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Dissertations / Theses on the topic 'Young people; Social identity; Attitudes'
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Canton, Emma Palmer. "Social processes in the development of political commitments." Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299399.
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Fraser, Alistair David. "Growing through gangs : young people, identity and social change in Glasgow." Thesis, University of Glasgow, 2010. http://theses.gla.ac.uk/2343/.
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This thesis explores the social meanings and lived realities attached to the phenomenon of youth gangs for children and young people growing up in Langview, a community in the east end of Glasgow, during the early part of the twenty-first century. Drawing on a two year period of participant-observation, the thesis situates young people’s understandings, experiences, and definitions of gangs in the context of broader social, cultural, and spatial dynamics within the area. In this way, the thesis analyses the complex and differentiated ways in which gang identities are enacted, and explores their intersection with developing age, gender, and group identities. In so doing, the thesis seeks to challenge pathologising stereotypes of youth gangs, drawing on nuanced accounts of gang identities that demonstrate the role of social development and youth transitions in the meanings and motivations of gang involvement. Against representations that construct the gang as an alien other, this thesis argues for an understanding of gangs that is sensitive to the fluidity of, and contradictions in, the formation of all youth identities – of which the gang identity is one. In sum, the thesis argues for the need to move ‘beyond the gang’ in understanding youth violence and territorial identities.
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Zionts, Laura T. "Young Children's Attitudes Regarding Ethnicity and Disability." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278337/.
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The purpose of this study was to examine the social perceptions of young children with disabilities and young children of color. Further, an attempt was made to determine whether differential rates of acceptance were experienced by either group, or by the group of children who were of color and also had a disability within integrated classrooms. Young children (age 5.0 through 6.11) were studied in intact groups (N=120) from child care centers in the Texas counties of Denton and Dallas. Three measures of social perceptions were implemented: (a) a forced choice (multiple alternative) technique using dolls of a variety of ethnicities and ability statuses in which children must select dolls they feel represent a list of positive and negative attributes; (b) social distance theory as measured by children's artwork; (c) a sociometric rating. The results of this study showed significant areas (p< 05) of stereotype and bias in the perceptions of young children toward ethnicity, disability and gender. Implications for further research into the efficacy of multicultural and anti-bias education programs is recommended.
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Gočová, Zuzana. "Attitudes of young people towards CSR activities of companies: Case of SAP BSCE." Master's thesis, Vysoká škola ekonomická v Praze, 2013. http://www.nusl.cz/ntk/nusl-198692.
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This diploma thesis focuses on phenomena of corporate social responsibility. The thesis is divided into two parts. The theoretical part is dedicated to definition of CSR and its historical development starting at the beginning of the 20th century up to the 21st century and modern characteristics of the concept. Thesis further introduces the link between CSR and competitive advantage, its effect on attractiveness of the company and Generation Y. Practical part of this thesis is dedicated to analysis of attitudes of young job seekers towards CSR activities of companies and whether companies' CSR initiatives have an effect on their choice of employer.
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Aliti, Lindita. "IMMIGRANTS’ INTEGRATION IN SWEDEN : Swedish young adults’ perceptions and attitudes." Thesis, Linnéuniversitetet, Institutionen för socialt arbete (SA), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-33625.
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Background: Integration of immigrants is an interactive process of learning a new culture, an obtaining of rights, access to a position and status and building of personal relations between migrants and the receiving society. Their ability to reciprocally adjust to intercultural encounters is one of the most important factors of successful integration. Aim: The purpose of this study is to investigate Swedish young adults perception and attitudes towards immigrants and immigrants’ integration into the Swedish society. Furthermore the aim is to study their perception of social interaction of immigrants and the Swedish host society. How Swedish young adults perceive their country’s immigration policy. Method: A qualitative research, using an online open-ended questionnaire and in-depth telephone interviews were applied to collect the data about Swedish young adults perceptions and attitudes. The transcribed data were subjected to thematic analysis. Result: The results of the qualitative research helped to understand Swedish young adults perceptions and attitudes. The findings showed that two of the biggest reasons that Swedish young adults support immigration are: humanitarism and labor force. Swedish young adults are very aware of immigrants’ integration in Sweden. They socialize with immigrants and have contact with them in daily basis. Swedish young adults, have a negative opinion regarding Sweden’s immigration policy Conclusion: Swedish young adults define immigrants as a people born in one country but move to another (particularly in Sweden) with an intention to reside there permanently. Regarding their acculturation expectations, they support integration as the best acculturation strategy. They think that immigrants in Sweden are “half way” integrated, geographically segregated, discriminated, prejudiced in different degrees and immigrant woman are the most excluded category.
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Thomas, Stephanie Yvette. "A descriptive study of the effect of sex education on the attitudes of young people as it relates to teen pregnancy." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2004. http://digitalcommons.auctr.edu/dissertations/1110.
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The United States has more than doubled the teenage pregnancy rate of any western industrialized country, with more than a million teenagers becoming pregnant each year. There is no adequate sex education targeting teenagers in public schools which, this researcher has found, leads to a high teenage pregnancy rate. In this study, 33 teenagers from ages 12 through 18 were asked their opinion on sex, teen pregnancy, and sex education. Literature on teen pregnancy and sex education was reviewed to investigate the research question and the subsequent methodology. The issue of sex education and some case studies were presented in the literature review. Data were collected using a mixed format measure. Descriptive data from this One-Shot survey method were used to present the results.
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Ho, Kit-mui Juanita, and 何潔梅. "A study on the help-seeking pattern among young people in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31977649.
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Wazakili, Margaret. "Paradox of risk: sexuality and HIV/AIDS among young people with physical disabilities in Nyanga, South Africa." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3259_1259748176.
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The current study aimed to describe the paradox of risk through an exploration of the experiences and perceptions of sexuality and HIV/AIDS among physically disabled young people in Nyanga, South Africa. This is against the background that AIDS has become a national and global crisis, which requires all people to participate in efforts to contain the pandemic. Yet literature indicates that young people with disabilities are not participating in such efforts. There is also an assumption, that physically disabled young people do not experience challenges in expressing their sexuality and accessing HIV/AIDS prevention services, to the same extent as other disability groups such as the blind and those with intellectual disabilities. Hence there was a need to explore disabled young people&rsquo
s own understanding of risk and the factors that hinder or support their participation in existing sexuality education and HIV/AIDS prevention programmes. It was also important for this group to suggest ways in which they may participate in such programmes.
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Baylis, Nicholas Victor Kern. "Learning from young people's lives : an exploratory study of some potentially important psycho-social factors in the lives of teenagers and young adults." Thesis, University of Cambridge, 1999. https://www.repository.cam.ac.uk/handle/1810/256704.
