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Gerdin, Göran. "Boys and Physical Education - A Study of Boys’ Experiences of Single-Sex and Co-Educational Physical Education." Thesis, Växjö universitet, Institutionen för pedagogik, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45606.
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The role of schools as agencies in the social construction of gender has been well researched and efforts to design the most appropriate learning environment often lead to discussions of single-sex versus co-educational schooling. Physical education is a subject where content and grouping arrangements can contribute to stereotypical expectations and assumptions about gender appropriate role-play. Typically, when gender is raised as an issue in physical education, attention is often directed towards the problems encountered by the girls and their evident alienation and lack of participation in physical education classrooms. To date, few studies have focused on boys’ experiences and whether their needs are met in the various forms of physical education. The aim of this study was to investigate boys participation in and experiences of physical education in single-sex and co-educational classes in order to examine how this is affected by the two different groupings of genders and whether any discrepancies in participation and experiences could be identified within groups of boys. The results show that in both physical education settings there exists a group of boys who are not enjoying their physical education since it is too closely associated with the dominant definitions of masculinity. These boys clearly express their dissatisfaction with what activities they get to do and how they often turn into being overly aggressive and competitive. It was also identified that this group of boys was somewhat greater in the single-sex compared to the co-educational format. The results of this study therefore demonstrate that there is a great need to start recognising the different needs amongst boys (and girls) and that the image of boys and girls as two homogeneous groups aligned with stereotypical perceptions of activities and behaviours of which they are capable and in which they should be engaging, needs to be challenged
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Hui, Nga-man Jasmine. "Sex education programme in a catholic boys' school." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37261071.
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Hui, Nga-man Jasmine, and 許雅雯. "Sex education programme in a catholic boys' school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37261071.
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Marshall, Tatiana. "Boners and twats sexual discourse and political pedagogy in a sex education classroom /." Diss., Connect to the thesis, 2004. http://hdl.handle.net/10066/609.
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Field, M. "Boys, education, pedagogies : reconstructing sport, reconstructing masculinities /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19295.pdf.
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Hilton, Gillian L. S. "Breaking the macho mould : meeting boys' needs in sex and relationships education." Thesis, Middlesex University, 2003. http://eprints.mdx.ac.uk/13572/.
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The work examines the needs of boys as regards sex education in school. The literature search depicted a situation where boys' needs were being neglected despite the calls from such bodies as the British Medical Association. Literature supports the idea that there is an overemphasis on biology rather than relationships and this, coupled with peer and teacher expectations of masculine behaviour, neither helps boys to cope with relationships nor aids them in their understanding of the needs of others or coping with their own fears and anxieties. The growing problem of early teenage pregnancies and sexually transmitted infections (STIs) had led to comparisons with other countries, which show that England has a severe problem with underage pregnancy and the transmission of STIs. Research was undertaken to investigate the characteristics of sex and relationships education for boys with the object of determining their needs and what types of education would best meet these needs. Investigations took place in eight diverse secondary schools in the south east of England. Questionnaires were issued to boys and girls in the sixth form regarding their experiences of school sex education. In addition students in their first term at university were also asked to complete questionnaires to give a wider scope to the research. Eight co-ordinators of Personal Social and Health Education were interviewed to discover their opinions of sex education in secondary schools at present and whether this was meeting the needs of pupils, especially boys. Research was then conducted to examine alternative methods of delivering sex and relationships education to determine if these strategies could better satisfy boys' needs in this area. These included a student tutor scheme in Prague a teacher training establishment in The Netherlands, an 'agony uncle' who ran a computer help line for boys, a theatre group, two male sex education workers who deliver sex education to boys, a peer education scheme and a Teenage Health Project. Three focus group interviews were carried out with young men of sixteen and seventeen to determine their feelings about their sex education and how it could be improved. In order to assess these diverse schemes a set of criteria was established against which to judge sex education delivery. These criteria were devised from the search of literature, the focus group and questionnaire responses and suggestions from the alternative method respondents and the co-ordinators. The schools' sex education provision and the altemative methodologies were then evaluated against these criteria. Results showed that none of the methods totally met the needs of boys. The analysis was used to determine a new strategy to meet the needs of boys with regard to their sex and relationships education. At the heart of the strategy is a curriculum with a stronger emphasis on relationships, how to cope with and express emotions. The content, methods of delivery, amount of sessions, size of groups and the types of teachers required are also defined.
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Frick, Susan. "Strategies to enhance achievement for boys." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/SFrick2006.pdf.
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Gobby, Brad. "Captured becomings: an assemblage of sexual difference, neoliberal capitalism and bodies in the boys' education debate." Thesis, Gobby, Brad (2006) Captured becomings: an assemblage of sexual difference, neoliberal capitalism and bodies in the boys' education debate. Masters by Research thesis, Murdoch University, 2006. https://researchrepository.murdoch.edu.au/id/eprint/41/.
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This study investigates the current influence of conservative political, social and economic forces in structuring the perspectives of five pre-service teachers on the education of boys. I argue that these perspectives are constituted by a conservative assemblage of essentialist discourses of sexuality and neoliberal capitalism and these largely extend the indomitable power of conservative forces increasingly shaping social relations inside and outside the field of education.
The interviews reveal that conservative discourses of sexual difference dominate the perspectives on boys and their schooling and this reliance on essentialist notions of sexuality effectively gives rise to a conflicting roles discourse that informs a recuperative masculinity politics and feminist backlash. I argue the social transformation effected by neoliberal economics is largely silenced when discussing boys and education and this allows participants to largely 'blame' feminism for the transformation of labour markets, work patterns, family relationships and gendered subjectivities, silencing its powerful influence. I contend personal insecurity and anxiety generated by neoliberal economic transformation have proliferated conservative discourses of sexuality, producing a defence of rigid sexual boundaries that proscribe the potential of male and female bodies by capturing their 'becoming', and to this extent I argue that conservative discourses of sexual difference are coextensive with the aims of neoliberal capitalism. However, rather than position men as victims, I argue the conservative assemblage including the boys' debate make available diverse ways for many individuals to experience their body powerfully, with the attributes and capacities of hegemonic masculinity being proliferated. The boys' debate is one resource for producing powerful subjectivities while extending the territory of the conservative assemblage increasingly constituting our world.
Methodologically this is a qualitative inquiry that utilizes discourse analysis extensively informed by poststructural theories of knowledge, power and the subject. I also make connections with the work of Deleuze and Guattari and the theories of corporeal feminism, including a theory of the body as a machinic assemblage in order to interrogate the conservative territorialisation of subjectivity and social relations. Finally, I argue the need to consider the alignment of discourses of sexual difference, neoliberal capitalism and the body in order to create a future beyond the limits currently defined by our culture.
