical Journal 18, no. 03 (September 10, 2011): 489–93. http://dx.doi.org/10.29309/tpmj/2011.18.03.2375.
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Background: The problem of overweight and obesity is not confined only to developed countries but is also widely prevalent in developing countries. The study under report relates to determining prevalence of obesity and overweight in adolescent school boys. Objective: The objective of this study was to assess the prevalence of overweight and obesity in boys of public and private secondary schools, Faisalabad, and to relate it with their dietary style and physical activity. Study Design: Cross sectional and institutional based study. Methods: A total of 600 school boys of different age groups from the classes 6th to 10th were randomly selected and included for anthropometric measurements to categorize them into normal, overweight and obese individual. Their diet pattern and physical activity records were taken to correlate it with the obesity level. Results: The collected data revealed that 423 (70.5%) boys were normal. Whereas 98 (16.3%) were found to be overweight. Out of these, 72 (24.0%) were from private schools; while 26 (8.7%) were from government schools. Only 6 (2.0%) fell into obese category, and all belonged to private schools. No one was found to be obese in government schools. Mean ± SD weights (kg) in government and private school boys were 50.93 ± 7.18 and 56.34 ± 11.94, respectively whereas mean ± SD heights (m) of government and private schools boys were found to be 1.55 ± 6.64 and 1.56 ± 7.92 respectively. The data was statistically analyzed which exhibited significant relation with weight and BMI value. Conclusions: The prevalence of overweight was significantly higher in boys who ate junk foods and spent more time in watching television and sitting before computers. The findings of this study was found in agreement with certain earlier studies that revealed prevalence of obesity is to be on the increase among the private school boys of the area. It is, therefore, emphasized that regular physical exercise, regulated television viewing, doing household activities, balanced diet and healthy eating habits should be motivated in school children to ensure control of overweight and obesity, in this class of children.
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Santana, Danilo Dias, Diana Barbosa Cunha, Rosely Sichieri, and Gloria Valeria da Veiga. "Association of body image dissatisfaction with body mass index trajectory: the Adolescent Nutritional Assessment Longitudinal Study cohort." Jornal Brasileiro de Psiquiatria 69, no. 3 (July 2020): 187–96. http://dx.doi.org/10.1590/0047-2085000000279.
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ABSTRACT Objective To examine the association of body image dissatisfaction (BID) with body mass index (BMI) trajectory among students from a metropolitan area of Rio de Janeiro. Methods Data were analyzed for 809 middle school students followed from 2010 to 2013, and 1131 high school students followed from 2010 to 2012. BID was assessed using a body silhouettes scale. Type of school (public and private) was used as a proxy of socioeconomic status. Results In the middle school cohort, girls from private schools who wanted to have smaller and bigger silhouettes gained fewer BMI units than those who were satisfied with their body image ( p < 0.05). In the high school, girls from private schools who wished to have bigger and smaller silhouettes experienced greater BMI increase than girls who were satisfied with their body image ( p < 0.05). Also, in the high school cohort, boys from public schools who wished to have smaller and bigger silhouettes experienced smaller BMI increase than boys who were satisfied ( p < 0.05). Conclusion BID may be related to the BMI trajectory in girls from private schools and in boys from public schools.
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DAMAYANTI, IDA AYU MANIK, I. KETUT JUNITHA, and IDA BAGUS MADE SUASKARA. "POLA PERTUMBUHAN BERDASARKAN BERAT DAN TINGGI BADAN SISWA PADA SEKOLAH NEGERI DAN SWASTA DI KOTA DENPASAR, BALI." Jurnal Biologi Udayana 21, no. 2 (December 29, 2017): 78. http://dx.doi.org/10.24843/jbiounud.2017.vol21.i02.p06.
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This research aimedet al. to determine the pattern of growth in several primary schools and secondary public and private schools in Denpasar, Bali Province. Samples were determined using purposive sampling and data were collected by cross-sectional method. The pattern of growth of boys and girls at the age of 7-15 years at private schools in Denpasar shows that the average height and weight were greater than the boys and girls in public schools in Denpasar. The percentage of underweight category was higher at public school in Denpasar and the percentage of children with overweight and obese categories were higher in the private national plus school Denpasar.
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Anushka Marathe, Shailaja Mane, and Sharad Agarkhedkar. "Risk-factors of non-communicable diseases in urban adolescents in Western India." World Journal of Advanced Research and Reviews 8, no. 2 (November 30, 2020): 064–71. http://dx.doi.org/10.30574/wjarr.2020.8.2.0394.
