My dissertation defends a modern version of Role Ethics modeled on the functioning of human moral psychology, and proposes a novel method for identifying the institutional roles of a well-ordered collective. In particular, I defend the view that our duties are determined by the social roles we incur in the communities we inhabit. The companion project extends Role Ethics into the political domain. I argue that we can identify the well-ordered collective in roughly the same way we identify the good individual, by discerning the dispositions in the relevant agent that are conducive to its well-being. By scaling up, we shift attention from the moral dispositions of individuals to the moral dispositions of collectives -- the institutions that determine the moral character of a population. While philosophers have tended to focus on the formal institutions of the state, this research is largely concerned with the 'informal institutions' of a collective, the implicit social roles/practices constructed and enforced endogenously, such as those involved in structuring human friendships. What I call 'Collective Eudaimonism' is a kind of virtue ethics writ large, a normative theory tasked with identifying correlations between a set of informal institutions and the indicators of flourishing human collectives. / text

The central research question of this exploratory study is to determine if college educated, ethnically identified and preferred endogamous Chicanas experience significantly more psychological distress due to a conflict between their educational achievements and beliefs that Chicano males are threatened by high achieving women. The specific perceptions are: that Mexican American males feel threatened by their educational accomplishments, tend to exclude them from political and organizational activities, and that college attainment will cause them to be seen as elitist by the larger Chicano community. This study uses descriptive and correlational analysis to explore the relationship between ethnic identification, preferred endogamy and perceptions that Chicanas high achievements pose a threat to Chicano males as predictive factors for higher psychological distress. The sample consists of 508 randomly selected Chicanas at five colleges, varying in selectivity from a private university to a community college. The majority of respondents are single and under thirty. A sample of 160 Chicano males were also randomly selected from three of the same five college campuses and were used to make comparisons on the threat dimension. The instrument is a mail questionnaire.

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No description available.

No description available.

The purpose of this study was to determine the effects that a training module on sex bias and sex-role stereotyping in the counseling milieu would have upon attitudes toward women held by graduate counselor trainees. Attitudes of the experimental group were compared with attitudes of control subjects who received no treatment.The research was planned to answer two questions:(1) Is there a significant difference in attitudes toward between an experimental group who received the training module and a control group who did not receive the module?(2) Is there a significant difference between attitudes expressed by male subjects and attitudes expressed by female subjects?Twenty-eight male and twenty-seven female graduate students enrolled in counselor education courses with Ball State University-Europe were assigned randomly on the basis of sex to either the experimental or control group. All of the subjects were actively pursuing degree programs 1n counseling.The experimental group received a module which consisted of five phases: introduction, relaxation/fantasy, role-playing, women integration/generalization, and summary. The module was designed to help counselor trainees understand how sex bias and sex-role stereotyping influence the counseling relationship. The no-treatment control subjects attended their regularly scheduled classes.All volunteer counselor trainees completed the short version of the Attitudes toward Women Scale (Spence, Helmreich, and Stapp, 1973) one week after the experimental group received the module. The Attitudes toward Women Scale originally was developed by Spence and Helmreich (1972) as an objective paper and pencil instrument and has frequently been used to measure attitudes toward the rights and roles of women.Statistical processing of the data consisted of a two-way analysis of variance method of unweighted means. The F ratio was computed at the p<.05 level of confidence between (a) experimental and control groups, and (b) males and females using group mean scores on the short version of the Attitudes toward Women Scale. There was no significant difference between the experimental and control groups on the obtained dependent variable scores. There was a significant difference for the moderator variable sex of subject. Male counselor trainees scored significantly lower or more "traditional" in their attitudes toward the rights and roles of women in society than did the female counselor trainees.The results were discussed in terms of the difficulty in achieving change in attitudes with short-term interventions, the need for long-term follow-up, and recommendations for future research.

The tertiary education environment has become known for its stressful working conditions. Factors such as high work demands (i.e. work overload, excessive time demands and work pressure) and insufficient resources (i.e. limited developmental possibilities, poor performance feedback, lack of support, etc.) all contribute to these stressful circumstances. As a result, these circumstances can cause employees to experience negative interferences between their work and nonwork roles. In addition, employees do not have adequate time to invest in their nonwork domains, hence nonwork roles are neglected (such as being a parent, being a spouse, spending time on domestic activities and spending time on religious/spiritual activities). To decrease these negative interferences, it is important for employees to recover from strains that were activated at work. The objectives of this study were to determine 1) which demands and resources significantly predicted work-nonwork interference among employees working in a tertiary education institution; and 2) which recovery strategies were significant in dealing with high levels of work-nonwork interference caused by high demands and a lack of resources. A random sample of 366 married parents was taken from a tertiary education institution in the North-West Province. A list was obtained of all the married parents of the institution. All of these employees were given the choice to participate in the research. A measuring battery measuring job demands (i.e. work pressure, emotional demands and cognitive demands), job resources (i.e. autonomy, social support and developmental possibilities), work-nonwork interference (i.e. work-parent, work-spouse, work-domestic and work-religion/spirituality) and recovery strategies (psychological detachment, relaxation, mastery and control) respectively was utilised in this study. Descriptive and inferential statistics, Cronbach alpha coefficients, Pearson product-moment correlations and stepwise multiple regression, using the enter method, were used to analyse the data. The results indicate that work pressure and emotional demands significantly predict interference between all four nonwork roles. Additionally, autonomy and developmental possibilities significantly predicted work-parent and work-religion/spirituality interference respectively. Furthermore, all of the recovery strategies decreased specific worknonwork interference. Psychological detachment decreased the interference between the workspouse relationship and the work-religion/spirituality relationship. Relaxation predicted the decrease of interference between the following relationships: work-parent, work-spouse, and work-domestic. Mastery and control only significantly predicted the decrease of interference between the work-parent relationship and between the work-domestic activities respectively. Various recommendations were made for tertiary education institutions as well as for future research. Tertiary education institutions should manage high job demands by examining employees’ workload and job descriptions. Managers could possibly diminish work pressure and emotional demands by means of courses/workshops pertaining to self-management, time and organisational skills, emotional intelligence and/or coping with emotions. Tertiary education institutions should also focus on supporting employees who experience work-nonwork interferences and manage it effectively. In addition, the awareness of recovery and various recovery strategies should be promoted. Recommendations for future research include expanding the research to other occupational groups, longitudinal research designs, obtaining various opinions and perspectives of individuals also involved in the work-nonwork dyad and the study of the positive interaction between the work and nonwork roles. / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2011