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Gobby, Brad. "Captured becomings : an assemblage of sexual difference, neoliberal capitalism and bodies in the boys' education debate /." Gobby, Brad (2006) Captured becomings: an assemblage of sexual difference, neoliberal capitalism and bodies in the boys' education debate. Masters by Research thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/41/.
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This study investigates the current influence of conservative political, social and economic forces in structuring the perspectives of five pre-service teachers on the education of boys. I argue that these perspectives are constituted by a conservative assemblage of essentialist discourses of sexuality and neoliberal capitalism and these largely extend the indomitable power of conservative forces increasingly shaping social relations inside and outside the field of education.
The interviews reveal that conservative discourses of sexual difference dominate the perspectives on boys and their schooling and this reliance on essentialist notions of sexuality effectively gives rise to a conflicting roles discourse that informs a recuperative masculinity politics and feminist backlash. I argue the social transformation effected by neoliberal economics is largely silenced when discussing boys and education and this allows participants to largely 'blame' feminism for the transformation of labour markets, work patterns, family relationships and gendered subjectivities, silencing its powerful influence. I contend personal insecurity and anxiety generated by neoliberal economic transformation have proliferated conservative discourses of sexuality, producing a defence of rigid sexual boundaries that proscribe the potential of male and female bodies by capturing their 'becoming', and to this extent I argue that conservative discourses of sexual difference are coextensive with the aims of neoliberal capitalism. However, rather than position men as victims, I argue the conservative assemblage including the boys' debate make available diverse ways for many individuals to experience their body powerfully, with the attributes and capacities of hegemonic masculinity being proliferated. The boys' debate is one resource for producing powerful subjectivities while extending the territory of the conservative assemblage increasingly constituting our world.
Methodologically this is a qualitative inquiry that utilizes discourse analysis extensively informed by poststructural theories of knowledge, power and the subject. I also make connections with the work of Deleuze and Guattari and the theories of corporeal feminism, including a theory of the body as a machinic assemblage in order to interrogate the conservative territorialisation of subjectivity and social relations. Finally, I argue the need to consider the alignment of discourses of sexual difference, neoliberal capitalism and the body in order to create a future beyond the limits currently defined by our culture.
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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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Cyr, Desiree. "Single sex classrooms, how boys and girls learn differently a guidebook for elementary teachers /." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/DCyr2007.pdf.
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McDonald, Anne. "Primary school boys' narratives about masculinity." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80281.
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Thesis (MEdPsych)--Stellenbosch University, 2013.Bibliography
ENGLISH ABSTRACT: The issue of masculinity is complex, and many theories on how gender is constructed exist. The central premise of this study is that gender construction is the result of dynamic social interaction and, as such, a post-structuralist paradigm is ascribed to. The concept of multiple masculinities exists to explain the influences different contexts have on how masculine ideas are constructed. This is not a passive process and individuals are considered active creators of their own identity. However, research demonstrates that not all masculinities are equal. Hegemonic masculinity maintains its leading dominant position status through using strategies of power and dominance to maintain the pinnacle position of status in the hierarchy of masculinities. The purpose of this study is to listen to the narratives of pre-adolescent boys about masculinity. Post-structuralist and social constructivist ideas that meaning is fluid and open to change, is influenced by culture and the individual meanings that people make. This understanding provides the theoretical framework for this qualitative study. Through a narrative-inquiry design, meaning was made of the individual experiences of six boys within the context of a single-sex preparatory school. The narratives of these participants, purposively selected, were obtained using the data-collecting methods of interviews, a focus group and the construction of a collage. The analysed data was presented both in the form of the narratives of the participants and through a thematic analysis. The findings indicate that within this private, single-sex preparatory school context, multiple constructions of masculinity are formed, and they all appear to be constructed in relation to hegemonic notions of masculinity. It was found that fathers play an important role in the way in which boys construct their masculine identity. However, their peers and the school context also play a significant role. Further, the findings revealed that although hegemonic notions of masculinity in this context had a powerful impact on these participants’ construction of masculinity, there are indications some are challenging overt expressions of hegemonic masculinity and, as such, hold more complex, transitional constructs of masculine identity.
AFRIKAANSE OPSOMMING: Die kwessie rondom manlikheid is kompleks en daar bestaan baie teorieë oor hoe geslag gebou word. Die sentrale uitgangspunt van hierdie studie is dat die konstruksie van geslag ‘n resultaat van dinamiese sosiale interaksie is en dus aan 'n post-strukturalistiese paradigma toegeskryf word. As sodanig bestaan die konsep van verskeie vorme van manlikheid om te verduidelik hoe verskillende kontekste manlike idees beïnvloed. Dit is nie 'n passiewe proses nie. Individue word as aktiewe skeppers van hulle eie identiteit beskou. Navorsing toon egter dat nie alle vorme van manlikheid gelyk is nie. Hegemoniese manlikheid hou 'n dominante posisie in stand deur die gebruik van strategieë van mag en oorheersing; die hoogsteposisie van status in die hiërargie van manlikheid word dus gestaaf. Die doel van hierdie studie is om na die narratiewe van pre-adolessente seuns oor manlikheid te luister. Post-strukturalistiese en sosiale konstruktivistiese idees wat aandui dat bedoelings vloeibaar en veranderbaar is, afhangende van kultuur en die betekenis wat deur 'n individu daaraan geheg word, voorsien dus 'n teoretiese raamwerk vir hierdie kwalitatiewe studie. Deur die gebruik van ‘n narratiewe ondersoek-ontwerp, is die betekenis van die individuele ervaringe van ses seuns in die konteks van 'n enkel-geslag voorbereidende skool geevalueer. Die verhale van hierdie deelnemers, wat doelgerig geselekteer is, is verkry deur gebruik te maak van onderhoude, 'n fokus groep en die konstruksie van 'n collage as data insamelingsmetodes. Die geanaliseerde data is beide in die vorm van verhale van die deelnemers sowel as 'n tematiese analise aangebied. Die bevindinge dui daarop dat binne hierdie private, enkel-geslag voorbereidende skoolkonteks, verskeie konstruksies van manlikheid gevorm word en het telkens beblyk in verhouding tot hegemoniese idees oor manlikheid gebou te word. Daar is bevind dat vaders 'n belangrike rol speel in die wyse waarop seuns hul manlike identiteit konstrueer. Eweknieë en die skoolkonteks speel egter ook 'n belangrike rol in die konstruksie van geslag. Die bevindinge het verder aan die lig gebring dat, alhoewel hegemoniese idees oor manlikheid in hierdie konteks 'n kragtige uitwerking op hierdie deelnemers se konstruksie van manlikheid het, daar aanduidings is dat sommige van die deelnemers openlike uitdrukkings van hegemoniese manlikheid uitdaag en sodoende meer komplekse oorgang-konstrukte van manlike identiteit het.
