Using a purposive sampling technique, this study employed an online questionnaire to assess the relationship between attitudes towards gender-related constructs (e.g. rape myth acceptance, shared power in relationships, the acceptability of dating violence and perceived seriousness of dating violence) and the tolerance of dating violence among undergraduate students in the Faculty of Social Science at the University of Ottawa. Linear regression models were conducted to identify the most salient predictors of the tolerance of dating violence. A general/combined model was examined as well as three subtype-specific models (e.g. psychological, physical and sexual dating violence). A total of seven predictor variables were entered into each model in three blocks: sociodemographic variables were entered first, followed by sex and then gender-related constructs (e.g. rape myth acceptance, power in relationships, the acceptability and seriousness of dating violence). The results identify a number of variables that are associated with the tolerance of dating violence scales and some that led to a decrease in scores on these scales. Findings suggest that the link between gender-related constructs and the tolerance of dating violence is complex and multidimensional and warrants further research to explain the variation observed.

The thesis The Gender Construction of the Role of Male Teachers in Kindergarten from the Perspective of Pedagogical Professionals deals with gender construction of the role of male teachers in kindergartens, from the perspective of the male teachers themselves and from the perspective of female teachers and female directors who teach with male teachers in kindergartens. For this purpose I conducted nonparticipant observation, which was complemented by semistructured interviews. The thesis consists of two parts - theoretical and empirical part. Theoretical part deals with fundamental concepts which are related to the research question and empirical part consists of methodical procedures and analysis of interviews with male teachers, female teachers and female directors as well as analysis of fieldnotes from nonparticipant observation. Key words: gender role construction, male teachers, pedagogical professionals, educators, kindergarten, early childhood education, nonparticipant observation, semistructured interviews