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Dissertations / Theses on the topic 'Teenage boys'

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Published: 4 June 2021
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1

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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2

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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3

Ludwig, Chris. "In the cold, quiet dark /." View online, 2010. http://repository.eiu.edu/theses/docs/32211131575050.pdf.

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4

Bordere, Tashel C. ""Caught up" between hope and despair : black teenage males' experiences with death in New Orleans /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115526.

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5

Blackwell, Valerie Gayle Tucker Ukpokodu Omiunota Nelly. "Factors which influence the academic motivation and disengagement of adolescent, African American males within a social-historical and psychological context." Diss., UMK access, 2006.

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Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2006.
"A dissertation in education and urban leadership and policy studies." Advisor: Omiunota Ukpokodu. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Jan. 26, 2007. Includes bibliographical references (leaves 250-280). Online version of the print edition.
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Nargiso, Jessica E. "Adolescent gender differences in risk of alcohol use /." View online ; access limited to URI, 2009. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3378089.

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7

Browne, Melinda Evelyn. "A sociocultural study of mathematical and other identities of 'struggling' teenage boys." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/89274.

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The purpose of this study is to gather and describe case studies of 'struggling' teenage boys, focusing on their identities, which are mediated by the discursive practices associated with school mathematics and other activities. The sociocultural model of identity unites an individual’s psychodynamic continuity with the roles and positions that emerge from his/her social interactions. The setting for the investigation is a small single-sex, non-traditional secondary school, in which the sample is seven boys, ages sixteen to eighteen, who have lost interest in the academic mainstream. Qualitative data were collected on individual boys, and then matched in a table to the theoretical framework. The study raised five issues about identity, struggling teenage boys, and school mathematics. To negotiate the dialectic of opposing identity norms, struggling teenage boys employed identities as expressive tools that held desirable positions for them in school mathematics. In the organization of multiple identities, salience depended upon the intrinsic and extrinsic gratification associated with knowledge of mathematics. Positive mathematical identities clustered with compatible social identities that were also supported by these rewards. The sociohistorical availability of identities increased in nontraditional mathematics courses that provided the boys with opportunities to enact positive roles. Many of the boys communicated positive attitudes towards school mathematics in relation to their future career goals. Though they may have struggled, they expected to achieve conventional success in the adult world. The issue of identity and emotions was illustrated by the shame and mistrust that accompanied the loss of a former identity such as a “gifted” level in school mathematics. For some struggling teenage boys, mistrustfulness was evident in their discussions about money. They expressed an affinity for simple arithmetic, which they could easily master with repetitive practice. Implications for teaching include cultivating future-oriented identities, incorporating 'money themes, and offering customized courses.
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8

Lebeau, Rebecca. "Marijuana abuse in incarcerated adolescents : reasons for use and implications for treatment /." View online ; access limited to URI, 2007. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3276992.

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9

Nishioka, Vicki Marie. "Personal and ecological characteristics of middle school boys labeled emotionally disturbed, learning disabled, and socially maladjusted : more alike than different /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3004000.

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Thesis (Ph. D.)--University of Oregon, 2001.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 160-188). Also available for download via the World Wide Web; free to University of Oregon users.
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10

Jones, Virgil J. "Boys to men bridging the gap /." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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11

Reardon, Barbara J. "Psychological, social, biographic, and behavioral predictors of male adolescent drug abusers' adaptation to a residential drug treatment program and of the outcome of their treatment /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487260859495764.

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12

Bennion, Zina L. ""Work is fun" : the phenomenon of boys enjoying work in a camp setting /." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2722.pdf.

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13

Kennedy, Sarah L. Goggin Kathy J. "Predicting sexual risk behaviors among African American adolescents a meta-analysis /." Diss., UMK access, 2006.

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Thesis (Ph. D.)--Dept. of Psychology. University of Missouri--Kansas City, 2006.
"A dissertation in psychology." Advisor: Kathy Goggin. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Oct. 31, 2007. Includes bibliographical references (leaves 135-151). Online version of the print edition.
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14

Reynolds, James R. "A comparison of adolescent sexual offenders, adolescent violent offenders, and adolescent non-violent, non-sexual offenders along the domains of empathy, hostility, and rape myth endorsement /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946288.

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15

au, H. Hatchell@murdoch edu, and Helen Hatchell. "Masculinities and Whiteness: The Shaping of Adolescent Male Students' Subjectivities in an Australian Boys' School." Murdoch University, 2003. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20041014.140411.