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Parsley, Kadie Lynn. "A Study of Effective Instructional Practices for Teaching Boys in All-Boys Independent Schools in Virginia." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/103153.
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The purpose of this study was to identify instructional practices that are effective for teaching boys in all-boys, independent schools in Virginia. Teachers' self-reported levels of preparedness to teach boys was also investigated. The study was a basic qualitative study that used a qualitatively designed survey to collect data regarding the instructional teaching practices used by teachers of all-boys, independent schools in Virginia. The reported data identified several instructional practices that align with prior research conducted by Reichert and Hawley (2010b). The findings of this study indicated that active movement and hands-on, interactive learning are effective instructional practices for teaching boys. Additionally, the study indicated that teachers are prepared to teach boys, and relationships built on trust and respect are important for boys to learn.Doctor of Education
The purpose of this study was to identify instructional practices that are effective for teaching boys in all-boys, independent schools in Virginia. Teachers' self-reported levels of preparedness to teach boys was also investigated. For the purposes of this study, the term "instructional practice" refers to a specific teaching method used in a lesson, unit of study, or assigned task that is effective. The participants could deem the practice effective for a variety of reasons, either measurable or immeasurable, including but not limited to a boy's performance level, behavior, engagement, attentiveness, motivation, and/or overall quality of work. The study was a basic qualitative study that used a qualitatively designed survey to collect data regarding the instructional teaching practices used by teachers of all-boys, independent schools in Virginia. The reported data identified several instructional practices that align with prior research conducted by Reichert and Hawley (2010b). The findings of this study indicated that active movement and hands-on, interactive learning are effective instructional practices for teaching boys. Additionally, the study indicated that teachers are prepared to teach boys, and relationships built on trust and respect are important for boys to learn.
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Fellowes, Janet. "Boys and writing: Attentiveness levels and the impact of single gender classes and teaching methods." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/660.
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The study is concerned with boys' literacy learning. It seeks to gauge whether the change to a single-gender class brings about any improvement in the boys' attentiveness levels during writing lessons and also to ascertain whether attentiveness is influenced by other factors associated with the learning tasks, and with the teacher's pedagogical and management practices.
This study involves the scrutiny of writing lessons in three classes in Western Australian metropolitan primary school - a Year 5 co-educational class, a Year 6 allboy's class ( comprising boys from the Year 5 class) in the hands of one teacher and the same class in the hands of another.
Attention levels are measured at various times during writing lessons in the three classes and the approaches taken by the three teachers in the delivery of writing lessons are closely monitored.
The performance of a particular boy in these classes is also studied in the hope that a useful comparison might be made between his results and those of the classes generally.
The study concludes that higher levels of attentiveness will not necessarily flow from the introduction of an all-boys' class and that teaching methods are of greater importance in this regard.
However, the study does indicate that all-boys' classes are potentially advantageous in creating an environment where boys feel more assured and contented and that a possible consequence of this is a willingness on the part of boys to participate more fully in lessons. The study also highlights that any potential for greater attentiveness of boys during writing lessons is unlikely to be realized if the teacher maintains a negative view about boys' capacity to learn and achieve. Finally the study observes there is great individual difference in attentiveness of individual boys, even when there is an overall pattern of higher or lower attentiveness.
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Vuttanont, U. ""Smart boys" and "sweet girls" : sex education needs in Thai teenagers : a mixed-method study." Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/20006/.
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This study aimed to inform the redesign of sex education policy in Chiang Mai (Thailand) by exploring the knowledge and attitudes of teenagers, parents, teachers, and policy makers and placing these in the wider social, cultural, educational, and economic context of modern-day Thailand. Six selected secondary schools with diverse characteristics in socioeconomic and religious backgrounds and locations were studied. This mixed method study included: semi-structured interviews and narrative interviews with 18 key stakeholders; analysis of 2 key policy documents; a survey of 2301 teenagers; 20 focus groups of 185 teenagers; a survey of 351 parents; one focus group of 8 teachers; and two focus groups of 23 parents. Qualitative and quantitative data were assessed separately with thematic and statistical analysis, respectively, and outcomes were compared, combined and discussed. Results suggested: school-based sex education was biologically focused and inconsistently delivered. Chiang Mai teenagers showed a reasonable knowledge of biological issues around reproduction but were confused and uncertain about how to obtain or use contraception, avoid pregnancy and transmission of STIs, negotiate personal and intimate relationships and find sources of support and advice. Many parents and teachers lacked the knowledge, confidence, and skills to offer meaningful support to their children. Five important influences on Chiang Mai teenagers' sexual attitudes and behaviours were noted in this research: ambiguous social roles leading to confused identity, heightened sexual awareness and curiosity, critical gaps in knowledge and life skills, limited parental input, and an impulsive and volatile approach to intimate encounters. Results of this study suggest several possibility approaches that could be developed to improve sex education.
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Collins, Tina. "A case study of boys' 'underachievement' within the English school system." Thesis, University of Sussex, 2017. http://sro.sussex.ac.uk/id/eprint/68657/.
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This thesis focuses on the ways in which ‘underachievement' is constituted for boys identified as ‘underachieving' at Stone Acre, a non-selective school in a selective Local Authority in England. It explores how performance pressures, the school processes of the curriculum, selective grouping practices and teachers' understandings of gender all shape boys' experiences of learning. It argues that these layers also interconnect with school type and ethos. In seeking to bring these less visible readings of the policy frameworks and school level processes by which gendered learning outcomes occur, to the surface, this study contributes to the debate around boys' ‘underachievement' in the English school system. The research was conducted as a case study and adopted elements of an ethnographic approach. It is grounded in the work of Connell (2012, p.1677) who understands masculinities as being continuously produced in interaction with social structures and the body as encountering ‘gender regimes'. Data were gathered through a five-stage process that involved paired interviews with six boys in Year 10 (age 15) and identified at the start of the research as ‘underachieving' against the key performance benchmark: attainment at GCSE level. Additional data were collected from other sources including observations of the boys during lessons and individual interviews with eleven teachers. A key conclusion of the study was that boys identified as ‘underachieving' against key performance indicators are not learning in a gender-neutral space. Some teachers were found to have essentialist understandings of masculinities that were powerful in shaping the spaces in which the boys learned. Accountability pressures were identified as having contributed to the creation of a regulatory system that shaped the practices of teachers in both positive and negative ways. Stone Acre's school ethos and school-based approaches to teaching and learning were also found to have mitigated the boys from some of these pressures. Looking beyond the boys towards the system within which boys identified as ‘underachieving' experience their learning, this thesis demonstrates the complex, shifting and contextualised nature of the factors involved and the need for more structural readings of these.
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Ell, Barbara Ann. "Boys and literacy: Disengaging from reading." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2983.
