Thesis (Ph.D.)--University of Central Florida, 2009. / Advisers: Atsusi Hirumi, Lea Witta. Includes bibliographical references (p. 211-217).

No description available.

published_or_final_version / abstract / toc / Sociology / Master / Master of Philosophy

South African society is characterised by race, class and gender inequality. Social inequality is at the root of individual social identity formation affecting how individuals feel, think and relate to others. This study investigates the perceptions of school-going children, focusing particularly on perceived differences between boys and girls with respect to the activities, games and sport they prefer to play and who prefer to play with. It also looks at gendered expectations - of themselves, of children of the opposite sex as well as those of same sex both with respect to play and to performance in certain school subjects. This study draws on some of the data collected in the CRG Research Programme. It is based on a sample of 416 grade nine pupils, aged 15 years and older. Respondents attend at rural, farm, urban historically black, urban historically white and urban private schools, within a forty-five kilometres radius of the city of Pietermaritzburg, KwaZulu-Natal. This study finds that while social identity theory may be useful as a micro and middle level theory, it is not able to account adequately at the macro level. Also, and in respect to gender as an identifier, this study suggests that while it is significant, it is not always so. Other social factors, particularly race, class and locality does override or take precedence in shaping identity and expected life chances. / Thesis (M.Soc.Sci.)-University of Natal, Pietermaritzburg, 1999.

No description available.

This dissertation incorporates a number of ethnographic case studies done within the qualitative paradigm from a feminist stance (Nielsen, 1995). It served to explore and understand the attributions and aspirations of adolescents in relation to their group association from their perspective. It was important that the voice of the adolescent emerged as central to the findings. The significance of individual freedom of choice as opposed to limited personal volition was also explored. Another aspect of the research problem was to try to establish adolescents' awareness, perceptions and beliefs of gender issues. Integral to the success of the research was honesty and ethics. Hence reflexivity was fundamental to continuous re-assessment of interpretation, an awareness of assumptions and manipulation, which could have occurred if the power relations between researcher and participants were not addressed. To ensure validation of the research findings triangulation-between and -within-methods was utilised. Hence a dynamic interaction among sociometric diagrams, participant observation, interviews, document analysis and photographs resulted. The research study incorporated the environs of Greenvale High School, whose multi-faceted dimensions of co-education, multi-culturalism, dual-medium and comprehensive curriculum, proved to be a boon to the nature of the research. I worked within the Grade 10 standard and ultimately isolated three groups and three "loners". The dimension of ethnicity emerged as pertinent to the study of two of the "loners" and it was therefore necessary to include a brief (if somewhat superficial) exploration of two Black girl groups. Contextualisation emerged as most signific4'lnt to the findings. The relationship of the groups to the learning environment and its significance in relation to the values and beliefs of the individuals within groups proved enlightening. Anomalies between gender beliefs and assertions and their actualisation were related to the individuals' experience of gender equality within the class situation, their awareness of gender inequality within the learning environment and their perception ofgender role perpetuation as unproblematic within the broader context of a patriarchal society. Hence this research advocates Hconsciousl1ess-raising" (Payne, in Spender and Sarah, 1988) so that issues regarded as unp1'oblematic, can be addressed in order to change the social order. Awareness can aid educationalists in formulating policy that will ensure that the learning environment can be made more worthwhile and meaningful to the Hmarginalised" adolescent. Methodologically, other researchers would benefit by replicating this study to pursue important aspects, which emerge from ethnographic case studies, particularly within a South African context compounded by race and gender. / Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 1999.

While most schooling in the Philippines currently takes place in a coeducational setting, it seems apparent that, although they are attending the same high schools, boys and girls are not getting the same education. In many areas of the Philippines, boys' dropout rates are almost three times that of girls'. As more females graduate from college, women are rapidly replacing men in many fields. / However, this does not mean that women are leaving their traditional responsibilities in the home. Quite the opposite, women are now finding themselves faced with double the work while men essentially find themselves without the training or skills to adapt to a changing society. / This dissertation looks specifically at the schooling of two communities in the central Philippines. Looking at one school from a very rural village and another in a larger city, I examine the historical and sociological traditions of the Philippines and the island of Panay specifically. I investigate the reasons for girls' success while also looking at some reasons for boys' failure. I look closely at students' relationships with their schools, their teachers, their families, and with each other; I am trying to get a sense of how they perceive themselves and their world. / This dissertation uses qualitative research methods including lengthy observation and interview of students, families and teachers. It draws from the traditions of phenomenology and grounded theory, and is constructed in an interpretive anthropological tradition in which the narration is in first person singular and, where possible, the present tense.

Thesis (MEd) -- University of South Australia, 1994

Thesis (MEd)--University of South Australia, 1996

Thesis (Ed.D.)--University of Tulsa, 1988. / Bibliography: leaves 82-86.