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This thesis explores tentative hypotheses relating to four conceptually related factors of potential importance in young people's lives; factors which it argues are little acknowledged in the mainstream British literature of psychology and psychiatry. These factors are: 1) young people's 'Relationship with Reality' ( - this is a new concept proposed by this thesis - ) which is characterised by the content, intention and effect of an individual's accumulated cognitive and behavioural traits and to what extent these traits invest in real-life or distort or avoid it. 2) young people's sense of having an 'Occupational Identity'. 3) young people's experience of Careers Education and Careers Guidance. 4) young people's experience of being 'mentored'. The thesis explores whether these factors are self-reported as potentially important in the lives of some young people, and whether such self-reports differ significantly between individuals. A cross-sectional, retrospective comparative study of 18 to 22 year olds is presented, in which non-randomly sampled participants were assigned to three groups according to their apparent levels of measurable achievement (academic, professional and extra-curricular}: High-Achievement, Moderate-Achievement, and Under-Achievement (Imprisonment). As part of an initial exploration, 50 HAs and 18 UAs were each interviewed for two hours; a 75 minute self-completion questionnaire was then administered to a new set of participants: 68 UA individuals (Imprisoned Young Offenders), 75 MA individuals (Undergraduates), 94 HA individuals (Undergraduates). The Eysenck Personality Questionnaire and also the Short Imaginal Processes Inventory (a well-established measure of daydreaming) were administered among 50 UAs and 50 HAs to gauge the possible overlap of these established scales with the proposed concept of a 'Relationship with Reality' personality dimension and its component factors. Only moderately low correlations were found. It is acknowledged that adequate levels of validity and reliability are difficult to achieve when investigating the self-report of sensitive and complex issues, and that generalisations cannot be made from a non-random sample. With these caveats, the findings support the concept of a Relationship with Reality personality dimension, and suggest that all 4 factors studied in this thesis may be amenable to scientific research, are conceptually related, and were self-reported as potentially important in at least a substantial minority of the participants' lives. The thesis is inspired by and is integrated into a body of existing literature that includes psychoanalytic, humanistic, cognitive and behaviourist perspectives on 'forensic', 'normal', and in particular 'high-achievement' psychology and psychiatry from Britain and the United States.
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Sharpe, Tanzeah Shanae Robinson. "Shades of Knowledge: Young Children's Perceptions of Racial Attitudes and Preferences." Ashland University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1427803027.
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Todd, Jason. "Social remembering and children's historical consciousness." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:7a14abf5-e58c-44c7-98e7-c0465c68e121.
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This study explores how young people's engagement with history outside of the classroom shapes the development of their historical consciousness. Drawing on public discourses around the First World War (WW1), I address the implications of this engagement for history teachers and young peoples' learning. Recognising the active and dynamic construction of memory and meaning by young people, I develop the concept of social remembering. Building on socio-cultural perspectives, I examine the 'lived experience' of young people's memory work. Using WW1 as a context, and adopting an innovative mixed methods approach, the research was conducted over two stages. The first stage of the research used a quiz and survey to explore the extent and nature of young people's social remembering. In the second stage of the study I examined young people's memory work outside the classroom. I worked with several small groups of students to construct their own ethnographic accounts of societal and familial remembering and their emerging historical consciousness, fashioning these into ethnographic portraits. The research highlights the role that social remembering plays in young people's identities, including the ways in which they value and use history, attribute historical significance to events and orientate themselves in time. It shows how different forms of social remembering can both include or exclude young people and impact positively or negatively on young people's historical consciousness. An understanding of social remembering outside the classroom can support history teachers in the development of pedagogies that build on students' meaning making associated with public events such as commemorations. I argue that teachers can use the intersections between social remembering and disciplinary history to engage and support students in their study of history. Although the study originated within the context of history education, it has wider value, offering a ground breaking methodological approach to exploring young people's understandings of the past and in contributing to the historiography of historical memory.
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Fiander, Trask Tracy. "The role of affect and cognition in predicting attitudes toward the elderly." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0030/MQ47448.pdf.
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Eliassi, Barzoo. "A stranger in my homeland : The politics of belonging among young people with Kurdish backgrounds in Sweden." Doctoral thesis, Mittuniversitetet, Institutionen för socialt arbete, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-11903.
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This dissertation examines how young people with Kurdish backgrounds form their identity in Sweden with regards to processes of inclusion and exclusion. It also sheds light on the ways these young people deal with ethnic discrimination and racism. Further, the study outlines the importance of these social processes for the discipline of social work and the ways social workers can work with disadvantaged and marginalized groups and endorse their struggle for social justice and full equal citizenship beyond racist and discriminatory practices. The empirical analysis is built on interviews with 28 young men and women with Kurdish backgrounds in Sweden. Postcolonial theory, belonging and identity formation constitute the central conceptual framework of this study. The young people referred to different sites in which they experienced ethnic discrimination and stigmatization. These experiences involved the labor market, mass media, housing segregation, legal system and school system. The interviewees also referred to the roles of ‘ordinary’ Swedes in obstructing their participation in the Swedish society through exclusionary discourses relating to Swedish identity. The interviewees’ life situation in Sweden, sense of ethnic discrimination as well as disputes over identity making with other young people with Middle-Eastern background are among the most important reasons for fostering strong Kurdish nationalist sentiments, issues that are related to the ways they can exercise their citizenship rights in Sweden and how they deal with exclusionary practices in their everyday life. The study shows that the interviewees respond to and resist ethnic discrimination in a variety of ways including interpersonal debates and discussions, changing their names to Swedish names, strengthening differences between the self and the other, violence, silence and deliberately ignoring racism. They also challenged and spoke out against the gendered racism that they were subjected to in their daily lives due to the paternalist discourse of ”honor-killing”. The research participants had been denied an equal place within the boundary of Swedishness partly due to a racist postcolonial discourse that valued whiteness highly. Paradoxically, some interviewees reproduced the same discourse through choosing to use it against black people, Africans, newly-arrived Kurdish immigrants (”imports”), ”Gypsies” and Islam in order to claim a modern Kurdish identity as near to whiteness as possible. This indicates the multiple dimensions of racism. Those who are subjected to racism and ethnic discrimination can be discriminatory and reproduce the racist discourse. Despite unequal power relations, both dominant and minoritized subjects are all marked by the postcolonial condition in structuring subjectivities, belonging and identification.
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Tsik, Chung-hong Joseph. "A study of the sexual knowledge, attitudes and behaviour of the Hong Kong high school students : implications for teaching young people about sexuality /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13991590.
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Ihrskog, Maud. "Kompisar och Kamrater : Barns och ungas villkor för relationsskapande i vardagen." Doctoral thesis, Växjö universitet, Institutionen för pedagogik, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-517.
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The aim of this thesis is to create an understanding for children’s and young people’s buddy relations when it comes to the creation of identity and socialisation, as well as to emphasise the formation of meaning and informal learning processes of these buddy relations. This is seen from a child’s perspective. The study has an ethnographic approach in order to follow children’s establishment of relations over time and in a process. The empiric data has been collected over a period of two-and-a-half years. The children were 12 years old when the study was initiated, and there are ten children in the examination. Via interviews, talks and correspondence I have been able to learn more about the children’s leisure time, hobbies, extra-curricular activities, and their school environment. To conduct research with children for this study means that the data are collected on the children’s terms. My starting-point is that human identity is shaped by and in collaboration with others. Mead’s symbolic interactionism is the main theoretical basis for my analysis. Other theoretical perspectives that have been useful are Habermas’s theory on systems and life world, as well as Ziehe’s theories on the cultural freedom of young people. The result of this study shows that having a mate is buddy is crucial when it comes to the creation of a healthy identity. The relation between mates creates trust, confidence and mutuality. It promotes well-being in children and young people, and makes them feel loved. The buddy relation becomes a confirmation of the fact that they are all right. Having friends is not the same as having mates. Many people have friends, for example classmates, which is a prerequisite for the creation of identification with others and a possibility to establish new buddy relations. The problem is, though, that all children do not feel needed and loved by a mate and that it is difficult, especially when young, to establish new close relations. The group becomes very important to the young people in their socialisation process. From the group they hope to receive, preferably together with another mate, confirmation, and the group determines whether they are good enough or not. The terms for the establishment of relations are to a large extent ruled by adult approaches and how the children’s and young people’s everyday life is structured. Since children and young people often spend time in an institutional world in which they establish relations, this has consequences for the adult professional pedagogues who work there. Perhaps one of the most important missions of the teacher training programme is to create awareness that children and young people have a need for belonging and togetherness. When you look at relations from a child’s perspective, it is clear that they long for and try to create a working togetherness, and at the same time you realise how exposed they are when doing this.
