All-girls schools are commonly framed as institutions meant to empower girls to be their best selves in an enriching environment that fosters learning, compassion, and success. In elite, private schools, notions of language, privilege, and place are often tethered to the school’s history and traditions in ways that are seamlessly woven into the cultural fabric of the institution, subsequently informing particular constructions of students. Therefore, a closer examination of the dialogic power of belonging and expectations between an institution and its members is required. Failure to interrogate language and power dynamics in privileged spaces can perpetuate systems and structures of exclusivity and prohibit the construction of authentically inclusive practices and place-making within educational institutions. This study, which took place at an elite, independent, private all-girls school (the Clyde School) on the Upper East Side of Manhattan, interrogates how ideations of girls and girlhood are constructed and promoted as part of a school’s institutional identity and, in turn, how members of the institution understand, negotiate, and reimagine ideals, expectations, and forms of membership within the Clyde School. Drawing on literature from sociocultural, sociolinguistic, and communications perspectives, and concepts of literacy, identity, and place as constructed, situated and practiced, this study highlights the importance of context and discourse when examining how young people understand themselves, others, and their socially-situated realities. Data collection included semi-structured interviews, multimodal media-making, and participant observations. The primary method of data analysis was a critical analysis of discourse—an examination of the language, beliefs, values, and practices that collectively work to construct a school’s institutional identity; and foster insight into how students perceive and challenge notions of what it means to be a student at the Clyde School. The findings of this case study offer analyses of individual, collective, and institutional identity/ies. It considers the discursive practices, critical literacies, and place-making processes that young people use to navigate and negotiate their experiences in a particular sociocultural ecology. This study contributes to understandings of girlhood, youth studies, and elite, private independent school settings and provokes further questions about the possibilities of disrupting storylines and re-storying pedagogies.

This study explored the personal narratives of six AFAB (“assigned female at birth”) singers – three cis and three trans/non-binary performers of varying ages, ethnicities and locales – to understand how their experiences informed their musical, vocal and gender identities and shaped their musical and vocal lives. Using semi-structured interview process, the singers recounted their memories and understanding of significant events in their development, and together, each singer and I explored those recollections through a process of collaborative self-exploration. Emerging themes from those narratives underscored the need for further investigation into the intersection of AFAB voice, singing and gender, as both existing literature and the results of this study suggest a deeper understanding of the issues around gender socialization, normative expectations and voice is necessary to appropriately and effectively prepare singers at all levels of their musical and vocal education. Study results found that there are many sources of socially-mediated influences which shape AFAB singers’ development of self, their individual and social identities, and their perceptions of their voice – particularly in the context of normative expectations that define gender and gender identities. While all study participants clearly experienced pleasure in musical performance, the narratives revealed a complex web of expectations and influences that contributed significant amounts of anxiety, with both physiological and psychological repercussions, to the performers’ lives. The ways in which the singers both fell victim to and addressed these sources of stress suggest many topics for further exploration and discussion within the professional voice and music education community, including the role of expert influence, the development of personal agency and perceived self-efficacy, as well as the need for individualized, holistic approaches to vocal pedagogy.

This is a pioneering study on the construction of fatherhood in the socio-cultural context of Hong Kong. Fatherhood is constructed socially and culturally, reflected in the thinking and practice of fathers. It is defined by, and simultaneously reproduces masculinity. In this study, fatherhood is critically examined using practice theory and the concept of gender performativity. The fieldwork, carried out from 2004 to 2006, consisted primarily of participant observation in men's groups, and interviews, in particular, in-depth interviews with 30 heterosexual biological fathers from different walks of life. This study finds that fatherhood in Hong Kong is constructed within the patriarchal ideology and structure across the societal, organizational, and individual levels. Patriarchy is rooted in the history of Hong Kong and continues to exist in contemporary society. In both the colonial and post-colonial periods, notions of masculinity and fatherhood in Hong Kong are seen to be extremely conservative and they highlight the role of the state in the adoption and reproduction of patriarchal ideology. While changes towards gender equality have occurred slowly after long-term struggle, a coherent gender policy has been lacking. This has contributed to a socio-cultural environment that encourages the naturalization and normalization of the patriarchal structure and practices in the family. The recent development of the "new good men" notion (in which men were redefined to be loving husbands, and caring fathers who shared housework and were involved with children) was found to be a front and was utilized as a means to resurrect men's power and status in the family. Three main paternal responsibilities were identified, namely economic provision, education, as well as establishing and maintaining a child-oriented family through marriage. In carrying out these responsibilities, men enjoyed the privileges and hegemony legitimized in the social structure. Failure in fulfilling the structural requirements resulted in the disruption of paternal power and masculinity but not subversion to the hegemonic structure. / Liong, Chan Ching Mario. / Adviser: Siumi Maria Tam. / Source: Dissertation Abstracts International, Volume: 72-04, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 346-375). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese.