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In my thesis I explore way in which adolescent male students negotiate and interrogate discursive ideologies relating to hegemonic masculinities and to the normality of "whiteness", specifically within one English classroom in an Australian private single sex boys’ school in Perth, Western Australia. A feminist poststructuralist theoretical framework is employed to explore how gendered and racialized positions available to adolescent males contribute to the shaping of their subjectivities, and how the social constructions of masculinities and femininities contribute to the ways in which adolescent males represent themselves. A quantitative approach, which included individual classroom observations, questionnaires and interviews, provided me with tools essential for examining the complexities of the effects of social constructs such as gender, sexuality and ethnicity on masculinist positionings at school. The study reveals the complexities surrounding discourses of hegemonic heterosexual masculinities and privileges of whiteness on the situationally specific formation and negotiation of subjectivities in adolescent males’ lives in one school. Central findings of the study show that adolescent males in this single sex boys’ school easily maintained socially constructed ideas surrounding the feminisation of females and masculinization of males, with notions of homophobia embedded in discourses of hegemonic masculinities. A resistance to alternative masculine discourses shows the impact and maintenance of hegemonic heterosexual masculinities for adolescent males. However, through the use of particular texts, female teachers in the all boys’ classroom were able to open up spaces for male students to interrogate hegemonic forms of masculinities, to interrogate power relationships, and to access alternative masculinities. Ina similar vein, my findings show how easy it is for students to ignore social injustices in relation to racism and stereotyping of Indigenous Australians, and to retain notions that reinforce these injustices. A major conclusion of the study is that social injustices are easily maintained through educational institutions as active agents of reinforcing ideas and ideologies, particularly when changes mean disruption of privileges, such as privileges associated with hegemonic masculinity or with whiteness. Although this study was conducted within a middle class milieu, and thus the students were from an advantaged position in life, this does not justify their ignorance of issues of social justice. Indeed, the findings highlight the importance of this kind of critical approach with middle class boys in single sex schools. Important implications of this study are that findings contribute to the discovery of ways of changing deeply ingrained ideologies such as perceived gender dichotomies, the masculinization of males and the feminisation of females. My findings also contribute to ways in which privileges, such as whiteness, can be deconstructed and interrogated by those in privileged positions. My findings have potential significant implications for pedagogical practices. Education provides a means by which tools can be utilized to deconstruct and interrogate notices which maintain privileges, and in the study particularly white male privileges. Within the educational systems, an understanding relating to how subjectivities are shaped within a classroom setting will also lead to greater educational insights into how specific texts and classroom interactions affect students’ self representation and understanding. Thus a gender equity and social justice curriculum committed to interrogating the ways in which male students subscribe, invest and negotiate hegemonic masculinities in advocated and has particular relevance to those males already in privileged class positions in terms of working towards a more socially just society.
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Wildschut, Alvino Vernal. "The construction of young musculine sexualities in rural Western Cape /." Link to the online version, 2005. http://hdl.handle.net/10019/1312.

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17

Rieks, Samantha J. "A qualitative investigation of gay male adolescence." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007riekss.pdf.

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18

Lockwood, Lea Beth. "Enhancing hardiness in urban adolescent males : a hardiness curriculum /." View online ; access limited to URI, 2007. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3276994.

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19

Liu, Suk-ching Elaine. "Parental social support and young adolescents running away from home /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22665146.

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20

Tozuka, Tomoko. "Comparison of hydrostatic weighing and plethysmography techniques for the development of skinfold prediction equations for children." Huntington, WV : [Marshall University Libraries], 2002. http://www.marshall.edu/etd/descript.asp?ref=173.

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21

Brown, Adam. "Understanding male juvenile sexual offenders : an investigation of experiences and internalized masculinity : a project based upon an independent investigation /." View online, 2008. http://hdl.handle.net/10090/5870.

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22

Lee, John Robert, and res cand@acu edu au. "Teenage Boys’ Perceptions of the Influence of Teachers and School Experiences on their Understanding of Masculinity." Australian Catholic University. School of Religious Education, 2003. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp36.29082005.

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There is widespread interest shown in the education of boys in school as evidenced in research, education initiatives and discussion in the general community. Research undertaken by Connell (1989, 1995, 1996, 2000), Laberge and Albert (1999), Mac an Ghaill (1994), Martino (1998), West (1999, 2002) and others suggests that there is a range of masculinities displayed by teenage boys. Some of the masculinities with which boys identify are in conflict with accepted ideas of educational achievement. This doctoral study investigates the contribution of teachers and school experiences to teenage boys’ understanding of masculinity. There are two components to the study. The first part is a systematic review of the literature to highlight findings about boys’ perceptions of relationships between masculinity and schooling. The second part is a qualitative empirical study of the views of a sample of Year 11 high school boys in two single sex Catholic schools. The interviews focus on their understandings of masculinity and their perceptions of influential aspects of school life. It includes an analysis of the boys' views of the impact of teachers, sport, discipline and classroom experiences. Participants in the study indicated that masculinity is changing and the community is requiring men to be more expressive of emotions. The majority of teenage boys interviewed stated that teachers and school experiences influenced their understanding of masculinity. Pupil - teacher relationships, conversations, exhortations and non-verbal communications are all perceived as means by which teachers influence students. Some teachers were regarded as good role models, making a positive contribution the boys’ masculinity. Interviewees reported that the schools promoted two masculinities, ‘sporting’ and ‘academic’. They spoke of contrasting interpretations of the appropriate expression of emotion. One finding of the study is that some of the teenage boys experienced a ‘spirituality of connected masculinity’ through singing, cheering and participation in school activities including sport, liturgies and retreats. Implications are drawn from the study and recommendations are made for improving the education of boys including how schools can encourage a diversity of ‘reflective’ masculinities rather than reinforcing ‘hegemonic’ understandings of masculinity.
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23

Ingram, Nicole Anne. "Reconciling working-class identity and educational success : a study of successful teenage boys, locality and schooling." Thesis, Queen's University Belfast, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.579728.