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Adolescents, who were once considered to be the healthiest individuals, are now seeing a rise in NCDs amongst them. This is a Short Term Studentship (STS) Indian Council of Medical Research (ICMR) selected research project of undergraduate medical student. It was done after institutional ethical clearance and permission from School Principal, assent from students and consent from their parents. This is a school based, cross- sectional study of total 200 school-going adolescents of 15 to 17 years age (100 students, each from private and government coed schools) in Urban Pune. A predefined, pretested AACCI lifestyle questionnaire was explained and given to the students followed by physical examination. The overweight and obese students were advised for further investigations for metabolic syndrome. In private school, the mean BMI was 21.16 for boys and 21.13 for girls while in government school, it was 19.62 for boys and 19.58 for girls. In private school, 3% students were overweight (Girls: 2.22%, Boys: 3.64%), 11% obese (Girls: 6.67%, Boys: 14.55%) and 4% underweight. In government school, 5% were overweight (Girls: 6.12%, Boys: 3.92%), 3% obese (Boys: 5.88%, no girls) and 17% underweight. In Private School, hypertension was in 5.45% boys and 2.17% girls. In government school, hypertension was in 3.64% boys and 2.17% girls. The prevalence of risk factors like overweight and obesity was higher in adolescents from private school than government school. It was more in boys in both schools. A significant correlation was found between lifestyle habits like eating fast food, sedentary lifestyle and non-communicable diseases in adolescents. This is due to change in lifestyle habits.
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Moreira, Naiara Ferraz, Rosely Sichieri, Michael Eduardo Reichenheim, Alessandra Silva Dias de Oliveira, and Gloria Valeria da Veiga. "The associations of BMI trajectory and excessive weight gain with demographic and socio-economic factors: the Adolescent Nutritional Assessment Longitudinal Study cohort." British Journal of Nutrition 114, no. 12 (October 1, 2015): 2032–38. http://dx.doi.org/10.1017/s0007114515003712.
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AbstractAssessing changes in adolescents’ BMI over brief periods could contribute to detection of acute changes in weight status and prevention of overweight. The objective of this study was to analyse the BMI trajectory and the excessive weight gain of Brazilian adolescents over 3 years and the association with demographic and socio-economic factors. Data regarding the BMI of 1026 students aged between 13 and 19 years were analysed over 3 consecutive years (2010, 2011 and 2012) from the Adolescent Nutritional Assessment Longitudinal Study. Linear mixed effects models were used to assess the BMI trajectory according to the type of school attended (public or private), skin colour, socio-economic status and level of maternal schooling by sex. Associations between excessive weight gain and socio-economic variables were identified by calculation of OR. Boys attending private schools (β coefficient: 0·008; P=0·01), those with white skin (β coefficient: 0·007; P=0·04) and those whose mothers had >8 years of schooling (β coefficient: 0·009; P=0·02) experienced greater BMI increase than boys and girls in other groups. Boys in private schools also presented higher excessive weight gain compared with boys attending public schools (P=0·03). Boys attending private schools experienced greater BMI increase and excessive weight gain, indicating the need to develop specific policies for the prevention and reduction of overweight in this population.
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Mumtaz, Naeema, Muhammad Saeed Khan, and Saddaf Ayub. "Working Memory and Mathematical Performance: A Correlational Study." Global Social Sciences Review III, no. IV (December 30, 2018): 156–72. http://dx.doi.org/10.31703/gssr.2018(iii-iv).11.
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This study is intended to examine the correlation between working memory of students and their academic performance in Mathematics. Specifically, it was aimed to determine the degree of relationship between working memory capacity and academic achievement of students in mathematics studying at secondary school. A sample of 800 students studying in grade 10 was randomly selected from forty government and private secondary schools (girls and boys) situated in Hazara division, Khyber Pakhtunkhwa, Pakistan. Both Urdu and English mediums of instruction schools were included in the sample. The researcher used digits span backwards test (DSBT) to find out the working memory capacity of the students associated with their academic performance in mathematics. This study revealed that girls have outperformed boys very markedly in examination scores of mathematics at secondary level. Contrarily, boys have performed well in working memory capacity than girls at the secondary level. However a very small gender difference is observed in this study. It is also noticed that private secondary schools showed higher performance in examination scores of mathematics and in working memory capacity than government secondary schoolsl.
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Toure, Alhassane, and Zuo Guoxin. "An Investigation Study Between Two Genders, Public And Private Schools, Through The Achievement Of The Pupils In The Exact Sciences: A Case Study Of Selected Secondary Schools In Conakry, Guinea." European Scientific Journal, ESJ 12, no. 1 (January 29, 2016): 140. http://dx.doi.org/10.19044/esj.2016.v12n1p140.