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This quantitative study investigates the disparity that exists between girls and boys and how changes can be implemented to keep boys from disengaging from reading. It examines the reading materials that are available to increase boys' interest in reading and discusses ways in which teachers can develop programs and parents can take action to change boys reading habits. The study employed teacher surveys and student surveys from sixth grade boys in three San Bernardino middle schools.
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Flintoff, Anne. ""One of the boys?" : an ethnographic study of gender relations, co-education, and initial teacher education in physical education." Thesis, n.p, 1993. http://ethos.bl.uk/.
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Wong, Kit-kwan Heidi. "Sex-role stereotypes and academic subject preferences among Form 3 boys and girls in co-educational and single-sex Anglo-Chinese secondary schools in Hong Kong." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13553379.
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Bazzy, Zadda M. "Upper Elementary Boys’ Participation During Group Singing Activities in Single-sex and Coeducational Classes." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1572.
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As boys in the upper elementary grades become increasingly influenced by peer pressure, many are less likely to participate in singing activities because singing is considered a "feminine" activity. The purpose of this research was to explore if there was an effect on upper elementary boys' level of participation during group singing activities when they attended music classes in a single-sex setting.
This study employed a true experimental design and a mixed method. Boys (N = 186) were videotaped during their regular coeducational music classes on two occasions to establish baseline data. Then the students were randomly assigned to attend music classes in either a single-sex or coeducational group. Boys were videotaped again after seven music classes (approximately 9 weeks later). The videos were scored using the author-designed Singing Participation Measure, and the scores (N = 123) were analyzed using an analysis of variance (ANOVA). In addition, qualitative data were collected in the form of music teacher interviews and journal entries.
The ANOVA showed no statistically significant differences between groups (single-sex or coeducational) or within groups (baseline scores versus post-treatment scores). In contrast, the qualitative data showed substantial differences in most of the boys' participation in single-sex classes. The teachers reported a sudden increase in the boys' singing participation and described numerous advantages of single-sex music education. Further research is needed. Implications for music educators suggest teachers could create single-sex singing opportunities, choose repertoire mindfully, and establish a "singing culture" at the school to increase boys' participation during singing activities. In addition, music educators are encouraged to know their students' strengths, weaknesses, interests, and needs, and to remember that "one size" does not "fit all" when it comes to what is best for developing young musicians.
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Clark, Paul 1965. "A study of two Philippine high schools : a cross-cultural look at the education of girls and boys." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36893.
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While most schooling in the Philippines currently takes place in a coeducational setting, it seems apparent that, although they are attending the same high schools, boys and girls are not getting the same education. In many areas of the Philippines, boys' dropout rates are almost three times that of girls'. As more females graduate from college, women are rapidly replacing men in many fields.However, this does not mean that women are leaving their traditional responsibilities in the home. Quite the opposite, women are now finding themselves faced with double the work while men essentially find themselves without the training or skills to adapt to a changing society.
This dissertation looks specifically at the schooling of two communities in the central Philippines. Looking at one school from a very rural village and another in a larger city, I examine the historical and sociological traditions of the Philippines and the island of Panay specifically. I investigate the reasons for girls' success while also looking at some reasons for boys' failure. I look closely at students' relationships with their schools, their teachers, their families, and with each other; I am trying to get a sense of how they perceive themselves and their world.
This dissertation uses qualitative research methods including lengthy observation and interview of students, families and teachers. It draws from the traditions of phenomenology and grounded theory, and is constructed in an interpretive anthropological tradition in which the narration is in first person singular and, where possible, the present tense.
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Wong, Kit-kwan Heidi, and 黃潔君. "Sex-role stereotypes and academic subject preferences among Form 3 boys and girls in co-educational and single-sex Anglo-Chinesesecondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956889.
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Demaske, Devin M. "The Differences Between How Boys and Girls Learn and the Benefits of Single Gender Schools." Cleveland State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=csu1299084611.
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Kylberg, Julia, and Alexandra Wulff. "English in single-sex classrooms. English teachers’ considerations when selecting texts for single-sex classes." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35836.
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The purpose of this dissertation is to find out whether some teachers at the vocational upper secondary schools where we have had our teaching practice are aware of the gender perspective and if/how they implement it in their teaching. The focus of the investigation is to find out to what extent the teachers in question take gender into account when they select texts for their single-sex classes. The aim was to learn about the teachers’ thoughts and views on gender issues as well as learning more about how to work gender consciously in the classroom. Qualitative interviews with seven upper secondary teachers were carried out. The semi-structured interviews we conducted contained guiding questions concerning gender, single-sex classes, material used for teaching. All the interviewed teachers think that gender is a very important question both in school and in society. The majority of the participating teachers do adjust their material with gender as a factor according to the sex of the majority of the class. The teachers emphasized that they also take other factors into account when selecting texts; an important one is the pupils’ course of study and interests.
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Gillis, Myra Bryant. "Gender-based education the pilot year of single-gender classes at a public elementary school /." Diss., Mississippi State : Mississippi State University, 2005. http://library.msstate.edu/etd/show.asp?etd=etd-07012005-160312.
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Morrison, Kathryn A. "The examination of state sport self-confidence of secondary school boys and girls participating in coeducational and gender separated physical education classes /." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=30193.
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The purpose of this study was to determine the effect of single-sex and coeducational physical education classes on secondary school students' self-confidence levels. A dependent sample of Grade 10 students completed Vealey's State Sport-Confidence Inventory at the completion of their single-sex class and then again at the completion of their coeducational class. They also completed a sport specific self-confidence measure, in order to factor out their confidence in basketball and volleyball from their overall State Sport-Confidence. Some students also participated in focus group interviews at the completion of each class type. Vealey's State Sport-Confidence Inventory showed no significant differences between classes or between genders. However, qualitative results contradicted these findings as females indicated obvious differences between the two class types that would in turn affect their self-confidence levels. The results indicate that more research is needed into how class type affects the self-confidence of students in single-sex and coeducational physical education classes.
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Bronson-Pollacks, Soundra L. "The effects of teaching styles on male achievement in single-sex and co-educational classrooms in selected school districts in Georgia." Click here to access thesis, 2009. http://www.georgiasouthern.edu/etd/archive/spring2009/soundra_l_bronsonpollocks/bronsonpollocks_soundra_l_200901_edd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2009."A thesis submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Yasar Bodur. ETD. Includes bibliographical references (p. 87-101) and appendices.
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Winslow, Mary Ann. "Where the boys are: The educational aspirations and future expectations of working class girls in an all-female high school." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187399.
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The purpose of this study was to ascertain the educational aspirations and future expectations of working class youth in an all-female Catholic high school. The ethnographic methods of primarily interviews and participant observation were used to discover the plans and the decision processes of approximately 21% of the senior class. Sixty girls were interviewed four weeks before graduation, as well as 20 teachers and administrators. Almost 100% of the sample (59) planned to attend college the following fall. While most institutions were competitive, only one planned to attend a most competitive, most selective institution, although several met the admissions requirements to do so. One-fourth of the sample planned to attend community colleges. The institution helped to facilitate the process of college entrance. However, many of the girls' decisions were determined before high school, and most were influenced by family members, most of whom had never attended a finished college. It was observed and reported by the girls that the all-female environment enhanced their educational experiences.
