Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2009. / Full text also available online. Scroll down for electronic link.

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

Australian boys' and girls' educational performances and achievements have been continuously on the educational agenda since the early 1970s. Then the prime concern was for girls whose educational opportunities were so limiting that their performances vis-a-vis boys' were significantly lower. In the last 30 years, however, there has been a growing and pronounced reversal of boys' dominance and this reversal has prompted educational debate often in terms of a 'boys' crisis' requiring prompt attention. In contrast to the educational debates of the early 1970s many Australian educators' and writers' attentions in the last decade have been on boys' allegedly inferior performance, retention, and participation. Boys have become more noteworthy for their disengagement and disappearance than for their achievement.

Assignment (MA)--University of Stellenbosch, 2007. / Bibliography. Also available via the Internet.

Thesis (Ph. D.)--Ohio State University, 1998. / Includes bibliographical references (leaves 253-261). Available online via OhioLINK's ETD Center

Thesis (Ph.D.)--University of Rhode Island, 2007. / Includes bibliographical references (leaves 91-100).

Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2007. / "A dissertation in urban leadership and policy studies in education." Advisor: Stuart McAninch. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Sept. 12, 2008. Includes bibliographical references (leaves 423-452). Online version of the print edition.

Thesis (Ph. D.)--University of Chicago, 1929. / "Reprinted from United States Department of Labor, Children's Bureau, Publication no. 196."