Given the increasing evidence of the benefits of father involvement, this study examined the process of fathering and the contributions to supporting father involvement and father identity. Emerging research in fathering suggests a complex set of contextual factors as influences on father identity and behavior. Social location, identities, and life events provide an opportunity to study variation and change in fathering. Guided by an integrated framework of symbolic interactionism and intersectionality theories, this study examined fathers' needs and desires in parenting programs. To address these needs in the literature, grounded theory methods were employed to analyze data from semi-structured interviews of 50 fathers of infants residing in the Appalachian region of Virginia. Results revealed a process model of fathering consisting of interactions within and between themes of intrapersonal, interpersonal, and institutional and sociocultural domains. The factors of these three domains relate to father identity, meaning making in fatherhood, and enactment of fathering. Within a model of vulnerabilities and resiliencies, two typologies of fathers emerged: the thriving father and the evolving father. Implications for family strengthening programs and future research are explored. / Ph. D.

Disney movies are a vehicle for American culture; however, Disney has lagged behind in representing queer people in their films as protagonists. For this reason, critical scholarship is necessary to understand Disney's role in building, replicating or changing culture. Although some critical work on Disney has focused on gender or race, queer theory is underutilized to understand Disney films, especially in the field of communication. Though much research exists on movies from the Disney Renaissance, relatively few have examined the films released in the past decade in a systematic way, focusing on how the movies may be relatable to queer experiences. This analysis combines a queer theory lens and a grounded theory approach to examine where queer people can find their experiences reflected in the most recent Disney movies, even without openly queer protagonists. The study resulted in the formation of six categories that describe instances of queering and queerness in Disney movies: queering of Disney logic, queering of "appropriate" through mature themes, queering of power and violence, villainous queerness, heroic queerness and queer acceptance. Previous literature and the new categories from this study as a whole suggest that the Walt Disney Company is taking small steps to offer more diverse narratives and subvert expectations in ways that allow queer people to read their experiences in the characters on screen. / Master of Arts / Disney movies are a multi-billion dollar industry (Vary, 2020), and the company has taken steps in recent years to feature more diverse storylines and characters in their animated movies. Despite this, there is yet to be an openly queer protagonist in a Disney animated film. With this fact in mind, this study seeks to find places where queer people can still see themselves and their experiences reflected in the Disney films release in the last decade. These instances range from ambiguity that allows audiences to read a character as similar to themselves to moments that question the power structures that push certain people to the margins of society in the first place. Six categories were created after analysis to describe these moments: the queering of Disney logic, the queering of "appropriate" through mature themes, the queering of power and violence, villainous queerness, heroic queerness and queer acceptance. Taken together, these findings and the previous research on Disney suggests the company is slowly moving to open up storylines to allow more people to see their experiences reflected in the movies.

"Coming out" is a unique experience for lesbian, gay, bisexual, and other sexual minority individuals (LGB+), yet it remains ill-defined within scholarship and is individually focused. This study investigates how same-gender couples negotiate relationship visibility and what motivates them to come out to others. A queer theoretical framework was used to explore how partners do outness. To address the needs of the literature, constructivist grounded theory methods were employed in analyzing the data. These findings showed that the majority of couples believed they had a "mutual understanding" of the rules and boundaries in place for relational visibility. In addition, the ways in which different individuals felt compelled to come out or stay in was impacted by their connection to the historical context of the Gay Rights movement. Clinical implications to help clinicians between in assessment and conceptualization in their work with members of the population were determined. / Ph. D.

Yes / We contribute to research on cooperative resilience by examining how their main advantage of social foundations may facilitate the assembly of resilience capabilities. Drawing from the social capital literature, we focus on the strategies and activities of a nationally known rural cooperative in Indonesia to reveal social capital mechanisms, specifically channeling and targeting social capital, that underlie diverse sets of resilience capabilities. By conceptualizing cooperative resilience according to cooperatives’ dual objectives of economic and social viability, we build an empirically grounded framework that encompasses social capital-driven mechanisms that underlie cooperative resilience. Economically, strengthening social capital (channeling) may result in organizational transparency and collaborative work, while widening social networks (targeting) develops velocity and flexibility. Socially, both mechanisms lead to the emergence of individual-level resilience capabilities. Our study informs business research on resilience by conceptualizing it in the context of cooperatives and shedding light on its underlying social capital-driven mechanisms.