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Saraceno, Sofia. "Psykisk ohälsa bland barn och unga : En diskursanalys av Folkhälsomyndighetens huvudrapport." Thesis, Södertörns högskola, Institutionen för samhällsvetenskaper, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-37785.
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Aim: The aim of the study has been to study how a Swedish state authority talks about mental health among children and young people. Method: The study is based on a qualitative discourse analysis in which the Public Health Authority's report was carefully studied. Results: The essay highlights how a Swedish authority presents various factors that affect a child's mental well-being. The Public Health Authority describes the discourse on health as good when healthy lifestyles are anchored at an early age as it affects health for the rest of life. Texts produced within the discourse, just as the report produced by the Public Health Authority, recommend good health habits to be introduced in an early stage of a child's life. To understand what these habits are, the authority describes social practices which govern people's experience of the current discourse. The social practices recommendations guide people to act so that they are given the conditions to create healthy habits and relationships at an early age. The analysis of the report shows two dominant categories that affect children's and young people's mental health, the school and the family. These areas are the main parts that the report describes where several identity perceptions have been identified. The identity perceptions are used to categorize the individual and create a recognition to find a place in society and to its discourses. Based on the different perceptions of identity, it is then determined how the individual's surroundings and actions are perceived.
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Hermansson, Joakim. "Attityder till rasism, främlingsfientlighet och invandring : -en studie bland ungdomar." Thesis, Karlstad University, Faculty of Social and Life Sciences, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-1269.
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Syftet med denna uppsats är att utifrån en teoretisk kunskap om ungdomars attityder till rasism, främlingsfientlighet och invandring utföra en studie som i praktiken undersöker ungdomars attityder, i årskurs 6 till 9, till invandring och invandrare. En enkätundersökning genomfördes som omfattade 83 elever fördelade på fyra klasser, en i varje årskurs. Undersökningen utfördes på en högstadieskola i en kommun med drygt 9000 invånare i västra Sverige. Enkäten bestod av 10 slutna frågor samt 2 delvis öppna, där eleverna fick möjlighet att motivera sina svar. Resultatet visar att flickor är mer toleranta än pojkar och att elever i årskurs 7 är mer toleranta än sina äldre kamrater. Den högsta andelen intoleranta elever finns i årskurs 9. Till denna tendens kan inte de tillfrågade ur årskurs 6 inräknas då en stor andel av dem anger att de är osäkra till frågeställningen i flera fall. Bland elevernas egna kommentarer visar någon enstaka elev hög intolerans när denne jämställer ett mångkulturellt samhälle med våldtäkter. Denna attityd är dock inte representativ i någon mening, då en sammanfattande värdering av resultatet visar hög tolerans för nästan samtliga av de tillfrågade eleverna.
The purpose of this paper is that from a theoretic knowledge of young people’s attitudes towards racism, xenophobia and immigration carry out a study that in practice investigates young people’s attitudes, in the sixth to ninth grade, towards immigration and immigrants. A survey was carried out that included 83 pupils divided in four school classes, one in every grade. The survey was carried out at a grammar school in a municipality with more than 9000 inhabitants located in the west part of Sweden. The survey contained 10 secluded questions and 2 partly open questions, where the pupils had the possibility to justify their answers. The results shows that girls are more tolerant than boys and that pupils in the seventh grade are more tolerant than their older friends. The highest share of intolerant pupils occurs in grade nine. It’s not possible to include those asked from the sixth grade into this tendency because of the high percentage share that answers “don’t know”. Among the pupils own comments there are very few that shows intolerance to a great extent and one pupil writes that a multicultural society equals rapes. This attitude is not by far representative since a summery of valuations in the survey shows that almost every of those asked are tolerant to a high extent.
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Schoon, Alette Jeanne. "Raw phones: the domestication of mobile phones amongst young adults in Hooggenoeg, Grahamstown." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1002937.
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This dissertation examines the meanings that young adults give to their mobile phones in the township of Hooggenoeg in Grahamstown in the Eastern Cape. The research was predominantly conducted through individual interviews with nine young adults as well as two small gender-based focus groups. Participant observation as well as a close reading of the popular mobile website Outoilet also contributed to the study. Drawing on Silverstone, Hirsch and Morley’s (1992) work into the meanings attributed to the mobile phone through the domestication processes of appropriation, objectification, incorporation and conversion, the study argues for the heterogeneous roles defined for mobile phones as they are integrated into different cultural contexts. The term ‘raw phones’ in the thesis title refers to a particular cultural understanding of respectability in mainly working-class ‘coloured’¹ communities in South Africa, as described by Salo (2007) and Ross (2010), in which race, class and gender converge in the construction of the respectable person’s opposite – a lascivious, almost certainly female, dependent, black and primitive ‘raw’ Other. The study argues that in Hooggenoeg, the mobile phone becomes part of semantic processes that define both respectability and ‘rawness’ , thus helping to reproduce social relations in this community along lines of race, class and gender. A major focus of the study is the instant messaging application MXit, and how it assists in the social production of space, by helping to constitute both private and dispersed network spaces of virtual communication, in a setting where social life is otherwise very public, and social networks outside of cyberspace are densely contiguous and localised. In contrast, gossip mobile website Outoilet seems to intensify this contiguous experience of space. My findings contest generalised claims, predominantly from the developed world, which assert that the mobile phone promotes mobility and an individualised society, and show that in particular contexts it may in fact promote immobility and create a collective sociability.
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Sekerija, Zdenka, and Isabell Wikfors. "Sociala mediers påverkan på ungdomar : En kvalitativ studie om hur ungdomars identitet formas genoms ociala medier." Thesis, Högskolan i Skövde, Institutionen för hälsovetenskaper, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-19727.