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This thesis focuses on the ways in which working-class boys reconcile their identity with educational success. It presents the findings of an indepth qualitative study of successful teenage boys from one locality in Belfast. The boys attend either the local grammar or local secondary school, which are located in close proximity to one another. The thesis focuses on the connections and disconnections between the influences of home/neighbourhood and of the two different schools in shaping identity. The methodological approach employed is integral to gaining this understanding and makes use of arts-based and visual methods for working sensitively with young men and eliciting indepth responses. Working-class boys are often presented in homogeneous terms and this study explores the heterogeneity in ways of being a working-class boy. Using a Bourdieuian theoretical framework the thesis seeks to understand the complexities of being educationally successful and working-class. The thesis works with the idea that habitus forms within a multiplicity of fields and explores the ramifications of the alignment or misalignment of the differing schemes of perception that these fields promote and produce. The thesis shows that for some boys this involves difficulty in reconciling conflict schemes of perception from different fields. In order to explain the processes involved in the internalization of plural schemes of perception the thesis has developed a four-way typology that considers differences in the impact of this conflict. The four types are reconciled habitus, destabilized habitus, abandoned habitus and re-confirmed habitus. Each habitus type relates to the impact of the 'dialectical confrontation' between two fields and the ways in which the boys negotiate this. In doing so, this study contributes to an understanding of the psycho-social implications of educational success for working-class boys.
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24

Lee, John Robert. "Teenage boys' perceptions of the influence of teachers and school experiences on their understanding of masculinity." Thesis, Australian Catholic University, 2003. https://acuresearchbank.acu.edu.au/download/4e167428a6bcea0ea5b75de4a21e3fb8d6a916ca0692cc28ed915ce9705e71a4/2160335/64961_downloaded_stream_186.pdf.

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There is widespread interest shown in the education of boys in school as evidenced in research, education initiatives and discussion in the general community. Research undertaken by Connell (1989, 1995, 1996, 2000), Laberge and Albert (1999), Mac an Ghaill (1994), Martino (1998), West (1999, 2002) and others suggests that there is a range of masculinities displayed by teenage boys. Some of the masculinities with which boys identify are in conflict with accepted ideas of educational achievement. This doctoral study investigates the contribution of teachers and school experiences to teenage boys' understanding of masculinity. There are two components to the study. The first part is a systematic review of the literature to highlight findings about boys' perceptions of relationships between masculinity and schooling. The second part is a qualitative empirical study of the views of a sample of Year 11 high school boys in two single sex Catholic schools. The interviews focus on their understandings of masculinity and their perceptions of influential aspects of school life. It includes an analysis of the boys' views of the impact of teachers, sport, discipline and classroom experiences. Participants in the study indicated that masculinity is changing and the community is requiring men to be more expressive of emotions. The majority of teenage boys interviewed stated that teachers and school experiences influenced their understanding of masculinity. Pupil - teacher relationships, conversations, exhortations and non-verbal communications are all perceived as means by which teachers influence students. Some teachers were regarded as good role models, making a positive contribution the boys' masculinity. Interviewees reported that the schools promoted two masculinities, 'sporting' and 'academic'. They spoke of contrasting interpretations of the appropriate expression of emotion.;One finding of the study is that some of the teenage boys experienced a 'spirituality of connected masculinity' through singing, cheering and participation in school activities including sport, liturgies and retreats. Implications are drawn from the study and recommendations are made for improving the education of boys including how schools can encourage a diversity of 'reflective' masculinities rather than reinforcing 'hegemonic' understandings of masculinity.
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25

Smith, Carnel L. "Lasting legacies the effects of natural mentors in the lives of at-risk African-American male adolescents /." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1162842875.

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26

Lareau, Benjamin D. "Among the Tares." Fogler Library, University of Maine, 2004. http://www.library.umaine.edu/theses/pdf/LareauBD2004.pdf.

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27

Clemens, Lisbeth. "Images of masculinity : ideology and narrative structure in realistic novels for young adults." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85898.

