Thesis (M.A.)--Villanova University, 2007. / Communication Dept. Includes bibliographical references.

Thesis (M.A.) University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 23, 2007) Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Thesis (M.Phil.) - University of Queensland, 2005. / Includes bibliography.

Thesis (Ph.D.)--Ohio University, June, 2006. / Includes bibliographical references (leaves 225-238)

Thesis (M.A.)--West Virginia University, 2007. / Title from document title page. Document formatted into pages; contains iv, 79 p. Vita. Includes abstract. Includes bibliographical references (p. 77).

Orientador: Ana Maria de Andrade Caldeira / Banca: Maria Filomena Rodrigues Teixeira / Banca: Ana Claudia Bortolozzi Maia / Banca: Daniela Auad / Banca: Paulo Rennes Marçal Ribeiro / Resumo: A presente pesquisa foi empreendida a partir de um curso de Educação em Sexualidade, componentes da parte diversificada do currículo escolar do 9º ano do ensino fundamental de uma escola pública do município de Juiz de Fora - MG, Brasil. Sexualidade e gênero são tomados em seu conceito amplo, entendidos como construções históricas, sociais e culturais. Os objetivos específicos visaram identificar e analisar representações de sexualidade e gênero sustentados pelo/as alunos/as bem como analisar o conteúdo de sexualidade e gênero presente em pedagogias culturais e sua utilização em contextos de ensino. A metodologia adotada para a coleta dos dados foi de natureza qualitativa, do tipo observação participante, em que a pesquisadora atuou também como professora do curso. A análise dos dados apoiou-se na análise de conteúdo das manifestações dos/as alunos/as obtidas a partir das transições das aulas, que foram gravadas em áudio. Também foram analisadas produções escritas dos/as alunos/as e artefatos de mídia que abordam temas de sexuliadade e gênero. os resultados indicaram que os/as alunos/as sustentam representações de sexualidade associadas, sobretudo, às práticas sexuais. As relações de gênero foram reconhecidas como desiguais e naturalizadas, mesmo quando as diferenças e desigualdades foram atribuídas a fatores sociais. As discussões em classe, porém, oportunizaram a reflexão a respeito do conceito de sexualidade bem como sobre as relações de gênero, favorecendo a incorporação de novos elementos para sua consideração. As pedagogias culturais, de modo geral, veiculam noções essencialistas e biologizantes a respeito da sexualidade e do gênero, veiculando representações estereotipadas que merecem a problematização em contextos de ensino. As implicações da pesquisa referem-se... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research was undertaken from a course of Sexuality Education, part of the diversified component of the school curriculum in the 9th grade of elementary school at a public school in the city of Juiz de Fora - MG, Brazil. Sexuality and gender are taken in its broadest dimension, understood as historical, social and cultural constructions. The specific objectives aimed at identifying and analyzing sexuality and gender representations held by students as well as analyzing the content of sexuality and gender in this cultural pedagogies and their use in educational contexts. The qualitative methodology was taken for data collection, like participant observation, in which the researcher also served as a teacher of the course. Data analysis relied on content analysis of the students speech that were obtained from transcripts of classes activities, which were audio-recorded. Students written production and media artifacts were also analyzed. The results indicated that the students maintain representations of sexuality as sexual practices. Gender relations were recognized as unequal and naturalized, even when differences and inequalities were attributed to social factors. The class discussions, however, allowed the reflection about the concept of sexuality as well as gender relations, promoting the incorporation of new elements for consideration. The cultural pedagogies, in general, present biologizing and essentialist notions about sexuality and gender, conveying stereotypical representations that deserve questioning in teaching contexts. he implications of the research refer to the contribution to the knowledge in the area, favoring the planning of teaching strategies in order to broaden the notion of sexuality and gende... (Complete abstract click electronic access below) / Doutor

Entrepreneurs play a vital role in the modern day economy. Knowing what causes an individual to become an entrepreneur has fostered much attention in academic literature, but not enough of the research has looked into individual level variables that could cause an individual to have an entrepreneurial intention. This study addresses this need in research by utilizing the Theory of Planned Behavior to investigate entrepreneurial intention. Not all entrepreneurs are alike. Some entrepreneurs are motivated by financial gains while others are motivated by social concerns. The individual characteristics of entrepreneurs may not be identical, but it is believed that there are similarities. This current study uses a self-report survey approach to examine the potential impact that barriers to entry into entrepreneurship will have upon an individual’s commercial and social entrepreneurial intention. This study will also examine the moderating effect of gender identity, grit, and the Dark Triad of personality upon the previously established relationship of the three TPB antecedents to intention and commercial and social entrepreneurial intention.

