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In many South African communities, socially constructed masculinity norms that promote unequal gender relations and high risk sexual behaviour are key contributing factors to HIV transmission. Following a qualitative approach, using in-depth interviews, this study engaged graduates of the Tavern Intervention Programme (TIP) in Gauteng to explore and describe their perceptions of traditional and modern masculinities, as well as their experience of the TIP. The findings indicated that, while there are differences between traditional and modern men, several masculinity practices, such as unequal gender relations, inconsistent use of condoms, infrequent accessing of HIV testing opportunities and entitlement to multiple partners endure as potential barriers to HIV prevention. Additionally, peer groups reinforce and reward HIV risk behaviour among modern men. Participants did, however, report changes in perceptions and behaviour regarding gender relations and HIV prevention as a result of their participation in the TIP. This study concluded that the role the TIP played in providing these men with an environment where alternative masculinity behaviour could be explored and supported was of particular value in terms of changes in their perceptions of masculinities, gender relations and HIV prevention. / Sociology / M.A. (Social Behaviour Studies in HIV/AIDS)

Although there is little official data, early girls’ marriage before the age of 18 appears to have increased in Tajikistan over recent years, due to the limited socio-economic opportunities. This study aimed to explore the main causes behind the fall in the age of marriage for girls. As Tajikistan is based on patriarchal values, where family is the core of decision-making, the study looks into the family dynamics and interrelationships to analyse the driving forces behind the decision to arrange marriage for the girls at an earlier age. Using triangulated methods of qualitative data collection, such as interviews, focus group discussions and case studies, the study was conducted in urban, semi rural/semi urban and rural areas of Tajikistan. The findings confirm that early marriage exists in Tajikistan. Although marriage has always been important for Tajiks, recently early age of marriage has been more prioritized. The young girls today leave school when they reach puberty, limit their socialization with their friends outside of the house and rigorously learn skills that qualify them as a ‘desirable’ kelin [bride] to increase their chances of getting a marriage proposal within what is a short marriage window. At the same time, the study argues that the family decision to pursue an early age of marriage for daughters is not because of the low status of the women as it has been suggested in some earlier research. Instead, the study argues that marriage is a strategy to provide girls with what is often the only opportunity of an economically and socially secure future in the country under the current socio-economic and political context. Relations within the families are more complicated than dominant-subordinate as previously portrayed but are based on respect, love and responsibility towards each other. This ‘connectivity’ assists in shaping the girls as potent Tajik women ready for their future roles of mothers and wives. The young girls, as this study suggests, are usually not completely powerless either, as they exercise the limited agency provided by the patriarchal system and actively engage in negotiating their interests. Thus, the study aimed to (1) draw attention to the issue of early marriage among girls in Tajikistan and (2) to contribute to the scholarly discussion on early marriage and on gender and family dynamics in Tajikistan. Based on the findings, it is recommended that more research needs to be conducted to discuss the phenomenon of early girls’ marriage in Tajikistan. Further, legal, political and social changes are necessary to provide a safety net for women married at an early age but divorced or abandoned later. Although bringing changes to the marriage values might be a challenging task, it is hoped that this research and others similar to this one will demonstrate the importance of the issue and will result in appropriate attention and an effective policy response.

After the Mexican War of Independence (1810-1821) ending Spanish rule, Mexico formed a republic. By the 1880s there was ‘reformation’ in the Mexican church and the growth of ‘modernization’ in a caste based society governed by dictators. Amid all these changes, there was a growth of a nationalist ideology which sought to break free of Spanish roots in search of a new “Mexican” identity. As nationalism unfolded, there was a resurgence of some histories that became legends. I’ve noted a trend among legends with female protagonists, legends tend to portray women in a negative way. Two legends that have caught my attention emerge from the lives of two women from colonial Mexico. One is based on the life of Malinalli (Malintzin), a Nahuatl woman from sixteenth-century Mexico who at a young age was sold into slavery, but eventually became a talented interpreter, advisor and negotiator for Hernán Cortés during conquest. The other legend is about María Magdalena Dávalos y Orosco, a widowed woman from eighteenth-century Mexico who was able to gain control of her husband’s estate and manage many of his properties. More often than not, I’ve found that the legends that transpired from the retelling of an account of past events women’s lives, exclude their accomplishments and emphasize their “deviant” tendencies. Through the use of oral histories, scholarly articles and texts relevant to Malintzin and María Magdalena’s circumstances, I will explore their legends to argue that they have a lot of valuable information to offer.

