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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.

Baywatch babes as recreation workers : lifeguarding, subjectivity, equity /

Vander Kloet, Marie Annette, January 2005 (has links)
Thesis (M.A.)--University of Toronto, 2005. / Includes bibliographical references (leaves 131-142).

Levels of homophobia among students attending a comprehensive midwestern university /

Baumgart, Amy J., January 2009 (has links) (PDF)
Thesis (M.S.)--Eastern Illinois University, 2009. / Includes bibliographical references (leaves 33-36).

Identity, minority stress and mental health in gay men and lesbians

Fingerhut, Adam William, January 2007 (has links)
Thesis (Ph. D.)--UCLA, 2007. / Vita. Includes bibliographical references (leaves 144-154).

Gay fathers with children adopted from foster care understanding their experiences and predicting adoption outcomes /

Braun, Shawnee Dove, January 2006 (has links)
Thesis (Ph. D.)--UCLA, 2006. / Vita. Includes bibliographical references (leaves 196-207).

And justice for all? : Aversive homoprejudice in criminal justice decisions /

Lu, Terence Zimin. January 2006 (has links) (PDF)
Thesis (B.A.(Hons.)) - University of Queensland, 2006. / Includes bibliography.

Judgements of responsibility, pleasure, and trauma in sexual assault of gay men and lesbians /

Sheridan, Peter Michael. January 2005 (has links)
Thesis (Ph.D.)--York University, 2005. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 163-209). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:NR19819

Joseph Rose died for our sins : stories of the experience of being out in high school

Whatling, Michael January 2005 (has links)
While studies in the social sciences have looked at lesbian, gay, bisexual, and transgender (LGBT) youth, few have focused on how they experience school. Sexual orientation is still a taboo subject or only treated cursorily in educational institutions and teacher-training programmes. Research that does look at schools is mitigated by subjects who are at different degrees of being out in their schools, or are treated as a monolith with other LGBT youth, or have been recruited through psychosocial agencies, and by data gathered retrospectively and/or at arms-length through surveys. / This dissertation describes the experience of being gay and out at school for seven male students aged sixteen to eighteen. Data was collected through multiple semistructured interviews with participants recruited through the various urban, suburban, and alternative high schools they attended at the time of this study. / Data was analyzed using a modification of the Stevick-Colaizzi-Keen method of analyzing phenomenological data (Moustakas, 1994). The theoretical framework undergirding this study is phenomenological research, arts-based research, and queer theory in education. Findings are represented as a literary novel in order to better preserve participants' voices. / Data analysis indicates that the experience of being out in high school is characterized by: (a) managing "the secret" of being gay before and during coming out; (b) seeing being gay as just being yourself; (c) perceiving the school as privately supportive, but publicly indifferent to gay students; (d) emotionally reflecting the school environment; (e) valuing relationships as a positive; (f) seeing harassment, gossip, and gender differences as negatives; (g) ascribing to perpetrators of homophobia and harassment character flaws and anachronistic beliefs; (h) being left on your own to deal with homophobia and harassment as others abdicate their responsibilities; (i) employing escapist, self-protection, and resistance strategies to deal with homophobia and harassment; (j) searching for connectivity to other gays and the LGBT community; (k) facing the silence of information and resources in schools on LGBT issues and people; and (l) advising others to be true to themselves. / This research has implications for teachers, administrators, policy-makers, and those involved in teacher education programmes who are interested in addressing the needs of gay students.

Gendered harassment in secondary schools : understanding teachers' perceptions of and responses to the problem

Meyer, Elizabeth J., 1971- January 2007 (has links)
This study explores the phenomenon of gendered harassment in secondary schools from the teachers' perspectives. The few studies that address the biased behaviors that are linked under the concept of gendered harassment (sexual harassment, homophobic harassment, and harassment for gender non-conformity) indicate that teachers are less likely to intervene in these incidents. This dissertation explores how teachers understand and respond to (hetero)sexist and homophobic behaviors when they occur. / Six teachers in one urban school board participated in a series of three open-ended in-depth interviews where they spoke about the many factors that influenced how they saw and intervened in various forms of bullying and harassment in their schools. Interview data were analyzed using contextual and thematic codes to locate similarities, differences, and stories in the data. This study is informed by critical, feminist and queer theories. The findings have been organized in a conceptual framework that emerged from the research. / Findings indicate that there are both external and internal influences that shape how teachers view and respond to gendered harassment in schools. The external factors, also described as school culture, include both structural-formal and structural-informal influences. Formal influences include policies, training, curriculum and contracts. Informal influences refer to leadership style, relationships with colleagues, policy implementation, and community values. Internal influences that shape teachers' perceptions and responses include: educational biography, teaching philosophy, and personal identities. / The implications of this study for research and practice can have impacts on the fields of school policy, teacher education, curriculum, and educational leadership. It provides a framework for understanding how school cultures interact with teachers' identities and shape how policies and curricula are implemented. It also offers suggestions for scholars, advocates, and educational leaders to proactively address the negative impacts of gendered harassment by transforming teacher education, educational leadership programs, and in turn, school cultures.