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Andersson, Louice. "Sex- och samlevnadsundervisning : En kvalitativ studie om flickors och pojkars uppfattningar om undervisningen i skolår 7-9." Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-4561.
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Erfarenheten av och forskning om sex- och samlevnadsundervisningen i skolan pekar på att undervisningen inte är till belåtenhet hos eleverna. För att utröna detta ytterligare valdes en studie med syftet att undersöka flickors och pojkars uppfattningar om innehåll och undervisningsmetoder inom sex- och samlevnadsundervisningen i skolåren 7-9. Hur undervisningen skall vara utformad för att kännas meningsfull för eleverna är av intresse i studien. Studien genomfördes utifrån en kvalitativ ansats med enkäter och gruppintervjuer som metod att skapa ett empiriskt material. Undersökningen genomfördes på två skolor. I enkätundersökningen deltog 47 elever och i gruppintervjuerna deltog fyra flickor och fyra pojkar. Resultatet visar att flickor ochpojkar anser att sex- och samlevnadsundervisning är viktigt och att de fått en relevant undervisning under grundskolans senare år. Gemensamt för flickor och pojkar är att de vill ha en varierad undervisning av såväl innehåll som undervisningsmetoder. Viktigt är att den som undervisar i området skall vara väl insatt och ha stora kunskaper inomområdet. Den som undervisar får heller inte, anser eleverna, bli generad och tycka att det är pinsamt när eleverna ställer frågor. Eleverna i undersökningen saknar dock utrymme för diskussion i undervisningen. Studien visar även att eleverna uppfattar att en stor del av undervisningen läggs på frågor rörande sexualitet, könsorganens anatomi,könssjukdomar och preventivmedel. Däremot läggs endast en begränsad del utav tiden på samtal rörande samlevnad, vilket är ett område som eleverna efterfrågar i undervisningen. För att åstadkomma en meningsfull undervisning i sex- och samlevnad ur ett elevperspektiv förutsätts att eleverna får tillgång till information om vad undervisningsområdet skall innehålla. Genom förhandsinformationen kan eleverna ges inflytande i undervisningen. Av stor betydelse för eleverna är att läraren utgår ifrån elevernas frågor och vad eleverna känner är relevant för dem just nu.Experience and research of sexual education in school shows that the teaching is not valued as satisfaction by young people. To investigate this statement a study of girls’and boys’ perceptions of content and teaching methods in sexual education in secondary school was conducted. How the teaching should be designed to be meaningful is of interest in the study. The study was conducted with a qualitative approach where the key is to get the different views. To gather the data both questionnaires and group interviews were used. The questionnaires study involved 47 students and group interviews four girls and four boys. The result shows that students believe that sexual education is important and that they had received a good education in secondary school. Common for girls and boys is that they want a varied teaching of both content and teaching methods. It's important that anyone who teaches in the area must have good knowledge. The students also think that the teacher must not be embarrassed and think it's embarrassing when students ask questions. Students in the investigation wants more time for discussions. The study also shows that a large part of teaching is on issues related to sexuality, genital anatomy, STD and contraception. On the other hand is only a bit of time about relationships, which is an area that students are asking for. In order to achieve a meaningful education, from a student perspective, requires that students gain knowledge of what the area contains in order to be able to have influence in teaching. By preliminary information students can be given influence in teaching. It's of great importance that the teacher understands students' questions and what students feel is relevant for them right now.
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Barton, Amanda. "Pupils' responses to foreign language learning in the context of national concern about boys' performance, with specific reference to single-sex classes in co-educational schools." Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/36962/.
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The thesis investigates pupils' approaches to learning modern foreign languages, particularly within the context of a single-sex teaching group. It represents a response to both the prevailing concern generated by the disparity between boys' and girls' achievements in this subject area, and to researchers' recommendations that the effects of a single-sex setting be investigated more closely (Powell, 1986; Batters, 1988). The findings are based on classroom-based research which adopted a case study approach to observe the practices of five mixed comprehensive schools in the UK which taught languages to one or more segregated cohort for at least one academic year. The data is predominantly qualitative and was collected over a period of two years by the following means: group and individual interviews; a range of questionnaires; classroom observation; and informal discussions with pupils and staff. The thesis begins by contextualising the issue of boys' underachievement in modern foreign languages. The first two chapters undertake a review and analysis of relevant research findings relating to both the reasons for boys' underachievement and the single-sex schooling debate. Chapter 3 describes the methods adopted by the researcher and outlines the central features of the five schools. The empirical findings of the research are analysed in Chapters 4, 5, 6 and 7. Chapters 4 and 5 address generic language teaching and learning issues; Chapter 4 focuses on teaching and learning styles and Chapter 5 examines pupils' attitudes to modern foreign languages. Chapters 6 and 7 focus more specifically on the observed effects of single-sex grouping, exploring the pupils' and teachers' perceptions respectively. Chapter 8 draws conclusions from the findings and makes recommendations for further research. In bringing together qualitative data from multiple sources, the thesis gives original and comprehensive insight into an area which is currently of considerable national and political interest. The findings suggest that boys' often negative attitudes to the subject are informed by a complex myriad of variables, including: the perceived relevance and difficulty of the subject; individual personality; learning preferences; the pupils' socio-economic background; and the teaching style. Where single-sex setting is perceived as an important influence on pupils' motivation and performance, it is usually recognised to be operating in conjunction with these other variables.
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Powell, Robert C. "Towards a better understanding of the foreign language education of boys and girls in comprehensive schools, with particular reference to sex differences and the drop-out problem." Thesis, University of Bath, 1986. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.374611.
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Harrison, Scott D., and n/a. "Musical Participation By Boys: The Role of Gender in the Choice of Musical Activities By Males in Australian Schools." Griffith University. Queensland Conservatorium, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040528.142148.
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This thesis seeks to examine the relationship between gender and musical participation by boys. The problem of males' non-participation in certain musical activities has been the subject of research for many years. This thesis considers some of the issues in relation to this phenomenon. The notion of gender is discussed. Historical and contemporary perspectives in stereotyping are investigated to determine the extent of the problem, with a view to enhancing the experience of boys in musical endeavours. There are no studies of this nature in existence in Australia and the existing research from other western cultures, while providing some basis, cannot be directly applied to this setting. Furthermore, existing studies have not brought about significant change in the gender order in music education. This project seeks to address these shortcomings. Masculinity in Australia is examined, with particular emphasis on the effects of hegemonic masculinity on those who do not fit this stereotype. Issues of bullying, depression and suicide are addressed. Empirical and sociological studies are re-examined in the light of more recent thought on the subject, particularly with regard to the possible causes of non-participation in singing and playing of certain instruments. The extent to which stereotyping of musical activities exists in Australian schools is reviewed through a series of studies of participation and literature. A number of subjects are interviewed to discover some of the reasons behind the choice of particular instruments. The thesis concludes with some perspectives arising from recent case studies of schools that have, to some extent, overcome some of the gender issues raised in earlier discussion. Constructs of masculinity and femininity effect musical participation in Australian schools and the extent of this effect is examined in this thesis.