Spanish migration narratives and films present a series of conflicting forces: the assumptions of entitlement of both Western and Oriental patriarchal authority, the claims to autonomy and self determination by guardians of women’s rights, the confrontations between advocates of exclusion and hospitality in the host society, and the endeavor of immigrant communities to maintain traditions while they integrate into Spanish society. Taking into consideration current theories of space, mobility, feminism, and assimilation, I center my analysis on four significant moments of migration: the inundation of Western media in other countries that inspires individuals to find alternatives to poverty and oppression; the trauma of the physical and emotional separation from the land of origin; the trials of adjustments to an unknown and, at times, hostile culture; and the construction of a new community within a host society. The works give testimony to how contact with different cultures, religions, and languages has given way to a unique space between Western images and multicultural realities where power, identities, and destinies are negotiated. Exploring the patterns of displacement and gender roles, I point out how some authors align themselves with the power structures that stifle immigrants’ initiatives, while others choose to challenge the status quo. This space creates an opportunity for change propelled principally by the courage, agency, and mobility of female characters that weaken patriarchal domination in Muslim society and counter powerful Western ideologies. The resulting new culture imbued with personal values rekindles Hispanic-Moroccan historical links and opens the door to a revived multicultural, multilingual, multiethnic Spanish identity. I argue that the determination of the female characters is the key to the changes taking place in the twenty-first century Spanish society, which, according to Spanish migration narratives and films, could anticipate the dissolution of the Fortress Europe and the consolidation of integration. Establishing a dialogue between opposing forces, my analysis invites readers and viewers of the narrated process of immigration to consider their own personal positions on such a pressing issue.

In this study we have analysed six modern books for children and adolescents. The books we chose to analyse were four titles from the series Lassemajas detektivbyrå, Rum 213 and Cirkeln because they are popular among girls in compulsory school. The aim of the analysis was to investigate how girls are presented in the books as regards personality, appearance and relations. We also wanted to investigate the gender relations expressed in the books. We discovered that the books we analysed largely go against traditional norms. This was most visible in Cirkeln. In Lassemajas detektivbyrå there are leading characters who break the norms, but otherwise traditional gender patterns are retained. In Rum 213 it was not as clear that the author wanted to break traditional patterns. In the books we observed a desire to create new spaces for girls to be themselves on the basis of their identity and not their gender. It is our perception that today’s books for children and adolescents are increasingly questioning traditional norms.

