Das Präfix "trans-" ist aus dem Lateinischen hergeleitet und bedeutet "jenseits". Bezogen auf Geschlecht deutet trans* auf Lebensweisen hin, die nicht in einer (vermeintlich natürlichen und angeborenen) Zweigeschlechtlichkeit aufgehen. Transgeschlechtlichkeit wurde in aktivistischen Zusammenhängen in Abgrenzung zu der medizinisch-psychologisch geprägten Kategorie Transsexualität entwickelt. Seit den späten 1960er Jahren eröffnete sich, vor dem Hintergrund ethnomethodologischer Theoriebildung, ein Feld der sozialwissenschaftlichen Untersuchung transgeschlechtlicher Lebensweisen. Im Gegenzug dazu perspektivieren die Queer- und Gender Studies Transgeschlechtlichkeit in den 1990er Jahren neu.

Das Präfix "trans-" ist aus dem Lateinischen hergeleitet und bedeutet "jenseits". Bezogen auf Geschlecht deutet trans* auf Lebensweisen hin, die nicht in einer (vermeintlich natürlichen und angeborenen) Zweigeschlechtlichkeit aufgehen. Transgeschlechtlichkeit wurde in aktivistischen Zusammenhängen in Abgrenzung zu der medizinisch-psychologisch geprägten Kategorie Transsexualität entwickelt. Seit den späten 1960er Jahren eröffnete sich, vor dem Hintergrund ethnomethodologischer Theoriebildung, ein Feld der sozialwissenschaftlichen Untersuchung transgeschlechtlicher Lebensweisen. Im Gegenzug dazu perspektivieren die Queer- und Gender Studies Transgeschlechtlichkeit in den 1990er Jahren neu.

This diploma thesis in its theoretical and practical parts focuses on free play of children in pre-school facilities. Kindergarten is the place of early secondary socialization of the child and that's why one part of the diploma thesis is centred on this theme. The theoretical part helps for a deeper understanding of play, especially with 2-4 year old children and builds a foundation for the research. The practical part, based on one year's observation, monitors development of free play of a homogeneous group of children and finds how the quality of play changes with individuals as well as the group. Another focus lies on comparing two separate groups of children in their free play - one group having long term experience with free play and one without such regular experience. The main method of the research is observation. The results of the research points to the importance of free play for a pre-school age child and confirms the influence of free play in the process of early secondary socialization.

This thesis examines how men and women as co-interactants in management meetings use various interactional mechanisms to play out their roles and identities, as they position their ideas in a particular way for intended meaning and effect. The study aims to demonstrate how a particular approach to the examination of naturalistic data, gathered through the use of a case study design, based on recordings and supported by a number of ethnographic strategies can, when examined and informed by conversation analysis, pragmatics and more indirectly critical discourse analysis, generate further insights into the semantic and pragmatic meanings of utterances. The study focuses on four companies in postcolonial Zimbabwe, where the entry of women into senior management positions has changed the complexion of most organisations, but men continue to be the fundamental power brokers in the corporate workplace, which remains a site of social struggle where language, power and gender are important variables. This study finds that while perceptions of power may not vary significantly between men and women, how they use language to play out this power in meetings is of significance. The study suggests that gender-linked communication styles are reflected in management of talk in areas of influence, such as the corporate boardroom. It also shows that men and women, irrespective of their levels of position power or perceived power, present themselves in meetings in different ways, possibly due to gender-role socialisation processes. Apart from generating some new insights regarding theory and research methodology, and describing and interpreting male-female interaction in an under-researched domain (management meetings in a Zimbabwean corporate setting at a time of major socio-economic transformation), it is hoped that this study will also be of value at an applicational level: serving for instance to support applied linguistic goals such as the development of Language for Specific Purposes courses; and conscientising corporate citizens, in particular, to be more accommodating about, and appreciative of differences in communication styles that may be gender-based. / Linguistics and Modern Languages / D.Litt. et Phil. (Linguistics)

The aim of this quantitative study was to determine whether there were significant relationships between cultural factors and academic achievement of secondary school female learners in the Chimanimani district of Manicaland in Zimbabwe. According to literature, home environment variables, school environment variables and learner variables influence academic achievement of learners. The home environment includes family's expectations, the family's socio-economic status, exposure to role models and child-rearing practices. The school environment includes teacher's attitudes and the curriculum. Learner variables encompass self-concept, gender role concepts as well as the learner's attitude and aspirations. The empirical research found significant correlations between all cultural factors and academic achievement, particularly in English and at times in mathematics. These correlations were low but positive. The investigation also revealed that diverse age groups did not differ significantly in academic achievement in mathematics or in English. However, females from diverse socio-economic backgrounds differed significantly in their academic achievements. / Psychology of Education / M.Ed.(Psychology of Education)