Objetivos: Esta pesquisa enquadra-se como uma relevante e necessária proposta de continuidade e avanço dos estudos sobre as repercussões de sentido do estímulo contraintuitivo na comunicação publicitária brasileira. As articulações a serem produzidas pela sua execução contribuirão com os estudos dos Meios e da Produção Mediática que abordam a publicidade como objeto, visto que a originalidade desta investigação é colaborar para a construção de um estudo substantivo sobre as experiências de recepção da publicidade contraintuitiva por mulheres brasileiras (brancas e negras), compreendendo pelos seus olhares os significados e repercussões em estereótipos tradicionais associados à mulher negra. Com outras palavras, esta pesquisa apresenta uma proposta de explicação sobre os nexos de sentido que são produzidos quando da interação de mulheres brasileiras com narrativas publicitárias contraintuitivas que apresentam mulheres negras como protagonistas de seus discursos. Referencial Teórico e Metodologia: este trabalho configura-se como uma investigação qualitativa orientada pela interligação teórica das perspectivas do Interacionismo Simbólico e dos Estudos da Recepção (Midiatização, Mediações e Interação), com foco nas influências da mídia na (re)elaboração das identidades sociais, enquanto referencial teórico basilar e pela Grounded Theory Construtivista, como abordagem metodológica. Resultados: A construção dos resultados desta pesquisa possibilitou a articulação do modelo teórico representativo EXPERIÊNCIAS DE INTERAÇÃO DE MULHERES BRASILEIRAS COM ANÚNCIOS CONTRAINTUITIVOS. Este modelo está estruturado por duas categorias centrais: uma de caráter geral, que expressa as experiências de mulheres brancas e negras, denominada DIMENSÃO SÓCIO-EMOCIONAL CATÁRTICA NO IMAGINÁRIO e a outra, de viés mais específico, que articula as experiências de mulheres negras, identificada no estudo como EXPERIÊNCIA DA DOR DO RACISMO E OS EFEITOS DE ANÚNCIOS CONTRAINTUITIVOS PARA SUA REDUÇÃO. / Objectives: This investigation is a relevant and necessary proposal to continue and to advance the studies about repercussions concerning counterintuitive stimulus in the Brazilian advertising communication. Articulations that will be produced due to its execution will contribute to the studies of Means and Media Production, which consider advertising as an object, since the originality of this investigation is to collaborate for the construction of a substantive theory about the experiences of counterintuitive advertising reception by Brazilian women (white and black). It will be possible to understand through their looks the meanings and repercussions in traditional stereotypes associated with black woman. In other words, this research presents an explanation proposal about the meaning links that are produced when there is interaction of Brazilian women with counterintuitive advertising narratives, which show black women as protagonists of their speeches. Theoretical background and Methodology: This paper is established as a qualitative investigation oriented by the theoretical interconnection of perspectives of Symbolic Interactionism and Reception Studies (Mediatization, Mediations, and Interaction), focused on influences of the media in the (re)elaboration of social identities, as basilar theoretical referential, and through the Constructivist Grounded Theory, as a methodological approach. Results: Development of the results of this research enabled the articulation of the representative theoretical model INTERACTION EXPERIENCES OF BRAZILIAN WOMEN WITH COUNTERINTUITIVE ADVERTISING. This model has two central categories: one of general character that expresses the experiences of white and black women, called CATARTIC SOCIOEMOTIONAL DIMENSION IN THE IMAGINARY, and another with a more specific bias that articulates the experiences of black women, identified in the study as EXPERIENCE OF RACISM PAIN AND EFFECTS OF COUNTERINTUITIVE ADS FOR ITS DECREASE.