O objetivo deste estudo foi o de identificar os tipos de influência que a relação conjugal exerce no desenvolvimento da carreira da mulher. Para o desenvolvimento da pesquisa, teve-se como referência as transformações das carreiras, das relações conjugais, das relações de gênero e dos processos identitários, por meio das interações simbólicas, tendo olhar atento ao processo de desenvolvimento da carreira da mulher e seus desafios. Com base no objetivo proposto, foi realizada uma pesquisa descritiva e quantitativa com mulheres brasileiras, de faixa etária compreendida entre 20 e 60 anos, graduadas em nível superior e que estavam em um relacionamento conjugal (casamento oficializado ou união estável). O método de coleta adotado foi um levantamento do tipo survey, com o uso de questionário eletrônico, tendo participado da amostra 532 mulheres. Após a coleta dos dados, foram feitas a análise descritiva dos dados e análises inferenciais, por meio de técnicas estatísticas multivariadas e testes paramétricos e não paramétricos. O resultado da Análise Fatorial Exploratória (AFE) apontou a identificação de três tipos de influência da relação conjugal sobre o desenvolvimento da carreira da mulher: apoio da relação conjugal à carreira da mulher, apoio financeiro do cônjuge à carreira da mulher e sabotagem à carreira da mulher por parte do cônjuge. As análises realizadas por meio de testes estatísticos indicaram a existência de associação entre os três tipos de apoio identificados e os fatores relacionados ao desenvolvimento da carreira, nas dimensões objetiva e subjetiva, das mulheres que fizeram parte da amostra. A principal contribuição do estudo foi a de identificar, sob a perspectiva das mulheres pesquisadas, diferentes tipos de influência da relação conjugal e do tipo de relacionamento estabelecido entre os cônjuges no desenvolvimento da carreira da mulher. / The objective of this study was to identify the types of influence that the conjugal relationship exerts on the development of women\'s careers. For the development of the research, reference was made to the transformations of careers, marital relations, gender relations and identity processes, through symbolic interactions, having a careful look at the development process of women\'s career and their challenges. Based on the proposed objective, a descriptive and quantitative study was carried out with Brazilian women aged between 20 and 60 years old, with a university undergraduate degree and in a marital relationship (official marriage or stable union). The method of collection was a survey, with the use of an electronic questionnaire. 532 women participated in the sample. After data collection, descriptive analysis of the data and inferential analyzes were performed, using multivariate statistical techniques and parametric and non-parametric tests. The results of the Exploratory Factor Analysis (AFE) identified three types of influence of the marital relationship on the development of the woman\'s career: conjugal support to the woman\'s career development, financial support of the spouse to the woman\'s career development, and sabotage of the woman\'s career by the spouse. Statistical analyzes indicated that there was an association between the three types of support identified and the career development factors, in both the objective and subjective dimensions, of the women surveyed. The main contribution of the study, from the perspective of the women surveyed, was the identification of different types of influence of the conjugal relationship and the type of relationship established between the spouses in the development of the woman\'s career.

O objetivo desta dissertação é compreender as percepções de professores/as sobre gênero, sexualidade e homofobia, bem como o modo como eles/as lidam com tais temáticas na prática docente. Trata-se de uma investigação de natureza qualitativa que teve como sujeitos de pesquisa professores/as da rede estadual de ensino de São Paulo que participaram de um curso intitulado Convivendo com a Diversidade Sexual na Escola, oferecido em 2007 por meio da parceria entre duas ONGs e financiado pelo Ministério da Educação (MEC) e pela Secretaria Especial dos Direitos Humanos (SEDH), em conformidade com a política de formação continuada em gênero e sexualidade. Os instrumentos teórico-metodológicos utilizados na pesquisa empírica consistiram em análise documental, aplicação de questionários e realização de entrevistas em profundidade. No exame do material obtido, foram fundamentais as reflexões teóricas sobre formação docente, relações de gênero, sexualidade, homofobia e, em especial, sobre o conceito de experiência social. Por meio da perspectiva pós-estruturalista, o estudo da homofobia intrinsecamente relacionada ao gênero e à sexualidade estruturou a discussão sobre os processos distintivos que organizam uma espécie de vigilância de gênero e agem como forças normativas na constituição das identidades docentes. As contradições e dissonâncias apresentadas nos discursos dos/as professores/as entrevistados/as evidenciaram que a