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We are in a changing society through which the equality of boys and girls has become a major scourge. In this study, we demonstrated in the first step, a comparative study between the scores of boys and girls in three different subjects (mathematics, physics and chemistry) at secondary level. The second was to conduct a survey through a questionnaire on the satisfaction of parents on the two types of schools (public and private) and their realization in the exact sciences. The investigation put into account the fact that some high schools are selected randomly in the capital Conakry after their preparatory examinations. The first comparative method used is descriptive and explanatory design based on a sample of 1,400 school students terminal (TSM and TSE) in three schools in the capital. From the results obtained, the level of achievement for girls in exact science is still weak as well as that of students in public schools. Their levels must be improved. To conduct this study, we randomly selected 300 students out of the total population of 1866 students .In addition 400 parents were questioned about the schools, 200 of each type. We chose the Student t-test to test the hypothesis of equality between the two types of comparisons (girls and boys, public and private schools). Indeed, the results of this study show a sign of weakness in the education of girls compared with boys and dominance of private schools over public schools. According Cronbach’s alpha surveys of parental satisfaction is 0.962 and 0.899, respectively (private and public). The equipment used by the researcher for data analysis is SPSS.
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Dixit, Pankaj. "Education Sector and Corporate Social Responsibility a Study on Private Sector Secondary School of District North & South Delhi (India)." Sociological Jurisprudence Journal 3, no. 1 (May 27, 2020): 14–18. http://dx.doi.org/10.22225/scj.3.1.1427.14-18.
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Educational organizations in private sector require strong corporate strategies. In order to get success in the globally competitive environment they must adopt the strategy of Corporate Social Responsibility. This study analyzed corporate social responsibility and its impact on private sector secondary schools in district North & South Delhi. For this purpose primary data were collected through five point Likert’s scale. The questionnaire was fielded to private sector secondary school teachers in order to get data about the impact of corporate social responsibility on performance of secondary schools. The population of the study was 184 registered private sector secondary schools (140 boys and 44 girls) which included 900 teachers (who taught to class 10th students during session 2017-18) in district North & South Delhi. A sample of 280 teachers (140 male and 140 female) in 70 private sector secondary schools (35 for boys and 35 for girls) were selected through equal allocation sampling formula. Mean, Standard Deviation and t-test were applied for analyzing the data. The Pearson’s correlation was used to evaluate the variable effects. The result from the data indicated that all the four aspects of CSR have positive significant impact on the performance of secondary schools.
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Dixit, Pankaj, and Rahim Jafar Mohammad Sharif. "Analysis of CSR Impact on Private Sector Secondary School: A study in North and South Delhi (India)." Journal of Scientific Papers "Social development and Security" 9, no. 6 (December 28, 2019): 11–21. http://dx.doi.org/10.33445/sds.2019.9.6.2.
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Educational organizations in private sector require strong corporate strategies. In order to get success in the globally competitive environment they must adopt the strategy of Corporate Social Responsibility. This study analyzed corporate social responsibility and its impact on private sector secondary schools in district North & South Delhi. For this purpose primary data were collected through five point Likert’s scale. The questionnaire was fielded to private sector secondary school teachers in order to get data about the impact of corporate social responsibility on performance of secondary schools. The population of the study was 184 registered private sector secondary schools (140 boys and 44 girls) which included 900 teachers (who taught to class 10th students during session 2017-18) in district North & South Delhi. A sample of 280 teachers (140 male and 140 female) in 70 private sector secondary schools (35 for boys and 35 for girls) were selected through equal allocation sampling formula. Mean, Standard Deviation and t-test were applied for analyzing the data. The Pearson’s correlation r was used to evaluate the variable effects. The result from the data indicated that all the four aspects of CSR have positive significant impact on the performance of secondary schools.
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Ali, Karamat, and Rana Ejaz Ali Khan. "Private Schooling - A Quality Puzzle." LAHORE JOURNAL OF ECONOMICS 7, no. 2 (July 1, 2002): 41–64. http://dx.doi.org/10.35536/lje.2002.v7.i2.a3.
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Primary school enrollment rates in Pakistan are lower than in other countries at the same level of economic development. The proportion of children reaching grade 5 is about half that in Sri Lanka and China and three-quarter that in India. Nationally, the gross primary school ratio is 74, and 101 for boys and 45 for girls. According to the National Education Policy 1992-2002, the target of literacy rate was set at 70 percent by the year 2002, which was achievable besides other measures, by inviting the private sector into education. Now, overall, private education accounts for about 10-12 percent of gross enrollments. The government of Pakistan has established a goal of universal primary enrollment by the year 2006. In the present study the quality characteristics of private schooling are discussed, i.e. qualitative aspects of schools, physical infrastructure of schools, teachers’ qualification and salaries, and fee, dropout rate, and repletion rate of the students, etc.
Dissertations / Theses on the topic "Private boys' schools"
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Prosser, Anna Kristina, and n/a. "Having their say : some young men's beliefs and attitudes about being a man." University of Canberra. Teacher Education, 1999. http://erl.canberra.edu.au./public/adt-AUC20061106.161423.