Denna studie syftar till att undersöka vilka elever som gynnas respektive missgynnas av teknikundervisningen i skolans tidigare år, vad det är som påverkar motivation och intresse för teknik under dessa år samt vilken sorts undervisning eleverna möter i klassrummet idag. Studien syftar också till att undersöka huruvida det finns någon könsskillnad gällande teknikintresse hos de yngre eleverna. Grounded Theory användes som analysmetod för studien, som utmynnade i en teoretisk modell. Resultatet av studien visar att majoriteten av eleverna i förskoleklass ännu inte fått en bild av teknikbegreppet. Den undervisning eleverna mött i teknik har antingen varit integrerad i övrig undervisning eller ytterst begränsad. Elevernas upplevelser har inte alltid kopplats samman med begreppen. Lärarna upplever en otrygghet med att undervisa i teknik. Någon könsskillnad menade varken elever eller lärare att det skulle finnas gällande teknikintresset, men studien visar att de drömyrken samt fritidsintressen eleverna redovisat tenderar att vara könsstereotypa.

<p><strong>Sammanfattning</strong></p><p><strong>Syfte:</strong> Att få en fördjupad förståelse av hivsmittades erfarenheter av hur det är att leva med sjukdomen i Sverige.</p><p><strong>Bakgrund:</strong> Sedan mitten av 1990-talet definieras hiv som en kronisk sjukdom till följd av bromsmedicinernas utveckling. Detta betyder att de som drabbas måste lära sig att leva med sjukdomen samt hantera omvärldens reaktioner och värderingar som kan vara av diskriminerande/stigmatiserande karaktär.</p><p><strong>Design:</strong> En intervjustudie med kvalitativ ansats som utfördes under 2009.</p><p><strong>Metod:</strong> Nio hivsmittade personer intervjuades och dessa intervjuer analyserades genom att tillämpa Grounded Theory.</p><p><strong>Resultat:</strong> Resultatet synliggör hivsmittades erfarenheter av hur det är att leva med sjukdomen. Fyra kategorier framkom ur analysen; <em>En livssjukdom</em>, <em>Omgivningens förhållningssätt till sjukdomen</em>, <em>Reglerad och spontan diskriminering</em>/<em>stigmatisering</em> samt <em>Strategier vid diskriminering</em>/<em>stigmatisering. </em>Dessa kategorier<em> </em>kunde samtliga relateras till en övergripande kategori; <em>En kamp för livet</em>.</p><p><strong>Slutsats:</strong> Studien har synliggjort att livet för hivsmittade kompliceras av psykosociala faktorer, bromsmedicinernas biverkningar och av den diskriminering/stigmatisering som de erfar. Beroende på vilka copingstrategier som de tillämpar för att hantera sin livssituation, har betydelse för deras hälsa och välbefinnande.</p> / <p><strong>Abstract</strong></p><p><strong>Aim:</strong> To get a deeper understanding of HIV-infected peoples experiences on how it is to live with the illness in Sweden.</p><p><strong>Background:</strong> HIV defines as a chronicle disease since the mid-1990s due to the medical development. As a result people that get infected have to carefully manage the illness and also cope with the surrounding world’s reactions and values that can be of discriminating/stigmatised nature.</p><p><strong>Design</strong>: A qualitative interview study undertaken during 2009.</p><p><strong>Method:</strong> Nine HIV-infected people were interviewed and the interviews were analysed using Grounded Theory.</p><p><strong>Findings:</strong> The findings visualized HIV-infected people’s experiences on how it is to live with the illness. Four categories emerge from the analyses; <em>A lifeillness</em>, <em>Surrounding attitudes toward the illness</em>, <em>Regulated and spontaneous discrimination/stigmatisation</em> and <em>Strategies due to discrimination/stigmatisation</em>. These categories could all be related to one all-embracing category; <em>A struggle for life</em>.</p><p><strong>Conclusion:</strong> The study has shown that psychological factors, the side effects caused by the medications and the discrimination/stigmatisation that they experience, complicate life for HIV-infected people. Depending on what kind of coping strategies they conform to handle circumstances of their life, invariably have consequences of their health and well-being.</p>