Religion, ethnic intolerance and homophobia in Europe : a multilevel analysis across 47 countries

Doebler, Stefanie Claudia January 2013 (has links)
This thesis is a multilevel analysis of relationships between religion, intolerance towards ethnic out-groups and homophobia across 47 European countries based on European Values Study data (EVS 2010, wave 4). The analysis accounts for associations between the religiosity of individuals and their likelihood of being disinclined to accept people of a different race, immigrants and homosexuals as neighbours, or to accept homosexual behaviour as justifiable. Secondly, relationships between religious and socio-economic national contexts on the two forms of intolerance are studied. Religion is conceptualised as a three-dimensional phenomenon, thus a distinction is made between believing, belonging and religious practice. The main research question motivating the individual-level analysis is: To what extent is religion in Europe associated with intolerance towards ethnic out-groups and homosexuals? The research question of the contextual analysis is: How do the national religious, socio-economic and political contexts citizens live in matter for their tolerance towards out-groups? The key results of the analyses can be summarised as follows: religion is significantly related to both ethnic intolerance and homophobia. Believing in a Higher Power was found to be strongly negatively and fundamentalism strongly positively related to ethnic intolerance in most countries. Religious devoutness and observance, on the other hand, are positively related to ethnic intolerance only in a minority of mostly South-Eastern European countries. All of them have legacies of ethno-religious conflict, poverty and political instability. High religiosity, alongside poverty, nationalism and right-wing authoritarianism are strong predictors of ethnic prejudice in these contexts. In most of Europe, however, neither religious belonging nor religious practice is statistically significantly related to ethnic intolerance. Regarding homophobia, strong positive relationships with all three dimensions of religiosity were found. Contrary to the author’s expectation, religion matters most for the citizens’ dislike of homosexuals in Western European countries where the overall levels of homophobia are comparatively low. In large parts of post-communist Eastern Europe homophobia appears to have a secular face. The finding surprises, given the frequent utilisations of Orthodox and Catholic Christian symbolism that could be observed at public protests against eastern European gay pride parades of the last couple of years. Plausible explanations are explored alongside modernisation- and identity theory: religion has less impact on homophobic attitudes in societies where homophobia is generally more socially acceptable, while in highly modernised Western societies, where liberal values and a general acceptance of homosexuality are prevalent, religious fundamentalism appears to be strongly associated with anti-modern and traditionalistic identities that are exclusive towards out-groups.

Biphobia in sport : sexual identity and exclusionary practices

Maddocks, Katherine Louise January 2013 (has links)
Research in the field of bisexuality has identified that bisexuals experience a unique kind of phobia, in that phobic responses to their sexual preferences appear from both mainstream and LGBT communities. However, little research in the UK has been conducted within the arena of sport culture to cater for the particular welfare needs of bisexual athletes. As an additional consequence, there is little theorisation of bisexuality available within the context of sport sociology. This research contributes to debates in the politics of identity by exploring a fairly new landscape within sport culture using a Foucauldian analysis of power. Discourse analyses have been utilised to interpret thirteen semi-structured interviews conducted with British athletes on the topics of bi-invisibility and the general problem of homophobia. This research also contributes to discussions concerning the mobilisation of power through discourse – certain discursive practices function to legitimize normative over non-normative sexualities and queer/fluid/bisexual identities are further stigmatized and othered. The main findings suggest that exclusions are mobilised most effectively, ironically, through sport cultural practices of inclusion, in that they are almost exclusively sexual identity-based. Additionally, this study offers a theoretical explanation for the peripheralisation of bisexuality in sport culture which can shed new light on bisexual theory in mainstream culture. It makes important suggestions as to the new directions future research can take in order to advance the current knowledge bases concerning the effects of bantering. This research proposes that practices of bantering can be just as marginalising as those of bullying. In the resultant climate of covert exclusions, organizational sporting bodies could benefit from paying close attention to the disempowering effects of biphobic and homophobic language, whether humorously intended or otherwise. This is with particular respect to youth footballing academies and spectator communities.

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