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Western societies are increasingly becoming aware of the many problems facing boys and men. In
Australia these problems include one of the highest youth suicide rates in the world, a high divorce
rate, with most divorces being instigated by women, the breakdown of the family, and conflicting
messages about what it is to be 'a man'. This study examines and describes how a group of 15-17
year old young men, who attend a private single sex school in Canberra, describe their beliefs and
attitudes about becoming adult men. Participants were asked to respond to questions posed in a
survey designed specifically for this research. These questions looked at relationships, gender roles,
family, fatherhood, work and leisure and whether impending manhood appeared confusing. The
context in which participants are situated is one of cultural and social flux; it was the current
discourse and debate in Australia about how to be a man, men's issues, and the perception of men
in crisis, which gave this study its broad contextual frame.
Contrary to the conventional wisdom about boys/young men who attend elite private schools, the
participants in this study emerged as egalitarian and flexible in their attitudes with regard to
relationships, gender roles, parenting and work. This study therefore in part refutes the stereotypes,
which surround students at private boys' schools, including those that purport that these students
will hold predominantly hegemonic, traditional views about masculinity and their role as men.
This thesis presents the voices of some three hundred young men, adding to an area of research,
which is contested and vigorous in its development. By exploring the beliefs and attitudes of a
group of Australians who are on the brink of manhood tentative insights have been offered, and,
believe, some illumination gained. The dilemmas posed for meaningful adulthood for young men in
Australia are very real. We need to listen to what young men have to say.
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Smith, Debra Elaine. "The Lived Experience of African American Parents of Middle School Boys at a Predominantly White Elite Private School." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/cps_diss/30.
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ABSTRACT THE LIVED EXPERIENCE OF AFRICAN AMERICAN PARENTS OF MIDDLE SCHOOL BOYS AT A PREDOMINANTLY WHITE ELITE PRIVATE SCHOOL by Debra Elaine Smith Parental involvement has been associated positively with school success across ethnic groups (Hong & Ho, 2005). Yet, some African American parents were found to be more alienated from school than were White parents (Abrams & Gibbs, 2002). One of the most consistent findings in educational research is the underachievement of African American males (Lee, 2003), and a recent report chronicled the pervasive and systematic failure of public schools to educate African American males (Schott, 2008). In the southeastern region, only 40% of African American males graduate from high school (Schott); however, in the post-Civil Rights era, advances in racial equity in education and other arenas of society have created a growing African American middle class (McKinnon, 2003). The southeast region has the largest percent of affluent African Americans (Miller, 2002), and a growing number of these upper middle class African American parents are sending their children to private schools because they are dissatisfied with the lack of rigor in the public school experience (Freedman,2004). This is a new phenomenon that warrants study. Currently, there are no empirical studies on middle class African American parents who send their children to private schools. The purpose of this study was to explore the ways 12 African American couples of middle school boys experience a predominantly White elite private school. To undertake this qualitative investigation, a phenomenological approach incorporating grounded theory was utilized. This research approach is well suited for exploratory investigation of phenomena that are not yet clearly defined within the literature (Creswell, 1998). Data were collected from the couple interviews, focus group, demographic information, and reflexive journal. Five overarching themes emerged from the analysis of the data: better opportunity/brand, parental connection, selective engagement, parental struggle, and parental marginalization. These results are informative and significant to research and practice. Ultimately, it is hoped that this study may contribute to the efforts of providing a quality education to African American male students and satisfaction to their parents in the areas of diversity and inclusion at predominantly White elite private schools.
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Woranoot, Triwichitkasem Thomas Clayton F. "Teachers' concerns about the innovation of teaching EFL in a private boys school in Thailand." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521345.
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Thesis (Ph. D.)--Illinois State University, 1994.Title from title page screen, viewed April 17, 2006. Dissertation Committee: Clayton Thomas (chair), Kenneth Strand, Bruce Hawkins, Rodney Riegle. Includes bibliographical references (leaves 113-121) and abstract. Also available in print.
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Alves, Aglaé Cecilia Toledo Porto. "Composição ao exorbitante: estudo da comunidade virtual As coisas boas da/para a minha terra do portal EducaRede." Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/5209.