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Roelofse, Rosina Catherina. "Teachers' attributions and beliefs about girls, boys and mathematics : a comparative study based on 40 Afrikaans-speaking secondary mathematics teachers in the Western Cape." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/17552.
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Bibliography: pages 75-82.This dissertation is concerned with teachers' beliefs regarding boys, girls and mathematics. The present study is a partial replication of a study conducted by Fennema et al (1990) and the results are compared. The present study extended the work of Fennema et al (1990) through an exploration of the structure of the data. Forty female teachers in the Western Cape region were interviewed. They were asked to identify their two most and least successful boys and girls in mathematics and to attribute causation for success and failure. They _were also asked to respond to 20 characteristics on a "Likert type" response format. The results generated from the present study concluded that teachers believed their female students to be their more successful mathematics students. They attributed the most successful girls' achievement mainly to effort whereas with the most successful boys, achievement was attributed to ability and effort. Both the most successful boys and girls failures on mathematics tasks were attributed to the difficulty of the task. Achievement of the least successful girls was attributed mainly to teacher's help and for the boys it was attributed to teacher's help and task. For both these groups, ability and to a lesser extent, effort, are given as the main reasons for failure on mathematics tasks. Very little difference was found between teachers' responses regarding the characteristics of their best boy and best girl mathematics students. When exploratory factor-analysis was performed a difference was found in the factor-solutions for the boys and the girls. This study suggests that there might be a difference in teachers' beliefs regarding boys and girls achievement in mathematics that is worthy of further exploration.
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Hintz, Rachel Sterneman. "Science Education in the Boy Scouts of America." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1242654814.
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Ilsley, Jeffrey Robert. "Mathematics and physical science choices made by pupils in selected Eastern Cape high schools: an investigation into the factors influencing the different choice patterns of boys and girls." Thesis, Rhodes University, 1988. http://hdl.handle.net/10962/d1004750.
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The disparate numbers of boys and girls who elect to continue with mathemalics and/or physical science in the higher slandards of the school system has recently attracted much research atlention and the complexity of the interrelaledness of causal factors has become obvious. The broad aim of the study was to investigale the significant drop-out rate of girls at the end of the junior secondary phase of education (approximate age of fourteen lo fifteen). This was to be carried out for mathematics and physical science and undertaken using a cross-sectional and a longitudinal study. The cross-sectional study entailed administering mathematics and physical science attitude questionnaires to 3531 standard six, seven and eight pupils from 4 co-educational, 2 allgirls' and 2 all-boys' schools, from middle and upper socioeconomic communities with similar language and cultural backgrounds . The longitudinal study involved pupils from two coeducational schools and one all-girls' school. It was a progressively-focused study starting with questionnaires administered to 358 standard six girls and boys, narrowing down to questionnaires and interviews used with 50 girls and 28 boys in standard seven and finally to interviews with 10 girls from standard eight. The parents of these ten girls were interviewed at the end of the study. The attilude questionnaires yielded strong sex differences which favoured the boys in both subjects for all the attitudes measured and also pointed to a progressive deterioralion of altitudes over the three-standard span. They also established significant differences in attitudes which favoured the pupils from Single-sex schools. It was further concluded that the girls were more strongly guided by their attitudes when making their subject-choice decisions. In the longitudinal study, reasons were suggested for pupils either taking or dropping mathematics and physical science. The introduction of algebra in the first year of high school presented a problem to pupils. In physical science, electricity was singled out as giving the subject a male bias. Socialization influences in the home were the main issue dealt with from the parent interviews . Sex-roles and stereotypes were dealt with in depth. Recommendations were made involving classroom strategies, curriculum possibilities, school policies and further research
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Odat, Marwan Qasim Mohammad. "An investigation of the big-fish-little-pond effect (BFLPE) on academic self-concept and the social comparison types and standards among boys and girls in single-sex and co-educational schools in Jordan." Thesis, Durham University, 2016. http://etheses.dur.ac.uk/11810/.
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This is an embedded mixed methods research study aimed at examining the associations of gender and schooling type with the Big Fish Little Pond Effect (BFLPE) in four school subjects: Arabic, English, Science and Math in the context of Jordan. The BFLPE hypothesizes that academic self-concept is positively affected by individual academic ability but negatively affected by the average ability of a class or school. Students’ ability was measured by using an ability test from PISA 2000 (Programme for international student assessment). Students’ academic self-concepts were measured by the academic self-description questionnaire II (ASDQII). The types of social comparison made in the classroom were investigated using semi-structured interviews. The systematic multi-stage cluster sampling was used in selecting 269 tenth grade male and female students from single-sex and co-educational schools in the northern regions in Jordan. 8 male and female students were randomly selected to take part in face-to-face interviews. The results showed that male and female students in single-sex and co-educational schools in Jordan suffered the BFLPE. A student’s own ability has a positive effect on their academic self-concept, but the average ability of a school is evident in having a negative effect on students’ academic self-concept in the four subjects. Gender has no influence on the academic self-concept. The type of school a student attends has a substantial influence on academic self-concept. Students who attend co-educational schools suffered a larger BFLPE than their peers in single-sex schools. The interaction between gender and school type was not significant in any of the four subjects’ self-concept. The findings from the interviews evidenced the downward and upward comparisons. The effect of downward comparisons on academic self-concept was positive; whereas, the effect of upward comparisons on academic self-concept was negative. The findings from the interviews also showed different social comparison standards that students used to establish their academic self-concepts such school grades, the participation in the class, homework, and teachers’ and parents’ comments.
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Stump, Brandon, and Brandon Stump. "The Palimpsest Boys." ScholarWorks@UNO, 2017. https://scholarworks.uno.edu/td/2434.
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Vikström, Ronja. "FLICKOR SJUNGER VACKERT OCH KILLAR SPELAR I COOLA ROCKBAND : En studie om hur könsfördelning ser ut i grundskolan i valet avinstrument och hur musiklärare förhåller sig till typiska könsmönster." Thesis, Umeå universitet, Institutionen för estetiska ämnen i lärarutbildningen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-179165.