Made available in DSpace on 2014-06-11T19:35:04Z (GMT). No. of bitstreams: 0 Previous issue date: 2013-01-15Bitstream added on 2014-06-13T19:24:21Z : No. of bitstreams: 1 toledo_lg_dr_assis.pdf: 3656279 bytes, checksum: 2f4e2789f5b2f4a62a614e854b029d40 (MD5) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / A partir de uma perspectiva pós-estruturalista de entendimento das subjetividades em processo de permanente construção, essa pesquisa propõe problematizar como se articulam o desejo (DELEUZE, 1975, 1995; GUATTARI; ROLNIK, 1996), entendido como vontade de potência (NIETZSCHE, 2011), e as tecnologias de normatização e opressão sobre pessoas de biocorpos femininos que vivenciam o erotismo dissidente da heteronormatividade residentes no interior do Estado de São Paulo, na região da cidade de Assis. Tendo em vista o uso de gênero como categoria analítica (SCOTT, 1986/2003; RUBIN, 1975/2003, 1989; LAURETIS, 2000; PRECIADO, 2008, 2009), foram produzidas dez Narrativas de Histórias de Vida de pessoas que se inserem nessa categoria existencial subalterna, com faixa etária variando entre 19 e 48 anos, buscando uma população heterogênea nos eixos geracional, bem como em relação às categorias de classe, cor/raça/etnia e nível de escolaridade. As Narrativas nos permitiram adentrar em um campo subjetivo e concreto, visando apreender seus processos de subjetivação relacionando seus desejos aos registros sociais de (in)visibilidade e exclusão. Na Pesquisa Narrativa (CLANDININ; CONNELLY, 2000), objetiva-se elucidar como uma vida, ou parte dela, permite reconstituir processos históricos e socioculturais. Assim, os focos de análise foram: as relações infrapessoais, pessoais e interpessoais, em instituições como a família e a escola, bem como nas formas e estratégias de ação dessas pessoas em um contexto dominado pelo regime heteronormativo. Foram evidenciadas as principais tecnologias de invisibilização e os principais modos de normatização e opressão que agem sobre a dissidência erótica feminina que, diante dos sistemas de opressão pela feminilização de seus corpos e pela instituição da... / This research aims to discuss how desire (DELEUZE, 1975, 1995; GUATTARI; ROLNIK, 1996), understood as will to power (NIETZSCHE, 2011), is articulated within a realm of technologies of regulation and oppression upon female bio-bodies who have erotic practices dissident of heteronormativity. This discussion will be held taken into consideration a poststructuralist point of view. The participants of this research were women living in the interior of Sao Paulo State. Therefore, using gender as an analytical category of analysis (SCOTT, 1986/2003; RUBIN 1975/2003, 1989; LAURETTIS, 2000; PRECIADO, 2002, 2008), ten narratives of life of women varying from 19 to 48 years old and who are part of this subaltern existential category were produced. In this sample we aimed to contrast in terms of generational axes as well as in relation to the categories of class, colour / race / ethnicity, and education level. These Narratives allowed us to understand their subjective processes of desiring in relation to the social registers of (in)visibility and exclusion. In the Narrative research (CLANDININ; CONNELLY, 2000), the objective is to elucidate how a life, or part of it, permits to reconstruct historical and socio-cultural processes. The focuses of analysis were on: infra, inter and personal relations within institutions such as family and school, as well as the forms and strategies of action of these people in a context dominated by a heteronormative regime. As a result, the main technologies of invisibility and the principal modes of normalization and oppression that act on the erotic female dissidence were evidenced. By then, we attempted to elucidate the possibilities of subjective transformations in the sight of the dissidence of heteronormativity. This study also aimed to denounce the deleterious effects of the invisible processes of exclusion and provide ... (Complete abstract click electronic access below)

Master of Science / School of Family Studies and Human Services / Bronwyn S. Fees / Research conducted since 1990 suggests that young adults over 18 but under 29 years of age feel as though they are neither an adult nor an adolescent but somewhere between. This blur of boundaries between adolescence and adulthood can lead to the question, if a male does not yet think he is an adult, does he also not yet think he is a man? Guided by Arnett’s theory of emerging adulthood, the purpose of this qualitative, phenomenological study was to identify the inter-individual differences in characterizing masculinity and the factors that may contribute to the development of these definitions. Males (n = 20) from a public Midwestern university, ages 18-23 (x̄ = 19.7 years) participated in individual interviews addressing their perceptions and definitions of masculinity. Three dominant themes about masculinity emerged including physical, emotional and behavioral characteristics, with behavioral characteristics containing 11 dominant and 4 lesser themes. While participants’ ideas about the extrinsic or visible characteristics of men and masculinity were similar to that of their peers in this study, the intrinsic or ideological characteristics of men were more closely aligned with that of their families. The majority of participants identified as not being men but stated that they are in the process of achieving manhood. Thus the development of a man may be separate from but similar to that of the development of an adult. Implications of this study include the practitioner response to influences responsible for differing masculine characteristics and the behaviors that result. Drinking alcohol has strong peer and media influences, as does disrespect toward women, both of which could have an impact on the individual. Also, the stress associated with various conflicting messages from family, peers, media, and their own opinions may be problematic for many youth.