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The development of media and academic debate on "the crisis in masculinity" has led to a growing focus on the lives of teenage boys. Studies done on teenage girls have revealed the physical, emotional, and educational costs of cultural expectations. It is important that similar studies be done to examine the cultural forces which influence the development of a teenage boy's sense of self. This thesis looks at one of these cultural influences---the books boys read.
Using Robert Connell's theoretical approach of hegemonic masculinity and sociologist Blye Frank's work with a group of teenage boys, criteria have been developed for collecting and categorizing images of masculinity in 103 realistic novels for young adults. These images are organized under body image, sport, other recreational proving grounds, relationships with men and women, school, and work; these are cross referenced by four areas of analysis: being male, competition, violence, and sexuality.
The second part of this thesis is concerned with using the theory of narrative discourse analysis, informed by the work of John Stephens, to examine the way in which the ideology of masculinity is mediated by narrative structure. The cultural expectations of the male characters in the novels are compared with experiences of real boys. Race, class, and cultural heritage are all discussed as emerging issues within the study.
The thesis addresses the following questions: Do books written for young adults mirror the subtlety and complexity of boys' choices? Is the ideology present in the books concentrated on reinforcing the hegemonic image? Does this literature provide a "space" for both the readers and the characters to develop their own highly relational form of masculinity?
The thesis concludes that while the images of hegemonic masculinity remain powerful, the majority of novels studied mirror the everyday struggle of real boys, and that generally, ideological statements in the selected novels move beyond reinforcing specific hegemonic images to supporting more general humanistic concerns.
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28

Moosbrugger, Linda. "Male adolescent marijuana use as related to differences in emotional intimacy, sexual intimacy, self-esteem and grade level of peers /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487263399025918.

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29

Mitchell, Sara H. "A Biopsychosocial Model of Dietary Restraint in Early Adolescent Boys." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700049/.

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The current study replicated and extended previous research by examining empirically the direct and indirect influence of social pressure (to lose weight and diet), social body comparisons, internalization of the thin ideal, body dissatisfaction, self-esteem, and cardiorespiratory fitness on self-reported dietary restraint in a diverse sample of middle school boys (n = 663); Mage was 12.49 years (SD = .99). With IRB approval, parental consent, and child assent, during annual FITNESSGRAM testing, participants completed questionnaires that measured the study’s constructs. Cardiorespiratory fitness (CRF) was determined by the boys’ performance on the PACER running test. The proposed model was examined using structural equation modeling (SEM). Because measures demonstrated univariate and multivariate normality, the maximum likelihood procedure within EQS to examine the measurement and structural models was used. Fit was determined using a two-index procedure. Participants were randomly split into exploratory (Sample A - 331) and confirmatory (Sample B - 332) samples. For Sample A, the measurement and structural models fit the data well. The structural model was confirmed in Sample B, with the same paths being significant and nonsignficant. For both Sample A and Sample B, 35% of the Dietary Restraint variance was explained. These findings support a multifactorial approach to understanding boys’ self-reported dietary restraint, and illuminate the negative influence of sociocultural weight pressures and salutary effects of CRF on early adolescents’ psychosocial well-being and dietary behaviors.
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Lehman, Gloria L. "Adolescents' sexual attitudes: a Mennonite sample." Thesis, Virginia Tech, 1987. http://hdl.handle.net/10919/45773.

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One hundred fifty-six adolescent respondents from the Virginia Mennonite Conference were surveyed regarding their perceived influences of their attitudes toward sexuality and the Mennonite Church's position on various sexual issues. The adolescents were more sure of their own beliefs about sexuality than they were about the church's position. The church was not perceived as a major source of influence on their attitudes when compared to friends, the media, and the family. A comparison of early and late adolescents did not reveal any significant difference in the amount of perceived influence of the church. The gender of the respondent was not found to differentiate significantly on any of the variables under investigation. The type of school the adolescent attended--either public or Mennonite--was related to a difference in the response to beliefs about premarital sex and pregnancy outside of marriage. Students at public schools held more accepting views on these issues.


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31

Sanders, Tracey, and t. sanders@mcauley acu edu au. "Where The Boys Are: The Experiences of Adolescent Boys and Their Female Teacher in Two Single Sex Drama Classrooms." Griffith University. School of Vocational, Technology and Arts Education, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030818.152042.