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Detta examensarbete är en kvalitativ studie vars syfte är att beskriva och förstå hur könsfördelningen ser ut i grundskolan i musikundervisningen utifrån fyra olika musiklärares perspektiv. Studiens syfte är att undersöka genusmönster i musik undervisningen och hur lärare förhåller sig till genusmönster och om hur lärare arbetar med stereotypiska könsfördelningar. Bakgrundsavsnittet, som är baserat på tidigare forskning i form av avhandlingar, skolans läroplan och annan litteratur, framkommer det att pojkar tar mera plats i klassrummen och dras gärna mer mot trummor och gitarr medan flickor är mer försiktiga och tar det som blir över eller väljer endera sång eller piano. Enligt forskningen kunde man konstatera att instrument och sång är könskodade. I metodavsnittet presenteras det att studiens resultat är baserat på kvalitativa intervjuer med fyra musiklärare som analyserats med kvalitativ innehållsanalys som metod. Studiens resultat visar att informanterna som arbetar som aktiva musiklärare generellt ser en skillnad på könen i form av dragning till olika instrument i högstadiet men att skillnader inte är stora i tidigare årskurser. Resultatet tar även upp hur informanterna arbetar med genus och hur de ser på skillnader och likheter i klassrummetThis thesis has been done at the department of education at Umeå university. The study’s aim is to explore and understand how the gender distribution in junior high school in music education look like from the perspective of four different music teachers. The purpose of the study is to study the awareness of stereotypical distributions in music and music education, how teachers work with stereotypical gender distributions and what development opportunities there are. The background section, which is based on previous research in the form of dissertations, the school curriculumand other litterature, shows that boys take more space in the classrooms and are more likely to be drawn to drums and guitars while girls are more cautious and take what is left or they choose either vocals or piano. In the method section it is presented that the study's results are based on qualitative interviews with four active music teachers who have been analyzed with qualitative content analysis as a method. The study's results show that the informants who work as active music teachers generally see a difference in the sex in the form of attraction to different instruments in high school, but that differences are not seen in previous grades. The result also addresses how informants work with gender awareness and how they view differences and similarities in the classroom
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Del, Bianco Réjeanne. "Sex differences in children's play : boys' and girls' responses to vulnerability." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23328.
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In Experiment 1 preschool children were videotaped playing in groups of same-sex friends. Responses to Vulnerability were coded and content analyzed. Sex differences were examined to explore whether girls display more responses to Vulnerability than boys and whether girls and boys differ in Responses to Vulnerability in their play. No sex differences were found in amount of time responding to Vulnerability; however, some support was found for sex differences in types of Responses to Vulnerability.Experiment 2 experimentally examined girls' and boys' preferences for vignettes representing Categories of Response to the same Vulnerability Situation: Dominant Mastery, Nurturant Mastery, and Sharing Problems. Preferences for two Vulnerability Situations were examined. Boys were expected to show a preference for Dominant Mastery responses and girls a preference for Sharing Problems as well as Nurturant Mastery responses. Several marginally significant results were found. Discussion focuses on adult consequences and implications for later male and female interactions.
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Garcia-Santos, Marina. "What about the boys in school?Exploring the underachievement of boys in compulsory schools." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36457.
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The underachievement of boys in school seems to be the general norm in many countries. Many studies have tried to find the key to this problem; still, no one seems to have found it. Studies about brain research, boys’ attitudes or motivation are trying to find the final solution and the appropriate strategies to address the problem. This degree project has chosen to explore if single-sex classrooms can enhance boys’ achievement in the language classrooms. Many scholars seem to be convinced that single-sex teaching can be the solution of the underachievement of the male students in compulsory schools. However the findings of this degree project show that more work must be done in this field to accept single-sex teaching as the solution to close the gender gap. Many recent articles, books and documents about the actual topic have been reviewed to give some light to this degree project.
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Tse, Ho-lun Tommy. "Narcissism in male sexuality Lan Yu, Crystal Boys and Brokeback Mountain /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B38225670.
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McGonigal, Kathryn L. "Mabel A. Elliott : one of the boys /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137728.
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Roemmele, David. "Peach fuzz: boys, masculinity and education." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114423.
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Recent educational assessment findings demonstrate that educational concerns about boys are relevant and timely. Males are dropping out of school at higher rates, achieving lower grades, and appear to be losing historical advantages in math and science relative to females. These statistics have led to some fervent assertions being made regarding boys, masculinity, and education. Those assertions are tempered by developing a dialogue between social constructionist perspectives of masculinity, so-called biological determinist perspectives, and evolutionary psychology findings. First, a review of the historical generation of the debate about boys' education is conducted in order to understand both the technical terminology that has evolved to discuss boys and masculinity as well as the theoretical pitfalls in the turn to address boys' educational concerns. Next, a critical comparison of current perspectives is taken up in order to move towards developing a Social Constructionist Plus (SC+) theory of masculinity that is primarily social constructionist in emphasis but also accounts for sex difference trends demonstrated by evolutionary psychology research. Then, from this new theoretical perspective, relevant considerations in the debate about boys' education are re-evaluated, including males' educational (under)performance, the desire for more male teachers in schools, and males' violence. There are subtle but important shifts in perspective suggested for future research and theorizing. Lastly, the importance of a SC+ perspective is discussed relative to the future of boys' educational discussions and equality more generally, providing significant avenues for further research and analysis.Les conclusions d'évaluation scolaire récentes démontrent que les préoccupations pédagogiques regardant les garçons sont pertinents et à propos. Les garçons lâchent l'école à des taux plus élevés, atteignent des notes inférieures, et ils semblent perdre leur avantage historique en science et en math relatif aux femmes, ce qui à créé des affirmations ardentes en ce qui concerne les garçons, la masculinité et la scolarité. Cette dissertation tente de tempérer ces affirmations en développant un dialogue entre la perspective de la masculinité d'après les conceptions sociales, la perspective déterministe biologique et les conclusions de la psychologie évolutionniste. La dissertation commence en examinant la genèse historique du débat concernant l'éducation des garçons en vue de comprendre la terminologie technique qui s'est manifestée pour discuter des garçons et la masculinité et les pièges théoriques qui se présentent en adressant les préoccupations scolaires des garçons. Ensuite, une comparaison critique des perspectives courantes est entamée dans le but de progresser envers le développement d'un model de Conception Social plus (SC+) de la masculinité qui est principalement un model de conception social mais qui prend en compte les tendances des différences de sexe tel que démontré par la recherche en psychologie évolutionniste. De cette nouvelle perspective théorique, les considérations pertinentes dans le débat sur l'éducation des garçons sont réévaluées, y compris la (sous)performance des garçons, le désir de voir davantage d'enseignants masculins dans les écoles et la violence des hommes, incluant des changements subtils mais importants dans la perspective suggérée pour de futures recherches et analyses.
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Sariyant, Tossaporn. "Sex education and women's health, attitudes of Thai people toward sex education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq24236.pdf.