AFRIKAANS: In hierdie studie is daar gelet op MIV en VIGS en die geslagsrolle van die Noord-Sotho/Tswana-sprekende vrou in die Limpopo Provinsie. Daar is spesifiek gefokus op watter MIV- en VIGS-verbandhoudende risiko’s voorkom rondom die geslagsrolle van die Noord-Sotho/Tswana-sprekende vrou in die Limpopo Provinsie. Sewe relevante geslagsrolle van die vrou is geïdentifiseer vir ondersoek, en het die vrou as individuelewese, seksuelewese, huweliksmaat, moeder, versorger, enkelouer en broodwinner ingesluit. Verbandhoudende aspekte van hierdie rolle is ook ondersoek en het mishandeling van die vrou, die vrou se opvoeding, geloof, kultuur, gesondheid, geslag en spesifieke beradingsbehoeftes ingesluit. Waar geslag ‘n sosiale- en kulturelestruktuur is en ook kultuur-spesifiek is, was dit van belang om die vrou se geslagsrolle en die verbandhoudende aspekte daarvan binne die vrou se relevante kulturelekonteks te ondersoek. Die navorsingsmetodologie vir hierdie studie is duidelik omskryf en uiteengesit, waarna verskeie literatuurhoofstukke volg. Die literatuurhoofstukke fokus op MIV en VIGS as medieseverskynsel en die beradingsaspekte wat daarmee verband hou. In die literatuurhoofstukke is daar ook gelet op die Afrika-kultuur en geslagsrolvorming, waarna die sewe geslagsrolle van die vrou en die verbandhoudende aspekte daarvan bespreek is. Die literatuurhoofstukke voorsien die nodige agtergrond wat aanduidend is van spesifieke MIV-risiko’s wat deur Afrika-vroue in hul geslagsrolle beleef word. Navorsingsbevindings vir hierdie kwalitatiewe studie is met behulp van tabelle voorgestel wat volledig bespreek is, ten einde te bepaal watter spesifieke MIV-risiko’s deur Noord-Sotho/Tswana-sprekende vroue in die Limpopo Provinsie beleef word. Navorsingsbevindings vir hierdie kwalitatiewe studie is met behulp van tabelle voorgestel wat volledig bespreek is, ten einde te bepaal watter spesifieke MIV-risiko’s deur Noord-Sotho/Tswana-sprekende vroue in die Limpopo Provinsie beleef word. Hierdie bevindings het getoon dat Noord-Sotho/Tswana-sprekende vroue in die Limpopo Provinsie veral kwesbaar is vir MIV waar hierdie vroue ‘n tekort aan mag het om te onderhandel vir veilige seksuele-omgang en kondoomgebruik. ‘n Raamwerk vir kultuursensitiewe MIV- en VIGS-berading is ontwikkel, en bestaan uit inligting bekom vanuit die empiriese ondersoek, praktykervaring asook die navorser se kennis van relevante literatuur. Die raamwerk vir kultuursensitiewe MIV- en VIGS-berading is op wyses aangebied wat as gepas beskou word vir die spesifieke probleme of behoeftes van die vrou, en bestaan uit afmerklyste, kolomme en gevallestudies. Die raamwerk is ook saamgestel sodat dit deur die maatskaplike werker, MIV-berader en ander lede van die multidissiplinêrespan benut kan word tydens hulpverlening aan MIV-positiewe Noord-Sotho/Tswana-sprekende vroue. Ten slotte is ‘n algemene samevatting, gevolgtrekkings en aanbevelings gemaak na aanleiding van relevante bevindings vanuit die studie. Die navorsingsvraag vir hierdie studie in geheel is beantwoord deurdat die empiriese ondersoek sowel as die raamwerk vir kultuursensitiewe MIV- en VIGS-berading, die MIV- en VIGS-verbandhoudende risiko’s rondom die geslagsrolle van die Noord-Sotho/Tswanasprekende MIV-positiewe vrou in die Limpopo Provinsie duidelik geïdentifiseer en logies gegroepeer het, en gevolgtrekkings en aanbevelings gebied het. Hierdie studie het getoon dat elk van die vrou se sewe geslagsrolle, asook die verbandhoudende aspekte daarvan, verband hou met spesifieke MIV-risiko’s wat op fisiologiesesosiale-, psigologiese-, ekonomiese- en kulturele vlak beleef word deur Noord-Sotho/Tswana-sprekende vroue in die Limpopo Provinsie. ENGLISH: This study considered HIV and AIDS and the gender roles of Northern Sotho/Tswana speaking women in the Limpopo Province. Specific focus was placed on HIV and AIDS related risks surrounding the gender roles of Northern Sotho/Tswana speaking women in the Limpopo Province. Seven relevant gender roles were identified for investigation; these include women as individual beings, sexual beings, wives, mothers, caregivers, single parents and breadwinners. Related aspects of these roles were also investigated and include the abuse of women, education, religion, culture, health, gender and specific counselling needs. It was of importance to examine gender roles and the related aspects in the woman’s relevant cultural context since gender is seen as a social and cultural construct and is also culture-specific. The research methodology for this study was clearly defined and outlined. The literature chapters focussed on HIV and AIDS as medical phenomenon and related counselling aspects. The literature chapters also considered the African culture and gender role development, the seven gender roles of women and aspects related to these. The literature chapters provided the necessary background which is indicative of the specific HIV risks which are experienced by African women in their gender roles. Research findings for this qualitative study were presented using tables which were fully discussed in the study in order to determine the specific HIV risks experienced by Northern Sotho/Tswana speaking women in the Limpopo province. These findings showed that Northern Sotho/Tswana speaking women in the Limpopo Province are particularly vulnerable to HIV as these women experience a lack of power to negotiate for safe sex and condom use. A framework for culturally sensitive HIV and AIDS counselling was developed and consists of information obtained from the empirical investigation, practical experience and the researcher’s knowledge of relevant literature. The framework for culturally sensitive HIV and AIDS counselling was presented in a manner which is suited to the specific problems and needs of these women and consists of tick-mark lists, columns and case studies. The framework was also compiled in such a manner that it may be utilised by the social worker, HIV counsellor and other members of the multidisciplinary team during the counselling of HIV positive Northern Sotho/Tswana speaking women. A general summary, conclusions and recommendations were finally made following the relevant findings of the study. The research question for this study was fully answered in that the empirical investigation as well as the framework for culturally sensitive HIV and AIDS counselling identified, logically grouped and made conclusions and recommendations about the HIV and AIDS related risks surrounding the gender roles of Northern Sotho/Tswana speaking women in the Limpopo Province. This study showed that each of the seven gender roles of women as well as the related aspects of these roles are associated with specific HIV risks which are experienced on a physiological, social, psychological, economical and cultural level by Northern Sotho/Tswana speaking women in the Limpopo Province. / Thesis (PhD)--University of Pretoria, 2011. / Social Work and Criminology / PhD / Unrestricted