Diese empirisch qualitative Studie lässt sich in die Professionalisierungsdiskussion in der Erwachsenenbildung einbetten. Vor dem Hintergrund lebenslangen Lernens und dem Wandel der Lernkultur wachsen die Ansprüche und Kompetenzanforderungen an die Lehrenden, ohne dass die Heterogenität des überwiegend nebenberuflich tätigen Personals ausreichend berücksichtigt wird. Um ein deutlicheres Bild von dieser Beschäftigungsgruppe zu erhalten, fokussiert diese Magisterarbeit mit einer Fallstudie die nebenberuflichen Dozenten in der Erwachsenenbildung. Zentrale Fragestellungen sind: - Warum lehren Dozenten nebenberuflich an der Volkshochschule? - In welchem Zusammenhang stehen Haupt- und Nebenberuf? - In welcher Rolle sehen sich die Dozenten im Kursgeschehen? Anhand problemzentrierter Interviews wurden zwei Einzelfallstudien mit anschließender Typenbildung durchgeführt. Die Rekonstruktion der Beweggründe und Bedeutungshorizonte der Dozenten für ihre Tätigkeit gelang mittels dem Forschungsverfahren der Grounded Theory nach Anselm Strauss und Juliet Corbin (1996). Hierbei wurden gegenstandsbegründet im induktiv-deduktiven Wechselspiel Kategorien identifiziert, ausdifferenziert und miteinander in Beziehung gesetzt. Am paradigmatischen Modell von Strauss/Corbin 1996 orientiert, ließen sich somit ein zentrales Phänomen, dessen Ursache, resultierende Handlungsstrategien, Konsequenzen und kontextuelle sowie intervenierende Bedingungen ausfindig machen. Erstaunlich ist bei der Gegenüberstellung der beiden Fälle die konsequente Verfolgung der jeweiligen Handlungslogik, die sich auch im professionellen Selbstverständnis der Dozenten niederschlägt. / This empirical qualitative study can be seen in the discussion about professionalization in the adult education. As a result of the Discourses Life Long Learning and the Change of Learning Culture claims for better competences at the teaching grew, without taking the heterogeneity of the predominantly part-time working personnel into adequate consideration. In order to receive a clearer picture of this employment group, this master work focuses the part-time working teachers in the adult education with a case study. Central questions are: - Why do people work part-time as teachers in the field of adult education? - What kind of connection exists between main occupation and part-time job? - In which roll do the teachers see themselves in the course? Using problem focussed interviews, two individual case studies with subsequent type development were carried out. The reconstruction of the teachers motives and meaning horizons for their part-time job was succeeded by the research method Grounded Theory from Anselm Strauss and Juliet Corbin (1996). Grounded on data categories were identified, were distinguished and related to each other. Geared to the action model by Strauss/Corbin 1996, a central phenomenon, its causation, resulting action strategies, consequences and context as well as intervening conditions were found. While contrasting both cases the consistent use of the respective action logics was amazing. It was even reflected in the professional self-concept of the teachers.

The purpose of this paper has been to follow how a decision made has developed within anorganization. We have intended to find underlying causes for the development in order to contribute to the understanding of the lifecycle of decisions. The decision we have chosen is Gröna Skolgårdar (Green School Yards) within the city of Västerås. This project has aimed to make the school yards in Västerås more green, more beautiful and more useful for teaching. We have used Grounded Theory Method as our foundation, complemented with decisionmaking theory. The work with this paper has led to the conclusion that Gröna Skolgårdar changed over time, and did not turn out as first intended. This has had several couses such as how resources wasdistributed, political changes, and different views of the project. We have learned that over time a decision can take unexpected paths, and we have contributed with an example of how this can happen.

This is a grounded theory study of school as a social system in an atypical context. It was the aim of this study to develope context-specific theoretical propositions to understand how a school as a social system looks like in an atypical context, which is characterized by ethnic group, migrated groups of low socio-economic status and low-level education. A public school that shows these characteristics was chosen for the study. The school is mostly populated by students coming from Roman community and migrated families from northern and eastern part of Turkey. Data for the study came from different sources, including unstructured observations, one-to-one interviews with school principal and nine teachers, a focus group interview with nine parents and analysis of different types of documents. Data collection and analysis went hand in hand for the study. The study produced five theoretical propositions that were found to connect to a major process, which was called &ldquo / breaking vicious cycle&rdquo / by the researcher. These propositions generally suggest that there is a kind of vicious cycle in the functioning of a school in atypical contex that needs to be broken through making some collective changes in the daily life of school. For these changes to create a transformation in the school, it was suggested that the concept of education and the concept of school, as well as, teachers and principals&rsquo / role definitions should be redefined in the light of radical and critical educational views.