Thesis (M. A.)--Brigham Young University. Dept. of Recreation Management and Youth Leadership. / Includes bibliographical references.

Thesis (M.P.H.)--University of Hong Kong, 2005.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed on September 12, 2006). PDF text of dissertation: vii, 104 p. : ill. ; 4.63Mb. UMI publication number: 3211383. Includes bibliographical references. Also available in microfilm, microfiche and paper format.

Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 2009. / Title from first page of PDF file (viewed June 16, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 58-65).

Thesis (M.P.A. )--Kutztown University of Pennsylvania, 2004. / Source: Masters Abstracts International, Volume: 45-06, page: 2939. Typescript. Abstract precedes thesis as 1 preliminary leaf (iii ). Includes bibliographic references (leaves 76-78 ).

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Thesis (M.A.)--Georgia State University, 2005. / Title from title screen. Gabriel Kuperminc, committee chair; Julia Perilla, Rod Watts, committee members. Electronic text (42 p. : ill.) : digital, PDF file. Description based on contents viewed June 12, 2007. Includes bibliographical references (p. 33-36).

This thesis concerns itself with young women's (aged 14/15) discourses and practices of friendship at Hilltop, a large urban comprehensive school in the North of England. Young women's experiences of friendship are central to this thesis. This is reflected in the 'feminist research praxis' adopted, and the use of the following participatory research methods: multi-locational participant observation (curriculum classrooms, PSHE classroom, registration, corridors, dining hall, staff room, local 'hang out' areas), self-directed photography, and semi-structured group and individual interviews with young women. The use of participatory research methods when working with young women at school raises a number of ethical and moral dilemmas for the feminist researcher. These are discussed in-depth in chapter two, specifically in relation to a feminist 'politics of intervention'. Discourses of individuality and practices of (dis)identification (Skeggs, 1997) are central to understanding young women's complex and often contradictory constructions of friendship which serve to reproduce heterosexual and classed femininities. In all three empirical chapters relations of power are masked through practices of (dis )identification (Skeggs, 1997). Through the use of three case-studies chapter three focuses on young women's discourses of individuality and practices of (dis)identification. Young women's responses to 'heterosexual laddism' (Epstein and Johnson, 1998) in the 'sexuality education' classroom are discussed in chapter four. Finally, chapter five considers 'alternative' young women's discourses of 'distinctive individuality' (Muggleton, 2000) and spatial practices of (dis)identification. The material encountered in this thesis suggests that it is heterosexuality as masculinity and the 'male-in-the-head' (Holland et al, 1998) that benefits from the cultural suppression of young women's friendship through discourses of individuality and practices of (dis)identification.

Thesis (M.Sc.)--Brock University--[St. Catharines, Ontario, Canada], 2007. / Includes bibliographical references (leaves 123-135).

Thesis (M.M.) -- Florida State University, 2004. / Advisor: Jayne Standley, Florida State University, School of Music. Title and description from thesis home page (viewed 9-24-04). Document formatted into pages; contains 33 pages. Includes biographical sketch. Includes bibliographical references.