Das Präfix 'trans-' ist aus dem Lateinischen hergeleitet und bedeutet 'jenseits'. Bezogen auf Geschlecht deutet trans* auf Lebensweisen hin, die nicht in einer (vermeintlich natürlichen und angeborenen) Zweigeschlechtlichkeit aufgehen. Transgeschlechtlichkeit wurde in aktivistischen Zusammenhängen in Abgrenzung zu der medizinisch-psychologisch geprägten Kategorie Transsexualität entwickelt. Seit den späten 1960er Jahren eröffnete sich, vor dem Hintergrund ethnomethodologischer Theoriebildung, ein Feld der sozialwissenschaftlichen Untersuchung transgeschlechtlicher Lebensweisen. Im Gegenzug dazu perspektivieren die Queer- und Gender Studies Transgeschlechtlichkeit in den 1990er Jahren neu.

Das Präfix 'trans-' ist aus dem Lateinischen hergeleitet und bedeutet 'jenseits'. Bezogen auf Geschlecht deutet trans* auf Lebensweisen hin, die nicht in einer (vermeintlich natürlichen und angeborenen) Zweigeschlechtlichkeit aufgehen. Transgeschlechtlichkeit wurde in aktivistischen Zusammenhängen in Abgrenzung zu der medizinisch-psychologisch geprägten Kategorie Transsexualität entwickelt. Seit den späten 1960er Jahren eröffnete sich, vor dem Hintergrund ethnomethodologischer Theoriebildung, ein Feld der sozialwissenschaftlichen Untersuchung transgeschlechtlicher Lebensweisen. Im Gegenzug dazu perspektivieren die Queer- und Gender Studies Transgeschlechtlichkeit in den 1990er Jahren neu.

The aim of the thesis is to understand why European countries show a very different picture of female employment (in their fertile ages) which is not the case for men of the same age. We shed light on the various positions of countries in this framework of earner-carer models, in analysing policy designs, policy outcomes and policy determinants. That is, respectively, family policy indicators, employment of mothers and childless women, gender role attitudes and their interacting effect with policies and employment outcomes. We have used a wide range of primary or secondary quantitative and qualitative data to carry out our comparative analysis, mixing approaches, techniques and methods, from micro-econometric models to macro-level harmonised indicators, supplemented with a case study.<p>The dissertation is divided in three parts, each focusing on one question:<p>(i)\ / Doctorat en sciences de gestion / info:eu-repo/semantics/nonPublished

The study examines how the family, peers, and sociocultural environment at school in primary schools in South Africa perpetuated divergent gendered experiences among immigrant learners. A qualitative narrative inquiry was used during the study. Snowball sampling was used to select the participants for the study. The study drew on a narrative account of 27 participants, 18 immigrant children (9 girls and 9 boys) and nine teachers (6 women and 3 men) from three primary schools in the Johannesburg East District. Semi-structured in-depth interviews and observations were used as instruments to collect data from the participants. Collected data from the semi-structured, in-depth interviews and observations was analysed using thematic content analysis and was presented by using illustrative quotes. The study revealed that the school is a highly gendered place and serves to propagate gendered experiences among immigrant children in school between girls and boys. The findings of the study have significant implications for stake holders at all levels in education. It is recommended that school principals should ensure that teachers and administrators are familiar with both the Department of Basic Education (DBE) and the school’s policies and regulations that address gender, sexual harassment, immigration issues, school violence, and bullying. Improved perception of immigrant children and gender quality in schools will contribute to a positive school environment which may lead to increased positive wellbeing and academic performance to all learners regardless of gender and country of origin. / Educational Studies / D. Phil. (Socio-Education)