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Previous issue date: 2009-04-30The aim of this thesis is to find out whether it is possible to undertake an innovative pedagogical project in the state public schools of São Paulo by putting the local culture in the global limelight by means of the educational portal ¨Educarede¨, particularly, in the virtual community called The benefits for and from my land¨. By adopting a new perspective, four categories can be defined that comprise the focal point of this study: the State, local and global culture, the school community and the group environments. The contemporary state is pervaded with a degree of complexity and fragility that has allowed anew kind of organisation to emerge. This is reflected in the public/private partnerships which currently influence the spheres that have traditionally been regarded as lying within the sole competence of the public sectors, or rather the State. The local and global cultures have merged into a new hybrid form in response to the economic, social and political model through which its influence is felt. This has given rise to the birth of a wide range of existing forms which are closely interlinked with each other, as well as with other forms, apparent realities and the technological apparatus produced by humans themselves, (which has ushered in cyber culture). This study examines the benefits derived by the school community from being responsible for planning, carrying out and evaluating its own projects. This means that it is the school itself that must be shaped to become the place where ¨extraordinary¨ events can take place, as well as a privileged space which is able to arouse a process of reflection and broaden one s awareness of the world. The possibility of forming virtual group environments is referred to as a way of allowing the spread, production and reproduction of cultural expression to occur in the most diverse languages. This increases the strength of the will to exist and brings about a sense of belonging and having group responsibilities in shared space. Finally, the envisaged project allows others to have the chance to experience the growing fascination of finding cracks in the ¨ordinary¨ while sensing the emergence of the ¨extraordinary¨ and thus enable one to enter a new world: from its constitution to an exceptional state
A presente tese tem por objetivo verificar se, ao se propiciar visibilidade global à cultura local, ao que é considerado genuíno nos inúmeros municípios do estado de São Paulo, por meio do portal educativo EducaRede, particularmente na comunidade virtual As coisas boas da/para a minha terra , desencadeia-se um fazer pedagógico inovador nas escolas públicas estaduais paulistas. A partir de um olhar diferenciado, definem-se quatro categorias que serão o foco deste estudo: o Estado, a cultura local e global, a comunidade escolar e os ambientes colaborativos. O Estado contemporâneo se imbuiu de um nível de complexidade e fragilidade que propiciou o surgimento de uma nova organização que se reflete nas parcerias público-privadas que influenciam, na atualidade, esferas tradicionalmente consideradas de competência exclusiva do setor público, ou seja, do Estado. As culturas local e global se hibridizaram de forma peculiar, em atendimento ao modelo econômico, social e político que se impôs, fomentando o nascedouro da diversidade de formas de existir, de se relacionar consigo, com o outro, com as supostas realidades e com o aparato tecnológico criado pelo próprio humano, inaugurando a cibercultura. O trabalho discute os benefícios obtidos pela comunidade escolar ao se responsabilizar pela elaboração, execução e avaliação de seus próprios projetos, passando a escola a se configurar como local de manifestação do extraordinário, como um espaço privilegiado capaz de desencadear processos reflexivos e de ampliação da percepção do mundo. Aponta para a possibilidade de os ambientes colaborativos virtuais potencializarem a divulgação, a produção e a reprodução das manifestações culturais nas mais diversas linguagens, aumentando a potência da vontade de existir, a gerar um sentimento de pertencimento e de corresponsabilidade pelo espaço partilhado. Enfim, o projeto visa propiciar ao outro a oportunidade de vivenciar o deslumbramento advindo de fraturas no ordinário, suscitar o surgimento do extraordinário e instigar o ingresso a um novo mundo: à composição ao exorbitante
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Erasmus, Cathariena Petronella. "The role of emotional intelligence in the adaptation of adolescent boys in a private school." Diss., 2007. http://hdl.handle.net/10500/2203.
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The lack of emotional intelligence can be linked to problem behaviour in adolescent boys between 14 and 18 years of age. The concepts of emotions, emotional intelligence, adolescents and adaptation formed the focal point of this research. Profiles were compiled from data obtained from the Q-metrics emotional intelligence questionnaire, the Sacks Sentence Completion Test, an unstructured interview and the projection media (Draw a person). Detailed information with regards to risk and protective factors for each adolescent boy were provided. The above techniques and measuring instruments provided a holistic picture of the adolescent's level of emotional functioning as well as hypotheses for future therapy. The importance of the father-son relationship in the adolescent years was stressed. Early identification of adolescent boys in a private school (with low levels of emotional development) enables the school to implement programmes aimed at developing emotional intelligence.Educational Studies
M. Ed.
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Baker, Jayne. "Girl Power, Boy Power, Class Power: Class and Gender Reproduction in Elite Single-gender Private Schools." Thesis, 2013. http://hdl.handle.net/1807/43479.