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Denna studie handlar om hur ungdomars identiteter formas genom användning av sociala medier. Ungdomar i dagens samhälle har andra förutsättningar och andra verktyg att använda sig av när det kommer till att lära om sig själv och andra. Därför behövs det mer kunskap om hur sociala medier påverkar ungdomars identitetsskapande. Studien har utgått från två frågeställningar: "På vilka sätt formas ungdomars identitet när de interagerar med andra individer på sociala medier?" samt "Hur beskriver ungdomarna sin identitet online respektive offline?". För att uppfylla studiens syfte och besvara frågeställningar har empiriska data samlats in med hjälp av semistrukturerade intervjuer. Social identitet och Dramaturgiska perspektivet har använts som teoretiskt ramverk. Resultatet utifrån studiens teorier och empiri visar att ungdomars identitet formas på sociala medier. Det som i huvudsak formar ungdomars identiteter är normer och sociala jämförelser. Resultatet visar även att en del ungdomar använder sig av filter när de framställer sig själva på sociala medier medan andra väljer att spegla den egna identiteten likadan på sociala medier som i verkligheten.This study is about how young people's identities are formed through the use of social media. Young people in today's society have other circumstances and other tools to use when it comes to learning about oneself and other people. Therefore, more knowledge is needed about how social media affects young people identity creation. The study has applied two research questions: "In what ways is young people identity shaped when they interact with other individuals on social media?" and "How do young people describe their identity online respectively offline?". In order to fulfil the purpose of this study and answer the questions, empirical data has been collected by using semi-structured interviews. Social identity theory and Dramaturgical perspective have been used as a theoretical framework. The findings of the study on the basis of theory and empirical evidence shows that young people's identity is formed on social media. The factors that shape young people's identities are norms and social comparison. The result also shows that some young people use filters when they are presenting themselves on social media while others try to present their own identity in the same way on social media as in reality.
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Williams, Huw. "Using a sociocultural framework to explore the experiences of visually impaired young people who leave school : their transition experiences, feelings of independence and sense of identity during the transition process : an interpretative phenomenological analysis." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/6319/.
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Whilst there is a reasonable research evidence base concerning the experiences of visually impaired young people during their compulsory education and in terms of their subsequent employment prospects, there is a paucity of evidence examining the transitions between these two elements of the lived experience of these young people, including their perceptions of their levels of independence and self-identity during transition. A sociocultural framework was utilised to explore the experiences of five young people with a visual impairment who had experienced challenges during their respective transition journeys from compulsory education into further education, training, employment and unemployment. Following in-depth semi-structured interviews with the participants themes were identified relating to the young people’s transition experiences, feelings of independence and sense of identity during the transition process and were explored using interpretative phenomenological analysis. Findings suggested that the young people participating in this research were largely content with the support that they received during their compulsory education but felt in need of greater levels of support in terms of developing resilience, self-advocacy skills, problem-solving and assertiveness in achieving a successful transition into further education, vocational training and employment and avoiding becoming not in education, employment or training (NEET). This research is set within a social and political context of high levels of unemployment amongst young people in the United Kingdom and even higher levels of unemployment amongst young people with disabilities and specifically those with a visual impairment.
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Popple, Helen. "A mixed methods investigation of perceptions of adulthood and gender : links to stereotyped and risky behaviours amongst young people in Kirkcaldy, Fife." Thesis, University of St Andrews, 2014. http://hdl.handle.net/10023/4496.
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Adolescence is a formative period of identity development. From the start of high school young people begin to direct their own development through peer selection and behavioural choices. During this time young people have the opportunity to engage in risky behaviours such as drinking alcohol, smoking, having unprotected sex and taking illegal drugs, for the first time. These behaviours amongst young people have been linked to a range of adverse health and wellbeing outcomes, both short and long term. This study seeks to improve understanding of eleven to fifteen year olds' behavioural choices through investigation of potential links to perceptions of adulthood and gender. In order to capture this more fully a mixed methods approach is used with a quantitative cross-sectional pupil survey and in-depth intergenerational family qualitative interviews. By exploring a broad range of age and gender stereotyped, and risky behaviours, this study seeks to provide better understanding of participants' perceptions, motivations and involvement in these behaviours. Results of the study demonstrate both gendered and age differentiated patterns of perceptions. Between eleven and fifteen years old, boys demonstrate more pronounced values attributed to masculine roles. Conversely, stereotyped feminine roles appear to decrease in appeal to girls. Fourth year girls perceive risky behaviours as considerably more relevant to them, than their male peers. Interviewed mothers were unsure of how best to manage their daughter's behaviours considering their own lack of experience and the apparently high value attributed to non-confrontational, friendship based, mothering. Current methods of teaching and intervening generally address mixed gender age-group classes. This research suggests in order to modify risk-taking behaviours a gender specific approach may be more effective.
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Enell, Sofia. "Transit i samhällsvården : När unga utreds på särskilda ungdomshem." Doctoral thesis, Linnéuniversitetet, Institutionen för socialt arbete (SA), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-47346.
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This thesis is about assessments of young people in secure accommodations. Institutional assessments relate to the paradox in child welfare of combining control and care. The procedure raises questions about their implications for young people, their caseworkers and evolving care trajectories. Although institutional assessments of young people have a historical heritage, research about their implications is lacking. The aim of the thesis is to explore young people’s and their caseworkers’ experiences of assessments in secure accommodations and their implications for young people’s care trajectories. Methods used are primarily repeated interviews with 16 young people during a period of two years and one interview with their caseworkers. Surveys about 85 youths, participatory observations and written assessments are also included. This thesis takes an interactionist approach and the material has been analysed with the main concept of care trajectory along with the concepts of self-presentation, total institution, institutional identity and texts as coordinators. The results are presented in four papers. The concluding analysis shows that assessments in secure accommodations can be divided into three elements: the practice, the text and the placement. These three elements have different implications for the young people and the caseworkers. For the young people the practice and the placement converge into an assessment universe that, with the text, intensifies their shaping of self-identity. The young people’s experiences are characterised by lack of control over their self-presentations, the present and the future. For the caseworkers, the practice has implications for their understanding of the young people’s individual troubles, the text for negotiating with other actors and the placement in their efforts to achieve change in the young people’s troublesome situations. The assessments’ implications for stability and foreseeability in the young people’s further care trajectories are limited. Moreover, the procedure of assessing young people in itself contains instability through involving several professionals in different parts of the assessment and decision-making process. Despite lack of stability, the thesis reveals that some young people experience the assessment as a place for self-development and where the course of the care trajectory changes to the better.
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Jansson, Mari, and Molly Tally. "Är cannabis den nya folkölen? : Unga cannabisanvändares tal om cannabis." Thesis, Stockholms universitet, Institutionen för socialt arbete - Socialhögskolan, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-118085.
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The aim of this study was to examine young adult cannabis users’ attitudes towards cannabis and their perception of the normalization of cannabis. The purpose was also to explore how their views of cannabis correspond with norms regarding cannabis. This study is based on interviews with five young adult cannabis users. The theoretical framework is based on Parker’s normalization thesis, Goffman’s notion of stigma, Becker’s definition of outsiders and the definition of social identity developed by Stone. The theory of cognitive dissonance was also used to analyze the empirics. The result shows that the interviewees experience a normalization of cannabis, although a process of stigmatization cannot be disregarded. The result also indicates that the respondent’s views of cannabis do not conform to society. The main conclusions are that cannabis is normalized in certain groups, which creates a discrepancy between the attitudes of cannabis users and Swedish society. The reasons for using cannabis are individual and one recurrent explanation is that the respondents experience less negative consequences of cannabis, compared to the effects of alcohol. These findings are supported by earlier research. In order to develop a constructive dialogue about cannabis, the understanding of these attitudes is important for social work.
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Baggström, Marie, and Falk Sofi Carlsson. "Etnisk identitet i en föränderlig värld : Upplevelser av etnisk identitet hos unga vuxna med utländsk bakgrund." Thesis, Högskolan Dalarna, Socialt arbete, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-21030.