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This qualitative case study explores the experiences of adolescent boys and their female teacher in two single sex drama classrooms over a two year period. It has been influenced by sociological and educational frames of knowledge with a specific emphasis on gender studies. Driven by the work of Biddulph (1995), Bly (1990), Pollack (1999), Hawkes (2001), Hartman (1999), Connell (1995,1996) and Kenway (1997), this research is ideologically grounded in theories that investigate the areas of masculinity, boys' education and drama practice. It takes as its pivotal focus the notion that educationally, adolescent boys are facing complex and troubled times and that a reassessment of the way boys are taught in schools is crucial. Additionally, the role and influence of the female teacher in the single sex boys' classroom was significant, providing an essential backdrop for investigating the classroom experiences of the boys. In the area of educational drama, research into adolescent boys and classroom drama is still unfolding.This thesis contributes to knowledge in this area and reveals the important benefits and potential that educational drama holds for empowering young males to explore their own masculine identities and understand their world with clarity and insight. Data collected during this research forms the basis of a narrative journey shared between the reader and the researcher. The research is heavily grounded in the ethnographic tradition of 'telling stories' from the field - stories which reveal the authentic lived experiences of the participants. Part of the greater story told here includes that of the researcher and documents some of the more notable challenges and highlights of working in the field over an extended time frame. Specifically, the research addresses the following questions: What benefits do adolescent boys perceive they gain from doing drama? How do adolescent boys communicate with each other in the drama classroom? How do adolescent boys approach drama work in their classroom? How do they perceive their own experiences and relationships in a single-sex drama classroom? What role does their female teacher play in their experiences in the drama classroom? The research revealed a number of important considerations for the fields ofsociology, gender studies and education. Amongst some of the major findings was the potential of drama to break down stereotypical notions associated with masculinity and boys' abilities to excel in area such as the Arts. The enjoyment and fulfillment that the boys felt they gained from participating in drama resulted in a heathlier classroom environment characterised by a greater tolerance and understanding of each boy's individual masculinity. It was also revealed that the presence of a female drama teacher was considered an advantage, granting the boys access to a field of knowledge and feeling that was different to their 'male ways of knowing.' Additionally, for the field of drama, the research revealed that the value of solid planning, a defined understanding of contemporary drama practice and implementing learning experiences carefully and thoughtfully grounded in the lives of the students, cannot be underestimated as essential components of effective drama teaching.
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Sanders, Tracey. "Where The Boys Are: The Experiences of Adolescent Boys and Their Female Teacher in Two Single Sex Drama Classrooms." Thesis, Griffith University, 2003. http://hdl.handle.net/10072/366368.

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This qualitative case study explores the experiences of adolescent boys and their female teacher in two single sex drama classrooms over a two year period. It has been influenced by sociological and educational frames of knowledge with a specific emphasis on gender studies. Driven by the work of Biddulph (1995), Bly (1990), Pollack (1999), Hawkes (2001), Hartman (1999), Connell (1995,1996) and Kenway (1997), this research is ideologically grounded in theories that investigate the areas of masculinity, boys' education and drama practice. It takes as its pivotal focus the notion that educationally, adolescent boys are facing complex and troubled times and that a reassessment of the way boys are taught in schools is crucial. Additionally, the role and influence of the female teacher in the single sex boys' classroom was significant, providing an essential backdrop for investigating the classroom experiences of the boys. In the area of educational drama, research into adolescent boys and classroom drama is still unfolding.This thesis contributes to knowledge in this area and reveals the important benefits and potential that educational drama holds for empowering young males to explore their own masculine identities and understand their world with clarity and insight. Data collected during this research forms the basis of a narrative journey shared between the reader and the researcher. The research is heavily grounded in the ethnographic tradition of 'telling stories' from the field - stories which reveal the authentic lived experiences of the participants. Part of the greater story told here includes that of the researcher and documents some of the more notable challenges and highlights of working in the field over an extended time frame. Specifically, the research addresses the following questions: What benefits do adolescent boys perceive they gain from doing drama? How do adolescent boys communicate with each other in the drama classroom? How do adolescent boys approach drama work in their classroom? How do they perceive their own experiences and relationships in a single-sex drama classroom? What role does their female teacher play in their experiences in the drama classroom? The research revealed a number of important considerations for the fields ofsociology, gender studies and education. Amongst some of the major findings was the potential of drama to break down stereotypical notions associated with masculinity and boys' abilities to excel in area such as the Arts. The enjoyment and fulfillment that the boys felt they gained from participating in drama resulted in a heathlier classroom environment characterised by a greater tolerance and understanding of each boy's individual masculinity. It was also revealed that the presence of a female drama teacher was considered an advantage, granting the boys access to a field of knowledge and feeling that was different to their 'male ways of knowing.' Additionally, for the field of drama, the research revealed that the value of solid planning, a defined understanding of contemporary drama practice and implementing learning experiences carefully and thoughtfully grounded in the lives of the students, cannot be underestimated as essential components of effective drama teaching.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Vocational, Technology and Arts Education
Faculty of Education
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33

Jephtha, Angelo Charl. "Exploring the constructions of a masculine identity amongst adolescent boys in the Western Cape." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86638.