This short dissertation presents a case study of eleven students from a typical former 'Model C' single sex high school in Durban South Africa. At the time of the study, 2006, these were the only students who were actively availing themselves of the school's limited opportunities for studying and making music. The school, which shall remain anonymous, is shown to typify a psychosocial environment that is at best indifferent to active musical participation and, at worse, hostile to it. The study investigates how the attitudes towards, and the perceptions of, music involvement at the school emerge as stereotypical ways of thinking that are counter to the interests of its learners. This case study, supported by two questionnaires completed by peers and parents, and informed by the researcher's experience teaching Music at the school, generated conclusions from which explanations for the general reluctance of adolescent males to engage in specific kinds of school-based musical activities have been attempted. Informing the analysis and interpretation of the data is Erik Erikson's Theory of Psychosocial Development as it pertains to the psychosocial characteristics of adolescent males and provides an explanation as to the extent to which social environments can influence the individual. A close reading of the subjects' responses helps in the articulation of the generally unspoken assumptions of 'muscular Christianity', the Victorian ethos that continues to dominate in schools such as the one that formed the focus of this study, and which is still pervasive in many if not most South African schools. / Thesis (M.Mus.)-University of KwaZulu-Natal, Durban, 2009.

This thesis investigates the construction and reflection of gender identities in the religious sphere, namely the gods, their worshippers, and the rituals which link them. Religiously-interested Greek texts written by Artemidoros, Pausanias, Plutarch and Heliodoros in the second and third centuries A.D. form the basis of four chapter- studies. The introduction explores how deploying gender as a tool for investigating the texts reveals the author's own perceptions of how male and female operate within his discourse, and considers how these perceptions relate to the world beyond the text. Chapter two examines Artemidoros' Interpretation of Dreams: his analytical system of dream interpretation reveals contemporary thought patterns. Artemidoros places striking reliance on gender in his structuring of divine and human power, and employs two differing divine models of gender, which have significant implications for the social construction of human gender. Chapter three emphasizes Pausanias' fascination with the marvellous in his Guide to Greece, and focuses on why he considers female priests more noteworthy than male. The problematic sexuality of female priests is frequently his focus in descriptions of myth and rite. The fourth chapter considers Plutarch's Pythian dialogues and Isis and Osiris. It is the marriage-like nature of their relationship with their gods that makes both human and divine females perfect mediators between worshippers and their male god, the Pythia with Apollo, and Isis with Osiris. Chapter five finds a middle way between opposing views that Heliodoros' An Ethiopian Story is either a religious mystery text or entertainment without religious meaning. It focuses on how the relationship between the two lovers, Theagenes and Charikleia, is patterned by their relationship to their gods, Apollo and Artemis. The concluding chapter draws out the significance of gendered hierarchy amongst the gods, and the importance of gender in the role and function of priests and prophets. It also considers the implications of the thesis' findings and approach for Jewish and Christian texts of the same period.