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Studiens syfte är att uppnå en förståelse över om och hur unga vuxna med utländsk bakgrund upplever att deras syn på sin etniska identitet har påverkats av en uppväxt i ett samhälle där de parallellt tillhör en majoritets- och minoritetsbefolkning. Studien syftar även till att undersöka om och hur deras etniska identitet har påverkat relationen till deras familj. Kvalitativa datainsamlingsmetoder har använts i form av en fokusgruppsintervju samt fyra individuella intervjuer. Materialet har analyserats utifrån sociologiska teorier om etnisk identitet. Utifrån insamlad empiri och analys av resultatet så dras slutsatsen att synen på den etniska identiteten är starkt situationsanpassad. Majoriteten av informanterna uttryckte en känsla av en "både och" identitet, där de upplevde två etniska identifikationer. Informanterna växlar mellan dessa identiteter beroende på vad som är mest passande utifrån aktuell situation. Studiens resultat visar även att familjen tycks spela en betydande roll för individernas syn på sin etniska identitet.The purpose of this study is to obtain an understanding of whether and how young adults, with foreign background, feel that their views of their ethnic identity have been affected by growing up in a society where they are both part of a majority and minority population. This study also seeks to examine whether and how their view of their ethnic identity has affected their relationship with their family. Qualitative methods were used in this study, in terms of one focus group interview and four individual interviews. The material has been analyzed based on sociological theories of ethnic identity. Based on the collected empirical data, and the analysis of the results, the conclusion is that the perception of ethnic identity depends highly on the situation. The majority of respondents express a sense of double identity, where they experienced two ethnic identifications. They then switch between these identities depending on what is most appropriate based on the current situation. Another conclusion is that the family seems to play a significant role in the individuals views of their ethnic identities.
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Lemos, Míriam Pereira. "Da responsabilidade sobre o mundo : a educação escolar como mediadora dos sentidos do saber." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2008. http://hdl.handle.net/10183/16875.
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Esta pesquisa se propõe a fazer uma aproximação socioantropológica sobre os "sentidos" da educação escolar e não-escolar na perspectiva de jovens estudantes em situação de vulnerabilidade social. Através de uma metodologia colaborativa com educadores sociais, caracteriza-se como um estudo de caso na Rede Municipal de Ensino de Porto Alegre, com uma breve análise comparativa das representações dos jovens da cidade de Austin, Texas, Estados Unidos. Procura mapear alguns dos discursos e práticas das políticas educacionais contemporâneas que visam superar à chamada crise da educação escolar, analisando-as através do paradigma cultural.This research proposes to straighten the bonds between the socioanthropologic studies and the "senses" of the school education and non-school education in the perspective of young students in social vulnerabillity situation. Through a collaborative methodology with social educators, it caracterizes as case study in the Rede Municipal de Ensino at Porto Alegre city, with a short comparative analises with the representations of the kids in Austin, Texas, United States. It seeks to map some current educational policies pratics and discurses that pursues to overcome the called "schooling educational crisis" analizing them through of the cultural paradigma.
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Rodriguez, Denise M. Fournier. "Coming Out, Coming Together, Coming Around: An Interpretative Phenomenological Analysis of Families' Experiences Adjusting to a Young Family Member's Disclosure of Non-Heterosexuality." NSUWorks, 2014. http://nsuworks.nova.edu/shss_dft_etd/1.
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Young people who identify as lesbian, gay, or bisexual (LGB) are disclosing their sexual identity--or coming out--at progressively younger ages, making it more important than ever for the general population to understand, tolerate, and accept diversity in sexual identity. This study was designed to fill the gap in the existing literature about how the coming out process affects LGB young people's families of origin. Three LGB young people participated in the study, along with a member of each of their families. The researcher conducted semi-structured interviews with each of the participants, as well as a conjoint interview with each of the three families.
The findings of this interpretative phenomenological analysis (IPA) study illustrate the many ways in which a young person's coming out reverberates within the family system, offering a relational understanding of the coming out experience. The results of the study emphasize the process-oriented nature of coming out and the means by which that process is influenced by and influences family relationships and overall family dynamics. Centered on the various ways in which LGB young people prepare to disclose their sexual orientation to their families and how their family members adjust to the disclosure, the study offers a historically and culturally situated overview of the coming out experience in the family. Based on the results of the present study, the researcher offers suggestions for future studies on this subject and presents the implications of the study for LGB young people, their families, and family therapists.
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Robert, Sarah. "Santé et recours aux soins des jeunes en insertion socio-professionnelle : une recherche interventionnelle multicentrique Santé et recours aux soins des jeunes en insertion âgés de 18 à 25 ans suivis en mission locale Effects of systematically offered social and preventive medicine consultation on training and health attitudes of young people not in employment, education or training (NEETs) : an interventional study in France." Thesis, Sorbonne université, 2020. http://www.theses.fr/2020SORUS038.
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En France, les Missions locales (ML) accueillent les jeunes en insertion socio-professionnelle – qui ne sont ni en emploi, ni en formation, ni en études – âgés de 16 à 25 ans, soit 10 à 15% des jeunes de cette tranche d’âge. L’objectif des ML est de permettre à ces jeunes de surmonter les difficultés qui font obstacle à leur insertion dans leur transition entre l’école et la vie active – les problématiques de formation, d’emploi, de logement, de santé étant interdépendantes. En France, les études sur la santé des jeunes en insertion restaient exceptionnelles avant la réalisation du projet Presaje conduite dans cinq ML en 2011. Les données de ce travail ont montré que, malgré une certaine hétérogénéité des parcours, ce public nombreux et vulnérable accumule des facteurs de risque vis-à-vis de la santé : peu ou pas diplômé, isolé socialement, ayant une couverture sociale insuffisante, et une faible confiance en soi et dans les institutions. Les jeunes en insertion sont, en effet, en moins bonne santé que les autres jeunes du même âge. Ils sont plus nombreux à présenter une maladie chronique, un mal-être psychique, une obésité ou un surpoids. Malgré des besoins en santé importants, ils ont moins souvent recours aux soins que les autres jeunes en population générale. Cette thèse a aussi permis de souligner l’importance des « points santé » au sein même des ML. La proposition systématique d’une consultation de médecine sociale et préventive auprès de ce public – en plus d’améliorer certains comportements et connaissances en santé – permet d’augmenter leur nombre d’entrées en mesure (participation à une formation ou à un atelier) et nous l’espérons in fine leur taux d’emploiIn France, ‘‘Missions locales’’ are public assistance sites for young people aged 16–25 years who are not in employment, in education or training (NEET). More than 1.4 million NEETs – i.e. ten to fifteen percent of the youth – participate in these sites each year. The main goal of ‘‘Missions locales’’ is to enhance both professional and social insertion – since education, employment, housing and health issues are inseperable. Several international studies have shown that NEETs have poor health status. In France, there were very few quantitative studies on this topic until the PRESAJE survey in 2011, which took place in five ‘’Missions locales’’. Based on data from this survey, we showed that the overall social profile of the NEET population was diverse, with more difficult living conditions than in the general population. Health-related vulnerability factors identified were: low education level; social isolation; insufficient health insurance; low self-esteem; and, low level of trust in institutions. Some of their health indicators were remarkably poor compared to other youth of the same age: more often, they had chronic disease, were overweight or obese, and their mental health status was poor. Despite their poor health, NEETs had less access to health care than the youth of the same age in the general population. This work also has highlighted the importance of having health sites inside ‘‘Missions locales’’. Social and preventive medicine consultations that are fully integrated into the social services for NEETs have an impact on their access to training (and we hope subsequently on their employment), and contribute to changing some of their health-related behaviours
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Tonet, Martina. "Race and power : the challenges of Intercultural Bilingual Education (IBE) in the Peruvian Andes." Thesis, University of Stirling, 2015. http://hdl.handle.net/1893/22125.