The aims of this research were to describe the role that coaching plays in the development of educators and to make recommendations for the way in which schools can make use of coaching as an educator human resource development tool at the workplace. According to the findings from the literature review, coaching plays an important role in the success of novice educators. Educators who are coached typically develop a strong self-concept, become consistent in the implementation of policies and procedures, show a greater focus on the teaching and learning purpose within the classroom and display more confidence in themselves, which increases their personal ability and selfefficacy to help and develop learners, and thereby increasing the learners' love for learning and academic achievement. Educators who display the personal traits mentioned in the above paragraph, according to the findings from the literature study, become effective and expert educators who have something to offer to the learners and are recognized as professionals in their field. Various researchers in the reviewed literature stress the need for coaching for its inherent potential of being a panacea for educator attrition and turnover which are always the result of job dissatisfaction. The qualitative research method in the form of focus group interviews was used to elicit primary empirical data from a population sample of eighteen educator participants who were all at post level one. This educator participant population sample was engaged by the researcher on a three-day coaching session in Outcomes-Based Education and Training as a new teaching and learning system in South Africa. After this three-day coaching session, the participants were interviewed to determine the role that coaching plays in the development of educators, with a view to making recommendations for the way in which schools can make use of coaching as an educator human resource development tool at the workplace. The results of the empirical research revealed that educator participants who formed the population sample of this research experienced the three-day coaching session which the researcher conducted as follows: developmental; providing support and guidance; leading to paradigm shifts; setting aside any power differences to offer a relaxed atmosphere; and eventful. Recommendations for educational practice and further research were made. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2006.

This thesis examines the intersection between masculinity and risk in educational settings. It draws on an intensive examination of the field of dance-education in Scotland and an extended period of research with YDance, Scotland’s only state-funded dance education company. Data was gleaned from a combination of qualitative and ethnographic methods including unstructured interviews, planned discussion groups and participant observation. The thesis synthesises the work of Ulrich Beck and with micro-level approaches popular in studies of gender and education through Bourdieu’s meso-level theories of society and social actors. It uses Bourdieu in new ways, both to reconcile these concerns of structure and action and to overcome key problems that have been identified with the work of authors like Butler and Connell. Substantively, the thesis draws attention to the risks which so-called ‘feminised’ activities like dance pose to young masculine identities and the role played by schools in reproducing and tacitly authorising inculcated assumptions about dance, gender and sexuality. The thesis also investigates the various ways in which dance educators attempt to challenge these reified associations and considers some of the unintended consequences of these practices. Despite ostensibly challenging gender stereotypes, many of the steps taken in order to engage boys in dance at school result in the reproduction of strong versions of masculinity and femininity. In attempting to recode dance as a ‘acceptable’ activity for young men, dance educators often disavow the contribution of gay and effeminate men to the art form, downplay the merits of genres like ballet which is perceived to carry particularly strong associations of femininity and homosexuality, and engage – albeit subtly – in misogyny and homophobia. Dance educators are often therefore unintentional agents of the reproduction of inculcated masculinities and gender inequality.

This thesis addresses gender, masculinities and intimate partner violence in Poland. More specifically, the aim of this study is to problematize how masculinities are represented in Polish anti-violence social campaigns. Intimate partner violence is one of the most common forms of violence against women and is a major problem that affects both  men and women in Poland. The study approaches violence from a feminist position, and considers  men's violence to be an important element constructing masculinities. In the study, social campaigns are considered as policies which have a great potential to influence existing masculinities types and to introduce new, non-violent models of being a man. With the use of Bacchi`s “What`s the problem represented to be?” method and an intersectional perspective on gender and masculinities, Polish anti-violence campaigns are analysed to find out if they reproduce and/or challenge any social assumptions regarding men`s violence. The study found that even though campaigns challenged some of the existing masculinities types,  they also referred to existing discourses of men as protectors, providers and fighters. Final conclusions underline the need for awareness social campaigns directed towards men and with men as role models. Refraining from the use of masculinities connected with heroism and dominance, aggression and violence is recommended.