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Thesis (MA)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Violence in South Africa is a serious problem and young men have been and still are the driving force behind the high levels of violence in South Africa. Although young men commit the most violence researchers have largely neglected the critical examination of young men and their association with violence. This study set out to examine this phenomenon by conducting focus group and group interviews with 23 adolescent boys between the ages of 14-16. The boys were selected from two schools in the Cape region. Two focus groups and one group interview was conducted in order to gain insight from the participants on what they thought were the motivations for young mens‟ tendencies to enact violence. As a result, various themes emerged from the participants responses. The participants provided rich descriptions about what they thought motivated men to enact violence. Overwhelmingly all the themes highlighted that men and boys who endorse traditional dominant ideals of masculinity that encourage toughness, dominance and willingness to resort to violence were more likely to enact violence. However, what was apparent was that for most boys violence played an integral part in the construction of their masculinity. It was defining characteristic of what it meant to be a man.
AFRIKAANSE OPSOMMING: Geweld in Suid-Afrika is 'n ernstige probleem en jong mans was en is nog steeds die dryfkrag agter die hoë vlakke van geweld in Suid-Afrika. Ten spyte van jong mans se beeld as oortreders van geweld is jong mans se geweld deur navorsers geïgnoreer. Hierdie studie het 'n ondersoek gedoen om uit te vind wat die motivering is wat sommige jong mans na geweld toe dryf. As gevolg, het hierdie studie 23 adolessente jong mans tussen die ouderdom van 14 tot 16 'n onderhoud met hulle waargeneem. Die seuns is gekies uit twee skole in die Kaapse streek. Twee fokusgroepe en een groep onderhoud is uitgevoer met die adolessente seuns om 'n begrip te kry van hierdie fenoneem. Verskeie temas is uit die deelnemers antwoorde geneem. In al die temas kon ek aflei dat mans en seuns wat die tradisionele dominerende ideale van manlikheid omhels is meer geneig om geweld uitgevoer. Wat egter duidelik is vir die meeste seuns is dat geweld 'n integrale deel is in die konstruksie van hul manlikheid. Dit is 'n kenmerk van wat dit beteken om 'n man te wees.
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34

Andrews, Kathleen E. Wilson Thad. "Perceptions of high school boys toward nursing as a career choice." Diss., UMK access, 2005.

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Thesis (Ph. D.)--School of Nursing. University of Missouri--Kansas City, 2005.
"A dissertation in nursing." Advisor: Thad Wilson. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed May 31, 2006. Includes bibliographical references (leaves 140-151). Online version of the print edition.
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Siweya, Tryphosa. "Notions of manhood by adolescent African boys in Ngove Vilage, Limpopo Province." Thesis, University of Limpopo, 2017. http://hdl.handle.net/10386/1953.

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Thesis (M.A. (Psychology)) ---University of Limpopo, 2017
The aim of this study was to determine the notions of manhood by adolescent African boys in Ngove Village, Limpopo Province. The study sought to describe what it means to be a man according to African boys in a rural community. The study also described critical routes through which African boys transit from boyhood to manhood. The qualitative method was used. The sample consisted of 10 participants from Ngove Village, and was selected through purposive sampling. Data was collected through individual semi-structured interviews and focus group discussions. Data was analysed using interpretive phenomenological analysis (IPA). Common themes around what it means to be a man were clearly delineated. Findings of this study suggest that manhood is a status that is earned when a male person possesses specific qualities that one’s community and culture consider to be in keeping with being a man. The findings of this study further suggested that from early childhood, African boys experience social pressure that compels them into channeling their behaviours into standards set by the community. Meanwhile it is maintained that the male gender is the primary element of manhood, it is strongly emphasised that the male person will need to display his manhood behaviourally.
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Hanna, Lauren E. "The metabolic response to acute exercise in adolescent boys with NIDDM relatives." Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1398714.

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Individuals with NIDDM and low insulin sensitivity (Si) have altered fuel use, which may appear in NIDDM relatives. Adolescent males, six with NIDDM relatives (POS) and six controls (CON), matched for fitness and fatness, participated. Peak oxygen uptake (V02pea), ventilatory threshold (VT) and body composition were measured. Insulin and glucose values were used for Si estimates. Oxygen consumption (V02) and respiratory exchange ratio (RER) measurements were made at rest and during exercise at 80,100 and 120% of VT for substrate use. No group differences were found in anthropometric data, V02pea, VT or blood measurements, although fat free mass (FFM) tended to be greater in CON. CON tended to use a higher percentage carbohydrate and a lower percentage of fat than POS, but differences were no longer present after normalization to FFM. Trends towards fuel use differences may suggest metabolic abnormalities are present in POS, but further investigation is necessary.
School of Physical Education, Sport, and Exercise Science
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37

Anthony, Michael R. "The founding of a literary subgenre the Catcher in the Rye and the teen angst novel in young adult literature /." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2004. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.A. )--Kutztown University of Pennsylvania, 2004.
Source: Masters Abstracts International, Volume: 45-06, page: 2829. Typescript. Abstract precedes thesis as 2 preliminary leaves ( [ i-ii ] ). Includes bibliographical references ( leaves 83-84 ).
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Jalbert, Aimie E. "The role of personality and prior criminal offenses in the prediction of perceived helping alliance of nonsexual offending adjudicated adolescent males in residential facilities a project based upon an independent investigation /." View online, 2009. http://dspace.nitle.org/handle/10090/13385.

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Hillenbrand-Gunn, Theresa L. "Acquaintance rape and male high school students : can a social norms intervention change attitudes and perceived norms? /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137710.

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40

Martino, Wayne. "Interrogating masculinities: regimes of practice." Thesis, Martino, Wayne (1998) Interrogating masculinities: regimes of practice. PhD thesis, Murdoch University, 1998. https://researchrepository.murdoch.edu.au/id/eprint/185/.