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This thesis examines enclaves of oppression and discrimination, which continue to subject indigenous peoples in the Peruvian Andean society to the pernicious legacies of a racist past. As an interpretive framework this interdisciplinary study draws from theoretical approaches to power, which analyse the reproduction of social injustice in post-colonial societies. This research demonstrates how resistance in post-colonial contexts does not always function as a subversive force. Especially when the variable of racism is taken into account, it becomes clearer how acts of opposition end up fostering a tyrannical domination. Examples from Peruvian history, as well as my fieldwork data, will illustrate how resistances and revolutions in the Peruvian Andes have paradoxically reinstated an oppressive and subjugating social system founded in disavowal of the indigenous Other. In dismantling the ramifications of a violent racist legacy, this study explores those social practices and attitudes which in the course of history have resulted in the subjugation of indigenous peoples. These include paternalism, the commodification of indigenous identity and the phenomenon of incanismo. Ultimately, the very negotiation of identities and the making of Peruvian ethnicity will highlight the reasons why, since the 1970s, the pursuit of Intercultural Bilingual Education (IBE) in the Peruvian Andes has been a challenging and uncertain endeavour. By comparison with bordering Andean regions of Ecuador and Bolivia, IBE is not in the hands of indigenous peoples. This thesis will demonstrate that this is in part due to an underpinning racism, which keeps disrupting a sense of belonging to an ethnic identity.
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Silva, Sónia Sofia Mendes. "Perceções de comportamentos (Des)adequados e relacionamento com pares na escola: um estudo com alunos de 9º ano." Master's thesis, Universidade de Évora, 2016. http://hdl.handle.net/10174/18734.
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Os comportamentos e as relações entre pares na escola são importantes para o desenvolvimento social e pessoal dos jovens. A influência exercida pelos pares pode ser positiva ou negativa.
Esta investigação visa conhecer as perceções que os jovens têm sobre os comportamentos e relacionamentos adequados/desadequados entre pares. Participaram no estudo 16 estudantes do 9ºano, do sexo masculino, identificados como tendo bom/mau comportamento. A recolha dos dados foi realizada através de questionário constituído por questões abertas. Os dados foram tratados qualitativa e quantitativamente.
Os bons e maus comportamentos são conceptualizados por relação com atitudes individuais e relacionais. A perceção dos professores sobre o comportamento dos jovens é diferente da perceção que estes têm do seu próprio comportamento. Os alunos consideram maioritariamente não serem influenciados pelos pares, nem exercerem influência sobre eles. A promoção do relacionamento entre pares é vista como passando pela realização de atividades especificas.
O grupo de alunos identificado com mau comportamento apresenta menor variedade conceptual; ABSTRACT: The behaviors and relationships in peers at school are important to the social and personal development of young people. The influence exerted by peers can be positive or negative. This research aims to analyses the perception that young people have about the appropriate/inappropriate behaviors and relationships among peers. Sixteen male students of the 9thyear made part of this study, indentified with bad/good behavior. The data collection was made through questionnaires consisted of open questions. The data was evaluated qualitatively and quantitatively. The good and bad behaviors are conceptualized by individual and relational attitudes. The teachers’ perception of the behavior is different from the perception that the young people has of themselves. The majority of the students do not consider themselves as an influence to the peers, and not even the peers as an influence to them. The promotion of peer relationship is seen as through the realization of specific activities. The student group which was identified with bad behavior presents a lower conceptual variety.
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Mkhize, Xoli Precious. "The perceived impact of socio-cultural messages and practices around puberty, in constructions of masculinity and sexuality in young Xhosa male adults : implications for HIV/AIDS." Thesis, 2011. http://hdl.handle.net/10413/8595.
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This research explored the perceived impact of socio-cultural messages and practices around puberty, on constructions of masculinity and sexuality among Xhosa male university students aged between 18 and 24 years. This research explored how Xhosa men construct their masculinities and sexuality through identifying the key experiences and messages about manhood that they receive in puberty and by analyzing how their pubertal experiences and socio-cultural messages before and after circumcision influence the way they construct their masculinities. An understanding of how masculinities are constructed may be used to inform interventions around HIV prevention and help to understand what factors predisposes these males to high HIV related risk behaviours. This study used a qualitative research design. Data was collected using semi-structured interviews, and analyzed with reference to Parker’s approach to discourse analysis (Parker, 1992). The results show that socio-cultural inform how manhood is negotiated. The possibility of using traditional practices in fighting against HIV/AIDS is explored.
“Xhosa see the initiation- rite as a symbolic death, through pain and isolation from the community or society. This death brings forth new life and rebirth as a new being: a man who has outgrown everything related to his childhood. The new person is incorporated into society as a new responsible member contributing to its values and existence. After this process a person is expected to think and behave in a changed and constructive manner showing a transition from when he was a boy and all acts of antisocial acts were tolerated from him.”(Mayatula & Mavundla, 1997:p18).Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2011.
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Graham, Lauren. "Understanding risk in the everyday identity-work of young people on the East Rand." Thesis, 2013. http://hdl.handle.net/10210/8292.
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D.Litt. et Phil. (Sociology)Inquiry that seeks to understand young people’s engagement in risk behaviours is numerous. Concern for and interest in young people has stimulated a wide range of debates about what makes young people do the things they do. Despite the plethora of research in this area there are still gaps in our knowledge, primarily because much of the research has sought to understand young people by looking at their decision making from the outside. This study departs from what has gone before by applying a youth development approach to understanding youth risk. In order to do so it sought to delve into the worlds and lives of a few young people living in an informal settlement in Gauteng, South Africa. The key question that the study poses pertains to how young people understand and negotiate risk as an aspect of their everyday identity-work. It is thus important to note that youth in this study is not understood simply as a particular age range or a phase that exists between childhood and adulthood. Rather it is understood as a life stage that carries with it particular experiences, needs and processes. In particular for the purposes of this study identity-work is understood to be an intensive process during the life stage of youth that involves drawing on culturally and socially available labels (McCall, 2003), definitions and markers of identity and testing them in their social networks in a process of reflexivity towards developing a self-identity (Giddens, 1991). In order to generate a deep understanding of the lives and worlds of young people, this study employed a critical ethnographic design, combining the usual methods of ethnography such as observation and interviews, with innovative methods that sought to challenge commonly held perceptions of research that young people might have had, and to encourage them to participate in the research. The study found that risk is understood in multiple ways. Young people understand and internalise the risk prevention messaging that is often targeted at them but they also have other perceptions of risk that ‘experts’ tend to overlook. Most important of these were their perceptions of risk that were influenced by their socio-economic surroundings – risks that were foremost in their lives because of their day-to-day struggles to manage them. The study also demonstrates the ways in which risk is negotiated as a feature of identity-work in three ways – in identity-work that has to do with masculinity and femininity, in identity-work pertaining to who one is within a family, and in identity work that involves their roles in the community. One of the main recommendations arising from this research is the need for integrated interventions that combine the prevention models that are currently employed, with locally specific interventions aimed at enhancing the protection and preparedness of young people in order to reduce their vulnerability. By conceptualising young people and the phase of ‘youth’ differently, and applying a youth development approach to understanding youth risk, it is hoped that an innovative way of considering how young people make decisions regarding risk has been opened for future consideration in research.