construção da experiência social em homofobia por eles/as vivenciada tem a mesma dinâmica de produção-reprodução-resistência apresentada pela escola no que tange às relações gênero e sexualidade. No contexto analisado, a combinação de várias lógicas de ação e de vivências múltiplas das relações sociais levou os/as professores/as à manutenção do preconceito por identidade de gênero e por orientação sexual. Por outro lado, a empatia do/a professor/a com um/a aluno/a que se autorreconhece com orientação não heterossexual e, especialmente, a inclusão dessa vivência empática em suas reflexões sobre diversidade sexual mostraram-se fatores-chave para a superação de preconceitos e estereótipos relativos ao tema, com transgressões significativas dos padrões heteronormativos para pensar a sexualidade. / The purpose of this dissertation is to understand the perceptions of male and female teachers about gender, sexuality and homophobia, as well as the way they deal with such themes in their teaching practice. It is an investigation of qualitative nature whose research subjects were teachers from public schools in the State of São Paulo who participated in a training course called Living together with Sexual Diversity in the School, conducted in 2007 through the partnership between two NGOs and funded by the Ministry of Education (MEC) and by the Special Secretariat of Human Rights (SEDH), in compliance with the policy for ongoing teacher training in gender and sexuality. The theoretical and methodological tools utilized in the empirical research consisted of documental analyses, questionnaires and in-depth interviews. When examining the materials collected, emphasis was given to the theoretical elaborations on teacher training, gender relations, sexuality, homophobia and, especially, on the concept of social experience. Assuming a post-structuralist perspective, the study of homophobia closely knitted with gender and sexuality served as the framework to discuss distinctive processes which organize a sort of gender surveillance and act as normative forces upon the institution of teaching identities. The contradictions and dissonances found in the speeches of both male and female teachers provide evidence that the construction of the social experience in the homophobia they deal with shows the same dynamics of productionreproductions- resistance revealed by the school in regard of gender relations and sexuality in general. In the context analyzed here, the combination of several logics of action and multiple existences of social relations made teachers keep their prejudice based on gender identity and sexual orientation. On the other hand, both male and female teachers´ empathy towards a student who acknowledges him/herself as being non-heterosexual and, especially, the inclusion of such empathic experience in his/her view of sexual diversity turned out to be a key factor in overcoming prejudices and stereotypes associated with this theme, resulting in significant transgressions of the heteronormative patterns usually adopted for sexuality.

Orientador: Marcia Reami Pechula / Resumo: Em 1935, a antropóloga norte americana Margaret Mead (1901-1978) publica Sexo e Temperamento em Três Sociedades Primitivas, na qual, é investigada a vida íntima de três tribos diferentes situadas na ilha de Nova Guiné, da infância à vida adulta. Para a autora, fica registrado a teoria de que as chamadas qualidades masculinas e femininas não são baseadas em diferenças sexuais fundamentais e determinantes, mas sim em reflexos de condicionamentos culturais de diferentes sociedades. De acordo com essa perspectiva, na contemporaneidade ocidental, a representação da mulher, social e culturalmente construída como um indivíduo de caraterísticas desabonadoras, possui implicações temporais que perpassam diversos contextos históricos, sobretudo o período final da Idade Média e o início da Idade Moderna, estando ainda presente nos dias atuais, disseminada pelas vias simbólicas da linguagem. Essa visão que se manteve no decorrer do processo histórico pode ser interpretada como uma construção social produzida não somente por instituições tradicionais como a escola, a religião e a família, como também pela mídia, com destaque para as redes sociais. Partindo de um olhar sobre a mulher inserida na história, tendo como base o conceito de violência simbólica do sociólogo francês Pierre Bordieu (1930-2002) e sua propagação através dos discursos nas redes sociais, o presente trabalho propõe uma análise desses meios enquanto espaços de formação humana, que utilizam mecanismos através dos quais o e... