Thesis (M.S.)--West Virginia University, 2005. / Title from document title page. Document formatted into pages; contains vi, 61 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 54-58).

Thesis (M.A.)--Ohio University, June, 2008. / Title from PDF t.p. Includes bibliographical references.

Thesis (Ph. D.)--University of Washington, 1999. / Vita. Includes bibliographical references (leaves [67]-73).

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Library want leaf 84. Typescript. Vita. Includes bibliographical references (leaves 69-74). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Library want leaf 84. Typescript. Vita. Includes bibliographical references (leaves 69-74). Also available on the Internet.

U.S. schools face a well-documented gender gap within some important educational and social indicators. In the United States, boys and young men are significantly more likely than girls and young women to be diagnosed with a learning disability, leave high school without a diploma, receive failing grades in core classes, and be suspended or expelled from school. This study uses an interpretive research framework to investigate the relationship between this gender gap in education and constructions of masculinity, social and cultural capital, agency, caring and resistance in secondary schools. Data collected through interviews with young men who engaged in acts of resistance against schooling yielded three major findings. First, some acts of resistance provided the participants with a means to ease the tedium and stress of academic work and enhance social capital among their male peers. Second, some acts of resistance provided participants with a means to regain personal agency when they felt either marginalized by an oppressive system or generally rejected, ignored, or alienated from the formal schooling environment. Finally, participants expressed an appreciation for authentic relationships with their teachers and stated that they were less likely to engage in acts of resistance with teachers who nurtured authentic caring relationships in the classroom.

Thesis (M.A. (Health Social Science))--Mahidol University,

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2008. / Typescript. Includes bibliographical references (leaves 43-45).

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 157-165).

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 228-246).