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Steyn, Lynette. "Empowering young people through narrative." Diss., 2001. http://hdl.handle.net/10500/16119.
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Dominant discourses on power, childhood and gender lead to power inequalities in social relationships in families and schools, allowing abuses of power (the subjugation and marginalisation of women and young people). These dominant structures of belief are often disrespectful of young people's experiences, stories and knowledges. This research attempted to respond to dilemmas in child relationships, to challenge belief structures that construct relationships between adults/young people, and to empower young people to stand up for their beliefs and make their voices heard. The research was guided by a post-modern, narrative pastoral approach. To deconstruct
discourses that restrict young people within social institutions, social construction discourse, feminist post-structuralism, narrative theology and feminist theology were used. Narrative practices were used to look at depression, guilt, trouble and anger. Re-authoring conversations were used to construct preferred stories about young people's identities and to explore alternative stories and the not-yet-said on drugs.Philosophy, Practical & Systematic Theology
M. Th. (Practical Theology (Pastoral Therapy))
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Shozi, Sibonelo. "A social cognitive investigation of drinking and driving among young males in Pietermaritzburg." Thesis, 2009. http://hdl.handle.net/10413/1228.
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Responding to a body of literature that identifies road crashes caused by drinking and driving as a serious social and economic issue in South Africa, this research aims to investigate behaviour and beliefs relating to drinking and driving among young males in the Pietermaritzburg area of KwaZulu-Natal, South Africa. This sampling criterion emanates from the identification of this group as an at-risk demographic for alcohol-related road accidents and fatalities. Underpinned by Albert Bandura’s Social-Cognitive Theory, which explores the reciprocal relationship between beliefs, behaviour and environment to explain behaviour, the research surveyed 190 young males between the ages of 18 and 35 years that self-identify as drunk drivers. The research focused on determining and describing the constraining and enabling factors contributing to drinking and driving among the group.
The findings explore the high frequency of drinking and driving in the sample which is found to be, to varying degrees, informed by their relationship to their family, peer groups and social context. The research also uncovers a concerning trend of overestimating driving ability when drunk. It further identifies a lack of perceived risk relating to law enforcement.Thesis (M.Soc.Sc.) - University of KwaZulu-Natal, Pietermaritzburg, 2009.
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Jenkins, Joan Elizabeth. "The complex interplay between relationship, identity and behaviour in young people (12-18 years) : a psycho-spiritual approach." Diss., 2008. http://hdl.handle.net/10500/3150.
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Young people are currently affected in the realm of self-esteem, identity development and relational behaviour amidst advancing technology. There is the need for research in this area. Obstacles include fragmented homes, distance job–location and back-log parental education. There is the need for spiritual direction and for the formation of Christian spiritual principles. This is evident in the attraction of young people to cults and the influences of the New Age. The study will explore the complexity of relationships, identity and behaviour in young people. The empirical research will be obtained with permission from a school in the Eastern Cape; the focus group of this study is ages 11 – 18 years. The aim of this study will be to explore interventions which can help facilitate better personal, family and peer relationships in adolescents. The aim will further be to help bring about better integration in their personalities, relationships and communication.Practical Theology
M. Th. (Practical Theology)
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JANOUŠKOVCOVÁ, Pavla. "Uvědomování si rizik spojených se sociálními sítěmi u dětí ve volnočasových klubech v Plzni." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-200527.
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The main topic of this thesis was risks associted with social networsk by children from leisure-time clubs in Pilsen. The theoretical part was divided into several chapters which deal with the social networks (with their genesis, types a risks), virtual relationships, the cyberbullying, features of the social networks in lives of children and young people, self-concept and identity and rules of safe internet.
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Mojapelo-Batka, Emily Mapula. "Interracial couples within the South African context: experiences, perceptions and challenges." Thesis, 2008. http://hdl.handle.net/10500/2153.
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In this study the experiences, perceptions and challenges of being in a mixed-race relationship (M-R) were explored against the backdrop of previous South African pieces of legislation meant to keep the various race groups apart. The study was located within a conceptual framework predominantly informed by a constructivist approach, as well as some tenets from the social constructionist approach.
This study focused only on M-R relationships consisting of black and white partners. The couples were recruited through the use of a snowball sampling method. In-depth interviews were used as the primary tool for collecting data. All participants were interviewed by the researcher either at their own homes or in the researcher's office. The collected information was later transcribed and qualitatively analysed.
The results of the study indicate that individuals found their involvement in M-R relationships to be a positive experience, and thus resulting in a positive attitude change and a sense of personal growth. M-R couples and their extended families experienced cognitive dissonance which required them to discard their previously internalised racial stereotypes, using strategies such as cognitive differentiation, re-categorization and de-categorization, allowing shifts toward non-racial socially constructed categories. Most of the challenges of being in M-R relationships were experienced on interpersonal and inter-group levels. The losses, disadvantages, challenges, concerns and pains experienced by M-R couples were mainly related to family and social disapproval of the relationship as well as efforts to discourage race mixing.
The study concludes that the non-conformist nature of M-R relationships requires from the participants a high level of self-differentiation and individuation that challenges racial norms and cultural collectivism. Albeit being a personal or private matter, a M-R relationship carries the burden of easily being the subject of public discourse. It is in this sense that M-R relationships cannot be understood without taking the socio-political context within which they occur into consideration.Psychology
D.Phil. (Psychology)
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Veras, Almani Leite. "Identidade Quilombola de Estudantes do Ensino Médio da Comunidade Quilombola de Guaribas de Baixo/PE." Master's thesis, 2014. http://hdl.handle.net/10437/5776.
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Orientação: Maria das Graças Andrade Ataíde de Almeida ; co-orientação:
Maria Gonçalves NevesEsta investigação a presenta aspectos da mediação escolar na formação da identidade quilombola de jovens do ensino médio que estudam em Caruaru - PE e moram na comunidade quilo mbola de Guaribas de Baixo - Bezerros - PE. O objetivo central é analisar qual o papel d a escola na construção da juventude no Brasil no sentido de se reconhecerem quilombolas através de um diálogo multicultural voltado a uma inclusão social. As categorias eleitas que deram embas a mento a pesquisa foram fundamentadas n os teóricos : Munanga (2000), Gilberto Freire (1978), Todorov (1993), Florestan Fernandes (1989), Hall (1997), Djalo (2008), Dubar ( 2006 ), Santos (2010), Forquin (2000) , Wieviorka (2007), Bhabha (2007) e outros para um estudo investigativo na comunidade rural de Guaribas de Baixo - PE. Utilizamos como instrumento de coleta oito entrevistas que se realizaram na comunidade e escola em Caruaru, onde os estudantes fazem o ensino médio, inexistente na sua própria comunidade. Para isso, adotamos a metodologia qualitativa com (AD) Análise de Discurso nos resultados
This research presents aspects of school mediation in the formation of Maroon identity of secondary school students studying in Caruaru/ PE, and living in the Maroon community of Guaribas de Baixo - Bezerros - PE. The main objective is to analyze which is the role of schools in building the youth character in Bra zil. So, they could recognize themselves as Maroons through a multicultural dialogue geared to social inclusion. The elected categories that gave foundation to our survey were based on the following theoreticians: Munanga (2000), Gilberto Freire (1978), To dorov (1993), Florestan Fernandes (1989), Hall (1997), Djalo (2008), Dubar (2006), Santos (2010), Forquin (2000), Wieviorka (2007), Bhabha (2007), among others, for an investigative study in the rural community Guaribas de Baixo - PE. We used as collection instrument eight interviews that took place in the community and in a school in Caruaru. There, many students can complete the high school level once there is no high school formation in their home community. We also adopted a DA - Discourse Analysis qual itative methodology - in the results
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Masuku, Norma. "Perceived oppression of women in Zulu folklore: a feminist critique." Thesis, 2005. http://hdl.handle.net/10500/1933.