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: In 1935, American anthropologist Margaret Mead (1901-1978) published Sex and Temperament in Three Primitive Societies, in which the intimate life of three different tribes located on the island of New Guinea from infancy to adulthood is investigated. For the author, the theory is that the so-called masculine and feminine qualities are not based on fundamental and determinant sexual differences, but rather on reflections of cultural conditioning of different societies According to this perspective, in Western contemporaneity, the representation of women , socially and culturally constructed as an individual of dissenting characteristics, has temporal implications that permeate various historical contexts, especially the late period of the Middle Ages and the beginning of the Modern Age, being still present today, disseminated through the symbolic pathways of language. This vision that has remained in the course of the historical process can be interpreted as a social construction produced not only by traditional institutions such as school, religion and family, but also by the media, especially social networks. Based on the concept of symbolic violence of the French sociologist Pierre Bordieu (1930-202) and its propagation through discourse in social networks, the present work proposes an analysis of social networks as a space which uses mechanisms through which social stigma is exposed and reinforced through content published on Facebook with linguistic-discursive marks of ma... (Complete abstract click electronic access below) / Mestre

A cultura, concomitantemente às características biológicas do homem, modelou normas de convivência, posturas sociais, formas de ser e pensar nas diversas sociedades existentes. Entre posturas, modos de ser, agir e pensar percebe-se uma clara distinção entre homens e mulheres. Distinção essa que não abrange somente o fato de nascer biologicamente homem ou mulher (sexo), mas, também, ser culturalmente homem ou mulher (gênero). As implicações e como essa diferença se apresenta na vida individual e em sociedade, nas instituições (especificamente na família e escola), são abordadas nesse trabalho. Dessa forma, o presente trabalho teve como objetivo compreender se os papéis de gênero possuem relações com as escolhas de meninos e meninas em situação escolar na condição de alunos, se suas expectativas se pautam em modelos de homem e mulher de sua sociedade quando planejam e projetam suas vidas. Objetivou também analisar se as projeções de vida futura dos meninos e meninas estão relacionadas à percepção de sua auto-eficácia acadêmica. A metodologia adotada foi descritiva e qualitativa. Os procedimentos de coleta de dados foram: dois roteiros para avaliação da autoeficácia acadêmica e uma redação. Os participantes foram alunos das 1ªs e 2ªs séries do ensino médio de escolas públicas e privadas. As questões referentes a projetos de escolaridade, de constituição familiar, pretensões acadêmicas e a relação do indivíduo com o trabalho, mostram que o planejamento do futuro depende principalmente do bom desempenho escolar, apresentado pelos participantes através da autoeficácia positiva, que parece ser, para eles, condição fundamental para a realização de planos e metas. A análise dos dados também mostra que as relações de gênero são permeadas por desigualdades seja na esfera pessoal ou social. As desigualdades de gênero estão presentes no discurso dos participantes, que reproduzem e se enquadram em relações desiguais, tanto meninos como meninas, sendo a diferença ainda um parâmetro para a desigualdade. / The culture, concomitantly with the human biological characteristics, has shaped rules of acquaintanceship, socials postures, manners of being and thinking in the various existents societies. Among postures, manners of being, acting and thinking, it is possible clearly realizes a distinction between men and women. This distinction, not only covers the fact that be born biologically man or woman (sex), but also to be culturally man or woman (gender). The implications and how this difference is presented in the personal and social life, institutions (specifically family and school) are approached in this study. That way, the present study had as objective to understand if the gender roles have relations with the choices of boys and girls as regular students; if their expectations are ruled by society`s models of man and woman when they plan and project their lives. Objected, also, to analyze if the boys` and girls` future projections of life are related to the perception about their academic self-efficacy. The methodology adopted was descriptive and qualitative. The procedures of data collection were: two roadmaps to assess the academic self-efficacy and one writing. The participants were 1st and 2nd year High School students of public and private schools. The questions about academic projects, family, and the individual\'s relationship with the work, shows that the future planning of these students depends on the good academic performance, presented by positive self-efficacy, that seems to be, for them, a fundamental condition for the plans and targets realization. The data analysis also shown that, the gender relations are permeated by inequalities whether in personal or social life. The inequalities of gender are present in the speech of the participants, these that reproduce and still fit themselves in unequal gender relations, both boys and girls. Being yet the difference a parameter to the inequality.