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This dissertation contributes to our understanding of the role of elite single-gender schools in the reproduction of class and gender inequalities. This is an ethnographic study of an all-boys and all-girls school in the Toronto area, combining participant observation, semi-structured interviews, and web and print school documents. I focused especially on students in their final year of high school, when the potential advantages embedded within a private school are most likely to be capitalized on. The data provide an opportunity highlight three mechanisms of class and gender reproduction. First, I explore the teacher/student relationship as a source of advantage for students and show how teachers are complicit in these negotiations. I make sense of this in the context of the schools’ belief in the importance of educating the whole child, including traits like leadership, and the university prep focus of these schools. Second, I focus on how school personnel understand their students as gendered subjects and the contradiction this presents at the all-girls school, where administrators are keen on students defying stereotypes but draw on many of those stereotypes to develop best practices at the school. Third, I analyze the university choice process of these students, noting especially how they construct distinctions between Canadian universities despite Canada not having a steep and well-known hierarchy between institutions, and how they use the established hierarchies in other countries. I bring together theories on the correspondence between the economic structure and the education system and the role of culture in reproduction, staying mindful of how these educational settings are structured and what is happening in the classroom, including how students shape their educational experiences through their actions and their interactions with others, especially teachers.
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Smith, Robyn-Leigh. "Exploring young black and white boys' social construction of masculinity in a private multi-racial school." Thesis, 2010. http://hdl.handle.net/10539/8142.
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This study explored how adolescent boys of different races negotiate multiple voices of masculinity in the context of post-apartheid South Africa. Research has shown that masculinity is not a fixed, homogenous and innate construct, but is rather fluid, relational, contextual, constantly being negotiated (Connell, 2000, 2005; Segal, 1993; Shefer, 2006). Morrell (1998) and Shefer et al. (2007) contend that in the area of research, a focus on boys, men and issues concerning masculinity remains relatively under-researched. In terms of the South African context, few studies have been undertaken in relation to the topic of young masculinities (Davies, 1997; Davies & Eagle, 2007; Langa & Eagle, 2008; Morrell, 2001; Reid & Walker, 2004; Shefer et al., 2007). The rationale for this study therefore stemmed from the lack of South African research on adolescent masculinity, and aimed to explore the role of the social context, in this case a private multi-racial school, in the construction and the negotiation of masculinities. Due to the significance of race in the South African context, the study aimed to assess whether the construction of young masculinities would differ in terms of race.
In investigating the research aims, eight adolescent boys (four white and four black), age between 15 and 18 attending a private multi-racial school broader area of Johannesburg, Gauteng participated in this study. The research methods utilised included auto-photography; semi-structured individual interviews and a focus group with all eight participants. The participants’ responses were recorded and then analysed utilising content analysis. Various themes, such as what it meant to be a boy; boys and risk taking behaviour, alternative masculinities, and the role of context and class in the shaping of masculinity were explored. In order to develop a sense of the role of race in constructing the boys’ understandings the themes focussed on these issues. From the analysis what became evident was the pressure that boys experience within society and the school context to fit into popular or hegemonic constructions of masculinity. However, as much as some of the accounts were in line with hegemonic constructions others indicated alternative and opposing positions. It seems that even though society constructs masculinity and race in certain ways, masculinity is not fixed but rather boys hold multiple and conflicting masculine positions throughout their life experiences. Moreover, this study gives evidence to the internal complexity and contradictory nature of masculinity.
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Van, de Ruit John. "On the inside writing out : the dramatic represention of the private boys' boarding school on the South African stage." Thesis, 2001. http://hdl.handle.net/10413/9050.
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This dissertation sets out to analyze the manner in which the writers of dramatic fiction
deconstruct the mythology and ideology of the private boys' boarding school in their
work. It also seeks to interrogate the sociological and philosophical notions that underpin
this fictional work. The central thrust of this dissertation is to explore the representation
of the private boys' boarding school experience on the South African stage, with
particular reference to writers whose work reflects their personal experiences within such
institutions.
Private boys' boarding schools promote the ideology that they provide a superior
education based on liberal and democratic principles. These institutions supposedly
oversee the development of the individual's mental, physical, spiritual, cultural and social
education. The projected ideology of the private boys' boarding schools has become
entrenched and has manifested itself as a pervasive mythology, which glorifies and
glamourises the social reality of such institutions.
This mythology is challenged and refuted by the appropriation of various sociological,
and philosophical theorists, including: traditional Marxist critiques such as the theories of
Samuel Bowles and Herbert Gintis (1976); structuralist theories such as those proposed
by Louis Althusser (1971) and Antonio Gramsci (1971), whose notions of hegemony
carry much relevance when considering private boys' boarding schools; and finally,
Michel Foucault's (1977) theories of power and power hierarchies (Lotringer, 1989;
Smart, 1985).
Since South Africa's democratization in 1994, a number of fictional works have emerged
that have engaged with the social reality of private boys' boarding schools. Most
notably, two plays, Anthony Akerman's Old Boys (2000) and John van de Ruit's War
Cry (1999), have highlighted issues surrounding private boys' boarding schools in South
Africa. Together with a variety of texts written for different media these works have
formed a critical base that, to some degree, has undermined the supremely positive
resonance of the entrenched private school mythology, and in so doing, challenge the
projected ideology. This dissertation's prime focus is on South African private boys'
boarding schools; however, it also includes texts that articulate the social reality of
private education in England and America. These texts are relevant firstly because the
South African private schools are modeled very closely on the English public school
system and secondly, because their inclusion adds weight and variety to the discussion.