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This thesis draws on post-Foucauldian theories of governmental power and technologies of the self to critically examine the deployment of post-structuralist, psychoanalytic, sociological and cultural studies' paradigms for theorising and researching masculinities. It is argued that a particular dialectical mode of rationality and a project of cultural completion inform these approaches which are based on a requirement to reconcile oppositional categories such as freedom and determination, subject-determining state and self-determining subject, social structure and social actor. The limits are outlined of theorising subjectivity in terms of the restoration of consciousness to the individual and as the means by which 'culture' is mediated via repressive andlor ideological mechanisms. An alternative theorisation of subjectivity, conceiving of masculinities as enacted within regimes of historically contingent nomalising practices, is applied to an investigation of how specific groups of boys learn to relate as gendered subjects in a particular school. Surveys, observational methods and semi-structured interviews are used to trace the specific effects of practices implicated in the formation of masculinities for the boys. Attention is also drawn to the relationship of specific models of masculinity to the boys' literacy practices. On the basis of this research, important implications for practice at policy and pedagogical levels are identified.
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Martino, Wayne. "Interrogating masculinities : regimes of practice /." Martino, Wayne (1998) Interrogating masculinities: regimes of practice. PhD thesis, Murdoch University, 1998. http://researchrepository.murdoch.edu.au/185/.

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This thesis draws on post-Foucauldian theories of governmental power and technologies of the self to critically examine the deployment of post-structuralist, psychoanalytic, sociological and cultural studies' paradigms for theorising and researching masculinities. It is argued that a particular dialectical mode of rationality and a project of cultural completion inform these approaches which are based on a requirement to reconcile oppositional categories such as freedom and determination, subject-determining state and self-determining subject, social structure and social actor. The limits are outlined of theorising subjectivity in terms of the restoration of consciousness to the individual and as the means by which 'culture' is mediated via repressive andlor ideological mechanisms. An alternative theorisation of subjectivity, conceiving of masculinities as enacted within regimes of historically contingent nomalising practices, is applied to an investigation of how specific groups of boys learn to relate as gendered subjects in a particular school. Surveys, observational methods and semi-structured interviews are used to trace the specific effects of practices implicated in the formation of masculinities for the boys. Attention is also drawn to the relationship of specific models of masculinity to the boys' literacy practices. On the basis of this research, important implications for practice at policy and pedagogical levels are identified.
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42

Meese, Katharine J. "Religious commitment, coping effectiveness and psychological adjustment a portrait of adolescent males responding to stress in the inner city /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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Butler, Traci Lynn 1962. "Children of trauma: Adlerian personality characteristics." Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/291898.

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This study examines in terms of Adlerian Life Style as revealed through Early Recollections, actual and perceived Birth Order, and Family Atmosphere the personality characteristics of adolescent males who have experienced some form of abuse and/or neglect. As part of the study, each subject participated in a structured, tape-recorded interview and each subject reported six early recollections, dreams, or made-up memories. Transcripts of these interviews were given to a panel of Adlerian psychologists who collectively analyzed and interpreted the subjects' information. They formulated a life style summary for each subject and combined common themes and personality characteristics to formulate a composite life style summary. Results indicate that Adlerian judges were able to identify several common life style themes and personality characteristics. The most commonly shared attributes were expecting bad things to happen, wanting to be special, and feeling out of control.
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Abrantes, Ana Maria. "Multiple pathways from ADHD to substance use disorders in adolescents /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2002. http://wwwlib.umi.com/cr/ucsd/fullcit?p3049673.

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45

Leboeuf, Charlotte. "Potential predictors and outcomes of physical activity : comparisons between physically active and inactive adolescent boys." Title page, table of contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09MPM/09mpml447.pdf.

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46

Stanford, Jacqueline, and mikewood@deakin edu au. "Prevention of body concerns and risk behaviours in adolescent boys." Deakin University. School of Psychology, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.093958.

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Overall, this thesis was designed to explore the nature of adolescent boys' body image, the effects of body image on body change strategies and psychological adjustment, and the factors that influence body image. The first study examined body image in 362 adolescent boys. Body image was considered in terms of attitudes to different body parts and attributes, including, lower, middle and upper body, as well as weight, shape and muscles. The relationships between Body Mass Index (BMI), body image, sociocultural messages, psychological adjustment and body change strategies, including strategies to decrease weight and increase muscles using food and exercise, drive for thinness, bulimic attitudes and behaviour, excessive exercise, food supplements to lose weight, increase muscles and steroids, were also investigated. Multiple regression analyses were used to examine the role of body image, sociocultural messages and psychological adjustment to predict satisfaction with different body attributes and body change strategies. The findings from study one led to the development of a program aimed at preventing the development of unhealthy attitudes and behaviours among adolescent boys. Study two involved the implementation and evaluation of this prevention program. One hundred and twenty one boys participated in the program. The program was based on social-cognitive theory, and included a focus on accepting differences and the development of self-esteem. The boys who participated in the program indicated some change in existing attitudes and showed less development of risk behaviours relative to the control group. The implications of the findings from this thesis in relation to future research, as well as the prevention of adolescent boys' body image problems are discussed.
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47

Wilson, Nathan J. "Conditionally sexual constructing the sexual health needs of men and teenage boys with a moderate to profound intellectual disability /." Connect to full text, 2009. http://hdl.handle.net/2123/5387.