Nationally vehicle theft is associated with approximately 40 fatalities per year with an estimated annual cost of one billion dollars. During 2000 - 2001 almost 139,000 motor vehicles (cars, motor cycles, campervans, and trucks) were stolen across Australia. Vehicle theft is an overwhelmingly adolescent male crime yet gender has not been considered in either policy or program initiatives.----- This thesis used Spence's Multifactorial Gender Identity theory to examine the relationships between vehicle theft, offending, and adolescent male gender identity. Four central research questions were posed:----- 1. Is vehicle theft a gendered behaviour, that is, do some adolescent males engage in vehicle theft to create a particular adolescent male gender identity?----- 2. Do vehicle theft offenders engage in other offending behaviours?----- 3. Are these other offences also used to create a particular adolescent male gender identity and----- 4. Will the use of a variety of gender-related scales to measure gender identity support Spence's Multifactorial Gender Identity Theory that gender identity is multifactorial?----- Study One Parts A and B provided the empirical basis for Studies Two and Three. Part A of Study One examined the &quotmaleness" of vehicle theft and two other problem behaviours: problem drinking and traffic offence involvement. Cross-sectional and longitudinal methodologies were used to investigate a representative sample of 4,529 male high school students in relation to vehicle theft, problem drinking, and traffic offence involvement as a novice driver. Results indicated that &quotmaleness" was significantly related to vehicle theft, problem drinking, and traffic offence involvement. Subsequent analyses, based on Jessor's Problem Behaviour Theory, found a significant relationship between vehicle theft offenders and problem drinking. Study One Part B examined the relationship between masculinity as measured by the Australian Sex Role Scale (ASRS) and problem drinking in a rural sample of 1,248 male high school students. Using a cross sectional methodology, Masculine students were more likely than students in the other gender trait groups to report a range of problem drinking behaviours. Contrary to previous research, both socially desirable and socially undesirable masculine traits were significantly related to most problem drinking behaviours.----- Having established significant relationships between &quotmaleness" and vehicle theft and masculinity and the adolescent problem behaviour of underage drinking, Study Two qualitatively examined the perceptions of adolescent males with histories of vehicle theft in relation to &quotdoing masculinity". Using semi-structured interviews, 30 adolescent males, clients of the juvenile justice system were asked &quotwhat do you have to do to be a man?" Vehicle theft was clearly identified as a masculine defining behaviour as were other offending behaviours. Overall, participants nominated very traditional behaviours such as having a job and providing financially for families as essential behaviours in &quotdoing masculinity". It was suggested that in the absence of legal options for creating a masculine gender identity, some adolescent males adopted more readily accessed illegal options. Study Two also canvassed the driving behaviour of adolescent males in stolen vehicles. Crash involvement was not uncommon. Speed, alcohol, and the presence of other adolescent males were consistent characteristics of their driving behaviour. Indigenous and non-Indigenous participants were similar in their responses.----- Study Three compared the gender identity of offender and non-offender adolescent males as measured by three gender-related measures: the ASRS, the Toughness Subscale of the Male Role Norm Scale (TSMRNS) and the Doing Masculinity Composite Scale (DMCS). While the ASRS measured gender traits, the TSMRNS measured masculinity ideology. The DMCS was developed from the responses of participants in Study Two and sought to measure how participants &quotdo masculinity". Analyses indicated vehicle theft was endorsed by just over a third of the sample as a masculine defining behaviour. Overall, offenders were again very traditional in the behaviours they endorsed. When compared to non-offenders, offenders were more likely to endorse illegal behaviours in &quotdoing masculinity" while non-offenders were more likely to endorse legal behaviours. Both offenders and non-offenders strongly endorsed having a car and the ability to drive as masculine defining behaviours.----- In relation to gender traits, non-offenders were more likely than offenders to be classified as Masculine by the ASRS. Surprisingly offenders were more likely to be classified as Androgynous. In relation to masculinity ideology, offenders and non-offenders were similar in their results on the TSMRNS however offenders were more likely to endorse beliefs concerning the need to be tough. Overall Indigenous and non-Indigenous offenders were similar in their responses though Indigenous males were more likely to endorse beliefs concerning the need to be tough. Spence's Multifactorial Gender Identity theory was supported in that the relations between the three gender-related measures were significant but low.----- Results confirmed that vehicle theft was endorsed by a minority of participants as a gendered behaviour. Other offending behaviours were also endorsed by some adolescent males as means to create masculine gender identity. Importantly though both offenders and non-offenders endorsed very traditional behaviours in relation to &quotdoing masculinity". The implications for policy and program initiatives include the acknowledgement of gender identity as an important component in relation to vehicle theft and offending and the desire of adolescent male offenders to engage in legal, traditional male behaviours. In the absence of legal avenues however, some adolescent males may use illegal behaviours to create gender identity. Cars and driving also feature as important components of gender identity for both offenders and non-offenders and these needs to be considered in relation to road safety initiatives.

Thesis (Ph. D.)--Texas State University-San Marcos, 2007. / Vita. Appendices: leaves 316-341. Includes bibliographical references (leaves 293-315).

Thesis (Ph. D.)--Texas State University-San Marcos, 2007. / Vita. Appendices: leaves 316-341. Includes bibliographical references (leaves 293-315).

Thesis (Ph. D.)--University of North Texas, Dec., 2007. / Title from title page display. Includes bibliographical references.

Thesis (M.A.)--State University of New York at Binghamton, Department of Anthropology, 2009. / Includes bibliographical references.