Important areas of study within this dissertation will be the interpretation of the various
thematic concerns raised, and character constructions created by the various writers. This
will be underpinned by the theoretical framework, which analyzes systems of power and
power hierarchies, and the notion of hegemonic masculinity. Finally, the private boys'
boarding school will be examined as a site for hegemonic struggle where power and
privilege are continually contested in a relationship characterized by coercion and
consent. The critical discourse of the fictional texts and its theoretical underpinning will
be placed in opposition to the elitist mythology of the private boys' boarding school and
the ideology that these institutions espouse.Thesis (M.A.)-University of Natal, Durban, 2001.
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"An ethnographic case study of teachers who are alumni of the private day school for boys in which they teach." THE GEORGE WASHINGTON UNIVERSITY, 2009. http://pqdtopen.proquest.com/#viewpdf?dispub=3338838.
Full textBooks on the topic "Private boys' schools"
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Independent schools yearbook 2003-2004: Boys' schools, girls' schools, co-educational schools and preparatory schools. London: A. & C. Black, 2003.
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This is my brain on boys. New York, NY: HarperCollins Publishers, 2016.
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Ruit, John Van de. Spud. Johannesburg, South Africa: Penguin Books, 2010.
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Ebenezer, Abraham. Eton of the east: The story of Bishop Cotton Boys' School, 1865-1998. Bangalore: WordMakers Pub., 1998.
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The old boys' network: A headmaster's diaries 1970-1986. [London]: Short, 2009.
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Paul, Murray. Skippy dies. New York: Faber and Faber, Inc., 2010.
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Stiefvater, Maggie. The Raven Boys. New York: Scholastic Press, 2012.
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The headmaster's papers. Forest Dale, Vt: Paul S. Eriksson, 2002.
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Hawley, Richard A. The headmaster's papers. Middlebury, Vt: P.S. Eriksson, 1992.
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Spud. New York: Razorbill, 2007.
Find full textBook chapters on the topic "Private boys' schools"
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"Use and Ornament: Girls in Former Boys’ Independent Schools." In British Private Schools, 135–51. Routledge, 2004. http://dx.doi.org/10.4324/9780203494745-14.
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Purdy, Michelle A. "The Inheritances of a New Elite Private School." In Transforming the Elite, 22–55. University of North Carolina Press, 2018. http://dx.doi.org/10.5149/northcarolina/9781469643496.003.0001.
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This chapter chronicles how early decisions by Dr. William Pressly, founding president of Westminster, and other private school leaders began to blur the boundaries between public and private. Westminster, established in 1951, became a popular private school among white middle- and upper-class Atlantans. As Pressly became a leader of the National Council of Independent Schools, he began to negotiate multiple contexts, including that of the city of Atlanta, the state of Georgia, and independent schools nationally. Westminster’s early school culture reflected “Old South” sentiments and racist traditions, while at the same time the first black students to desegregate the school were being born. They would be raised in the segregated black communities and schools developed because of and in spite of Jim Crow. What they gained as young boys and girls would help equip them for experiences that they did not know lay ahead—desegregating and attending Westminster.
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Preston, Katherine K. "Pedagogy II." In George Frederick Bristow, 95–106. University of Illinois Press, 2020. http://dx.doi.org/10.5622/illinois/9780252043420.003.0008.
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Bristow taught music in the New York Public Schools (1854-1898), even after relocating to Morrisania. He taught simultaneously in as many as six different schools and was known as an effective teacher. Most of his students (boys and girls) were foreign-born. The inclusion of music pedagogy in the public school system was a long and gradual process. Students in the schools with music teachers learned and performed fairly difficult choral repertory at commencements, in special concerts, and as fund-raising activities. In 1870 Bristow oversaw a “Grand Juvenile Beethoven Festival.” He also taught in private conservatories and institutions, including the New York Conservatory, where he was director for several years.
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Bull, Tove, Carol Henriksen, and Toril Swan. "Obstacles and opportunities for women linguists in Scandinavia." In Women in the History of Linguistics, 245–78. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198754954.003.0010.
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This chapter concerns the role played by women in the history of linguistics in the Nordic countries: Denmark, the Faroe Islands, Iceland, Norway, and Sweden. Our main focus is on the period from the mid-sixteenth to the mid-twentieth century, a period that began with the gradual emergence of the nation states of the North and the need for the codification of common national languages. Gradually, education became more widespread, and although the first schools were for boys, private education was given in upper-class homes and was thus also accessible for girls. The first grammarians were all men, so early on it is mostly behind the scenes that we find women involved in the study of language. Once women were allowed to participate in higher education, some of them made significant contributions to linguistics. In order to understand the role played by women, it is clearly necessary to view their contributions in the context of the age and society in which they lived.