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Morganstein, Tamara. "The importance of peer relations to boys and girls." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=24097.
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The current study was designed to examine sex differences in the importance of peer relations. Interviews were conducted with 85 elementary school children from grades one, four, and six. As documented in earlier studies, boys and girls showed a clear preference for same-age, same-sex peers. There were no sex differences in children's desire to marry or how often they thought about marriage. Sex differences were found in how much children desired to play with the popular girl and boy in their class. Females desired to play with the popular girl significantly more than with the popular boy in grade one. Males desired to play with the popular boy more than the popular girl in grades one and six. Finally, females did not differ in number of girls versus boys with whom they played in their favorite activities at any grade level. In contrast, in both grades four and six, males named significantly more boys than girls in their favorite activities. Results are discussed in terms of the importance of same-sex peer relationships for males and females.
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Toussaint, Julian. "Time for the boys? : gender equity policy, masculinities and the education of boys." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16012/1/Julian_Toussaint_Thesis.pdf.
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Since the early 1990s, there has been an increasing focus on the education of boys in the media, impacting more recently on education policy processes. Some previous research has documented the background to this focus, including the impact on earlier policies and programs addressing the education of girls. However, the ways in which discourses about masculinity have informed gender equity policies in education have not been analysed at a fine-grained level. This study identifies the major perspectives involved in debates about the education of boys, and the various discourses informing them 1) advocates for boys' perspectives informed by discourses including biological essentialism and anti-feminism; 2) feminist and profeminist perspectives and discourses; and 3) social psychological perspectives and discourses. A theoretical framework for understanding discourse and policy, as well as gender and masculinities is developed, drawing on critical discourse theory and theories about gender relations. Using critical discourse analysis, drawing on the work of Fairclough, I analyse the discourses about masculinity informing two recent policy documents: Gender Equity: A Framework for Australian Schools and Education Queensland's Boys Education Strategy. The study found that the Gender Equity Framework was primarily informed by (pro)feminist discourses, although advocates for boys discourses informed the Framework in significant ways as well. The Boys Education Strategy, while primarily framed by advocates for boys' discourses, was largely informed by (pro)feminist discourses at the micro level. In both cases, discourses marginalised in the broader culture and in the debates generally, such as those associated with marginal sexualities or minority cultural groups, were found to be marginal. These findings have implications for policy and policy processes, gender equity policy and for teacher education. In particular there is a need for further research on the role of the media in policy processes as well as work on developing teacher understanding of and responses to policy processes and the construction of gender and masculinities.
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Toussaint, Julian. "Time for the boys? Gender equity policy, masculinities and the education of boys." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16012/.
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Since the early 1990s, there has been an increasing focus on the education of boys in the media, impacting more recently on education policy processes. Some previous research has documented the background to this focus, including the impact on earlier policies and programs addressing the education of girls. However, the ways in which discourses about masculinity have informed gender equity policies in education have not been analysed at a fine-grained level. This study identifies the major perspectives involved in debates about the education of boys, and the various discourses informing them 1) advocates for boys' perspectives informed by discourses including biological essentialism and anti-feminism; 2) feminist and profeminist perspectives and discourses; and 3) social psychological perspectives and discourses. A theoretical framework for understanding discourse and policy, as well as gender and masculinities is developed, drawing on critical discourse theory and theories about gender relations. Using critical discourse analysis, drawing on the work of Fairclough, I analyse the discourses about masculinity informing two recent policy documents: Gender Equity: A Framework for Australian Schools and Education Queensland's Boys Education Strategy. The study found that the Gender Equity Framework was primarily informed by (pro)feminist discourses, although advocates for boys discourses informed the Framework in significant ways as well. The Boys Education Strategy, while primarily framed by advocates for boys' discourses, was largely informed by (pro)feminist discourses at the micro level. In both cases, discourses marginalised in the broader culture and in the debates generally, such as those associated with marginal sexualities or minority cultural groups, were found to be marginal. These findings have implications for policy and policy processes, gender equity policy and for teacher education. In particular there is a need for further research on the role of the media in policy processes as well as work on developing teacher understanding of and responses to policy processes and the construction of gender and masculinities.
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Fridell, Sari R. "Sex-typed play behavior and peer relationships of boys with gender identity disorder." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ63664.pdf.
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Gerdin, Göran. "Boys will be boys? Gendered bodies, spaces and dis/pleasures in Physical Education." Doctoral thesis, University of Auckland, New Zealand, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45615.
Full textAbstract:
In this thesis I argue that in order to change the social influence of dominant discourses of gender in PE, which have previously been subject to sustained critique, there is a need to examine the discourses that constitute pleasure within PE. Such an examination is justified due to the broad social significance of pleasure but specific absence of empirical investigations within PE. My prime research questions, accordingly, asked: (i) How do boys’ performances of gender in PE articulate with dis/pleasures? (ii) How are spaces and bodies implicated in these performances? These questions were answered via ethnographic data, generated through a participatory visual research approach (Pink, 2007), involving observations, video recordings, focus groups and individuals interviews, with 60 Year 10 (ages 14-15) boys participating in PE at a single-sex boys’ secondary school in Auckland, New Zealand. In order to interpret the visual and verbal data I utilised the works of Michel Foucault and Judith Butler to explore how pleasures work as the productive effect of power (Foucault, 1985). The findings suggest that pleasures are produced in PE when boys perform gender in a way that typically conforms to discourses related to fitness, health, sport and masculinity. Beginning with a spatial analysis, I highlight how the boys derive pleasures from the power articulated in and through the performative spaces (Gregson & Rose, 2000) of PE. This exploration is extended further to a study of the discourses of PE that have co-produced these pleasures. Finally, the thesis demonstrates the materialisation (Butler, 1993) of pleasurable bodies within the discursive practices of boy’s PE. This thesis illustrates how boys’ performances of gender in PE can, correspondingly, be understood as a co-construction of pleasures, spaces and bodies, where each depends on the other so, that they are constituted reciprocally. I argue that this reciprocal constitution can be problematic as the gendered pleasures can ‘lock’ PE into ‘traditional’ forms that legitimate and produce inequitable sets of gendered power relations. That is, the discourses and relations of power in boys’ PE that produce certain pleasures can, at times, also induce dis/pleasures (e.g. as associated with exclusion, humiliation, bullying and homophobia). In sum, this thesis draws attention to pleasures as an educational, productive practice in boys’ PE while at the same time offering a critique of such pleasurable moments within this context. PE teachers need to be aware that they are not only enabling students’ experiences of pleasures, but they are also influential in (re)producing gendered understandings about the dis/pleasures of learning in, through and about movement in PE.
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Gagnon, Wayne C. "Teenage sexuality and sex education an objective analysis of school sex education programs /." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002gagnonw.pdf.
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