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In this thesis, the research focuses on the role and presentation of women in Zulu traditional literature. Employing feminism as a literary canon, the research investigates whether the perceived oppression of Zulu women is reflected in such Zulu folklore. The research aims to establish whether or not folklore was used as a corrective measure or avenue of correcting gender imbalances.
This dissertation proceeds from the premise that the traditional Zulu society or culture attached to women certain stereo-typical images which projected them as witches, unfaithful people, unfit marriage partners on the other hand or brave care givers, loving mothers and upright members on the other hand. Using feminism
as a scientific approach, the study investigates whether these projections were not oppressive on Zulu women.
The study is scientifically organised into various chapters dealing with various subjects e.g. the feminist theory (chapter 2), portrayal of Zulu women in folktales (chapter3), in proverbs (chapter 4) and praise-poetry (chapter 5).
The study concludes that the traditional Zulu woman felt depressed by this patriarchal discrimination especially in the marriage situation. In the day and age of African Renaissance, the study recommend that it is imperative for women to mould their children, especially their sons to adapt to the idea that women have changed, they have rights and priviledges which could intimidate their male ego.African Languages
D. Litt. et Phil. (African languages)
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Dimas, João Pedro Gonçalves. "O género e as atitudes dos alunos do ensino secundário face à inclusão dos seus pares com deficiência nas aulas de Educação Física." Master's thesis, 2014. http://hdl.handle.net/10437/6139.
Full textAbstract:
Orientação: Francisco Ramos LeitãoDe forma a proporcionar a todos os alunos uma educação de qualidade, que os prepare para uma vida futura na sociedade, é fundamental que as escolas adotem estratégias de inclusão, proporcionando a todos as mesmas possibilidades de participação, adaptando o ensino e a aprendizagem às diferentes características e necessidades dos alunos. De maneira a promover uma educação cada vez mais inclusiva, é também importante que as escolas e os professores organizem o processo ensino-aprendizagem com base na aprendizagem cooperativa, realizada em grupos heterogéneos, onde o êxito do grupo depende de todos os alunos. Logo, as interações e atitudes estabelecidas entre os elementos do grupo, são determinantes, com vista à criação de um ambiente inclusivo onde todos participem e se sintam incluídos. Assim sendo, se queremos promover a inclusão de todos os alunos, torna-se fundamental perceber o tipo de atitudes que os alunos ditos normais têm para com os seus pares com deficiência, tendo as atitudes positivas durante a interação entre pares contribuído para a eficácia de uma educação inclusiva. O objetivo do estudo passa por verificar até que ponto as atitudes dos alunos do ensino secundário variam em função do género face à inclusão dos seus pares com deficiência nas aulas de Educação Física. A amostra do presente estudo foi constituída por 294 alunos do ensino secundário, tendo sido aplicado aos elementos dessa amostra, o questionário “As atitudes dos alunos face aos seus pares com deficiência nas aulas de Educação Física” (AID-EF, Leitão, 2014). Concluiu-se, que as hipóteses de estudo H1, H2, H5 foram confirmadas, uma vez que os resultados mostraram diferenças significativas entre os dois géneros, relativamente às Crenças Comportamentais Desfavoráveis, Favoráveis e de Controle Externo, verificando-se assim, que as mesmas em alunos do ensino secundário, face aos seus pares com deficiência nas aulas de Educação Física, variam em função do género. Por outro lado, concluiu-se, que as crenças Normativas e as Crenças de Controle Interno não variam em função do género, contrariando assim as nossas hipóteses H3 e H4. Chegou-se também à conclusão com base nos valores médios das diferentes Crenças, que o género feminino adota atitudes mais positivas para com os seus pares com deficiência tendo para com estes comportamentos mais cooperativos e inclusivos do que o género masculino.
Of form to provide to all the pupils an education of quality, that prepares them for a future life in the society, is basic that the schools adopt inclusion strategies, providing to all the same possibilities of participation, adapting education and the learning to the different characteristics and necessities of the pupils. In way to promote an education each more inclusive time, is also important that the schools and the professors organize the process on the basis of teach-learning the cooperative learning, carried through in heterogeneous groups, where the success of the group depends on all the pupils. Soon, the interactions and attitudes established between the elements of the group, are determinative, with sight to the creation of an inclusive environment where all participate and if they feel enclosed. Thus being, if we want to promote the inclusion of all the pupils, becomes basic to perceive the type of attitudes that the said pupils normal have stop with its pairs with deficiency, having the positive attitudes during the interaction between pairs contributed for the effectiveness of an inclusive education. The objective of the study passes for verifying until point the attitudes of the pupils of secondary education vary in function of gender face to the inclusion of its pairs with deficiency in the lessons of Physical Education. The sample of the present study was constituted by 294 pupils of secondary education, having been applied to the elements of this sample, the questionnaire “the attitudes of the pupils face to its pairs with deficiency in the lessons of Physical Education” (AID-EF, Leitão, 2014). It was concluded, that the hypotheses of study H1, H2, H5 had been confirmed, a time that the results had shown significant differences between the two genders, relatively to the Favorable, Favorable Mannering Beliefs and of External Control, verifying itself thus, that the same ones in pupils of secondary education, face to its pairs with deficiency in the lessons of Physical Education, vary in function of gender. On the other hand, it was concluded, that the Normative beliefs and the Beliefs of Internal Control do not vary in function of gender, thus opposing our hypotheses H3 and H4. One also arrived at the conclusion on the basis of the average values of the different Beliefs, that female gender adopt more positive attitudes stops with its pairs with deficiency having stops with these more cooperative and inclusive behaviors of what the male gender.
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Joubert-Wallis, Marie. "The contribution of culture to the spread of HIV." Diss., 2008. http://hdl.handle.net/10500/647.
Full textAbstract:
Cultural factors have been shown to play a role in human decision making and behaviour. The main objective for this research was to identify and evaluate the possible influence of Shangaan cultural beliefs, myths and behaviours, on the spread of HIV within the Mnisi tribe. A qualitative method of investigation was followed; interviews with three participants and observations of the Mnisi culture were used in the construction of the investigation and findings. Through the information obtained two cultures influencing the spread of HIV in the Mnisi tribe were identified, they are (1) The culture of power-rule and fear, and (2) The culture of poverty.Psychology
M.Sc. (Psychology)