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Jackson, Carolyn, and Vanita Sundaram. "‘They’re Mainly Private School, White Boys’." In Lad Culture in Higher Education, 61–85. Routledge, 2020. http://dx.doi.org/10.4324/9780203702901-4.
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Hebert, Carolyn. "Boys Only!" In Dance and Gender. University Press of Florida, 2017. http://dx.doi.org/10.5744/florida/9780813062662.003.0006.
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This ethnographic case study discusses the experiences of nine competitive male hip hop dancers as they participated in an all-male jazz technique class, which was taught by the researcher, in a private Canadian dance studio. Questionnaires were distributed to the male students and their three dance teachers to identify both the students’ and teachers’ perceptions of gender in competitive dance education. This chapter critically examines pedagogical practices that masculinize dance movement and teaching strategies in a private dance school with the intention of encouraging male enrollment. It challenges dance educators to assess how their own gendered assumptions influence their pedagogies, and to consider the potential effects they may have on their students’ experiences.
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Jenkinson, A. J. "What do Girls Read During Private Reading Periods in School?" In What do Boys and Girls Read?, 207–10. Routledge, 2018. http://dx.doi.org/10.4324/9781351236744-17.
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Jenkinson, A. J. "What do Boys read During Private Reading Periods in School?" In What do Boys and Girls Read?, 54–63. Routledge, 2018. http://dx.doi.org/10.4324/9781351236744-3.
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Reuber, Markus, Gregg H. Rawlings, and Steven C. Schachter. "Psychologist, 1 year’s experience, Germany." In Non-Epileptic Seizures in Our Experience, edited by Markus Reuber, Gregg H. Rawlings, and Steven C. Schachter, 145–46. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780190927752.003.0051.
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This chapter looks at two stories of patients with dissociative seizures. The first one is about a little boy who was wearing a unicorn costume when the author saw him. The little boy told the author that he was a tricorn. During the course of his stay on the author’s ward, it became clear that he had dissociative seizures in addition to his epileptic seizures. This was probably because he was physically attacked by some boys at school and did not want to go back. Indeed, when asked what he would choose if he had three wishes, the boy said he would wish for a nice house, a lot of money to pay for a private school, and good friends. The second story is about an 18-year-old girl who suffered from dissociative seizures and was on the children’s ward. She was slowly being prepared for the adult ward for patients with Non-Epileptic Seizures. However, she insisted that she wanted to stay in the children’s ward.
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Kinsella, John. "On Peter Carey’s True History of the Kelly Gang." In Polysituatedness. Manchester University Press, 2017. http://dx.doi.org/10.7228/manchester/9781526113344.003.0029.
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A key to understanding Peter Carey’s True History of the Kelly Gang is to realise that this is a book about speech and text, witness, and the question of the reliable or unreliable narrator. It explores the need to explain one’s actions, motives and character in the context of possible histories and their receptions by personal and public audiences. The narrative of Ned Kelly is constructed for a private audience, though made public through the machine of research and public interest. Or so Carey directs his reader. As a child, Kelly hears tales of Cuchulainn and Irish mythology, of the legends and terrors of the district, but only spends a limited time at school because of poverty and his father’s death. Kelly’s great moment of childhood bravery, saving a boy from drowning, is rewarded by the boy’s publican father – a sash with Kelly’s heroics blazoned across it is awarded in front of the school. Text is the hero here. And though resentment surfaces regarding its value, it’s the pride that links his narrative together....
Conference papers on the topic "Private boys' schools"
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Benlloch-Dualde, Jose V., and Sara Blanc. "eSGarden: a European initiative to incorporate ICT in schools." In CARPE Conference 2019: Horizon Europe and beyond. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10209.
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Knowledge transfer to the society is undoubtedly one of the main objectives of Universities. However, it is important that these advances reach the youngest, many of them, future university students. Having this in mind, a European project around how incorporating ICT in school gardens was proposed (SCHOOL GARDENS FOR FUTURE CITIZENS, 2018-1-ES01-KA201-050599). In this project, both universities and schools, belonging to five European countries, are collaborating with public and private organizations with social concerns, environmental responsibility and sustainability. School gardens is a broad topic that combine technological needs for managing and control with education in values of environmental sustainability, social inclusion and citizenship, transmission of tradition, and the promotion of digital culture in both girls and boys from the early school stages. These last aspects are aligned with some sustainable development targets (SDGs), such as ensuring healthy lives and promote well-being for all at all ages, inclusive and equitable quality education, gender equality or responsible consumption. A further challenge of the consortium is to extend the proposed approach to other schools throughout Europe with the same interests and impact, considering cultural diversity and climate differences.