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Thesis (Ph. D.)--University of Sydney, 2009.
Title from title screen (viewed Sept. 15, 2009) Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Discipline of Medicine, Faculty of Medicine. Includes bibliography. Also available in print form.
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Wilson, Nathan John. "Conditionally Sexual: Constructing the sexual health needs of men and teenage boys with a moderate to profound intellectual disability." Thesis, The University of Sydney, 2009. http://hdl.handle.net/2123/5387.

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ABSTRACT This thesis reports on a study which explored the sexual health needs of men and teenage boys with a moderate to profound intellectual disability. Qualitative in design, this study was exploratory in nature as it sought to develop theoretical knowledge in male sexual health as a broad concept as opposed to testing a theory or hypothesis related to sexual health. Literature on sexuality and intellectual disability was reviewed in addition to male-specific literature on intellectual disability. In addition, mainstream literature on sexuality, sexual health, masculinity and men’s health was also reviewed. The literature review highlighted that the intellectual disability specific literature had largely ignored mainstream literature and had failed to acknowledge emerging work in men’s health and masculinities. Moreover, the literature identified a problematised focus toward sexual matters and males with an intellectual disability. The topic of enquiry was explored via an ethnomethodological design. Data consisted of interviews with 17 paid support staff, over 100 hours participant observation in community group homes, and triangulated with relevant artefacts from the field. The constant comparative method was used to analyse the data. Participants described the notion of men and teenage boys with a moderate to profound intellectual disability as being Conditionally Sexual. Conditionally Sexual was framed by three interconnected themes: 1) sexual development, 2) conditionally masculine, and 3) gendered service delivery. Through consideration of the implications to theory, practice, research, and policy, a propositional framework for a masculine health environment has been outlined. This framework is based on a salutogenic notion of male sexual health and the development of a healthy masculinity.
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Wilson, Nathan John. "Conditionally Sexual: Constructing the sexual health needs of men and teenage boys with a moderate to profound intellectual disability." University of Sydney, 2009. http://hdl.handle.net/2123/5387.

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Doctor of Philosophy (PhD)
ABSTRACT This thesis reports on a study which explored the sexual health needs of men and teenage boys with a moderate to profound intellectual disability. Qualitative in design, this study was exploratory in nature as it sought to develop theoretical knowledge in male sexual health as a broad concept as opposed to testing a theory or hypothesis related to sexual health. Literature on sexuality and intellectual disability was reviewed in addition to male-specific literature on intellectual disability. In addition, mainstream literature on sexuality, sexual health, masculinity and men’s health was also reviewed. The literature review highlighted that the intellectual disability specific literature had largely ignored mainstream literature and had failed to acknowledge emerging work in men’s health and masculinities. Moreover, the literature identified a problematised focus toward sexual matters and males with an intellectual disability. The topic of enquiry was explored via an ethnomethodological design. Data consisted of interviews with 17 paid support staff, over 100 hours participant observation in community group homes, and triangulated with relevant artefacts from the field. The constant comparative method was used to analyse the data. Participants described the notion of men and teenage boys with a moderate to profound intellectual disability as being Conditionally Sexual. Conditionally Sexual was framed by three interconnected themes: 1) sexual development, 2) conditionally masculine, and 3) gendered service delivery. Through consideration of the implications to theory, practice, research, and policy, a propositional framework for a masculine health environment has been outlined. This framework is based on a salutogenic notion of male sexual health and the development of a healthy masculinity.
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50

Lee, Jonah D. "The effects of pre-exercise carbohydrate supplementation on anaerobic exercise performance in adolescent males." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1366300.

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This study examined the effects of pre-exercise carbohydrate (CHO) supplementation on anaerobic exercise performance in adolescent males (n =11; 15.0 ± 0.9 yrs). On separate days, subjects consumed either a CHO or a placebo (PL) beverage followed by 2 Wingate anaerobic tests (WAnT) separated with ten by 10-second sprints. Peak (PP), mean power (MP) and fatigue index (FI) were assessed. Venous blood samples were obtained and analyzed for glucose, lactate, insulin, and catecholamines. A trial by time ANOVA (P < 0.05) was used in the analysis. PP and MP tended to be higher (P < 0.09) in CHO versus PL, and MP tended to decline more in CHO (P < 0.06); Fl for the two WAnT were similar. Glucose concentration significantly increased after CHO consumption and then returned to baseline post-exercise, whereas glucose level remained unchanged over time during PL; similarly observed for insulin. Lactate and catecholamine levels significantly increased over time, but a trial difference was only observed in epinephrine. The tendency for PP and MP to be higher in CHO might suggest a potential ergogenic benefit of pre-exercise CHO although the change in MP over time in CHO and the similarity in Fl might suggest otherwise.
School of Physical Education, Sport, and Exercise Science
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