Thesis (M.Ed.)--Bowling Green State University, 2010. / Document formatted into pages; contains v, 84 p. Includes bibliographical references.

Thesis (M.Ed.)--Regis University, Denver, Colo., 2006. / Title from PDF title page (viewed on Sept. 25, 2006). Includes bibliographical references.

Thesis (M.S.)--Purdue University, 2002. / Includes bibliographical references (leaves 37-41).

[No abstract submitted] / Education, Faculty of / Graduate

No abstract included. / Arts, Faculty of / Philosophy, Department of / Graduate

Ph.D. University of the Witwatersrand, Faculty of Humanities, 2012 / The current study was aimed at exploring multiple voices of masculinity amongst township black adolescent boys in a particular South African setting of Alexandra Township, historically a working class community situated on the east side of Johannesburg. Thirty-two adolescent boys between the ages of 12 and 19 were recruited from two high schools in Alexandra and provided with disposable cameras to take 27 photos under the theme ‘my life as a boy’ in South Africa. Arrangements were made for these photos to be collected and processed. These photos were used to facilitate in-depth focus group discussions and individual interviews with each of the participants. In analyzing the data, the researcher combined discursive and applied psychoanalytic perspectives to identify meanings and contradictions that boys made in spoken texts about hegemonic and non-hegemonic masculinities. The key themes that emerged are that there are different ways of being a boy and that this process is characterised by mixed feelings of ambivalence, hesitation and self-doubt. It was evident that the process of negotiating all these voices of masculinity was not easy. The participants in the study seemed to simultaneously comply with and oppose hegemonic norms of masculinity in their narratives, revealing that negotiating alternative voices of young township masculinities is fraught with emotional costs and sacrifices. In conclusion, it is recommended that appropriate interventions need to be initiated and implemented to reduce high risk-taking behaviours associated with ‘hegemonic’ views of masculinity.

The problem of this study was an investigation into the relationships between personality adjustment and perceived behavior in school and dormitory life of the residents of Boys Ranch, Texas.

Western societies are increasingly becoming aware of the many problems facing boys and men. In Australia these problems include one of the highest youth suicide rates in the world, a high divorce rate, with most divorces being instigated by women, the breakdown of the family, and conflicting messages about what it is to be 'a man'. This study examines and describes how a group of 15-17 year old young men, who attend a private single sex school in Canberra, describe their beliefs and attitudes about becoming adult men. Participants were asked to respond to questions posed in a survey designed specifically for this research. These questions looked at relationships, gender roles, family, fatherhood, work and leisure and whether impending manhood appeared confusing. The context in which participants are situated is one of cultural and social flux; it was the current discourse and debate in Australia about how to be a man, men's issues, and the perception of men in crisis, which gave this study its broad contextual frame. Contrary to the conventional wisdom about boys/young men who attend elite private schools, the participants in this study emerged as egalitarian and flexible in their attitudes with regard to relationships, gender roles, parenting and work. This study therefore in part refutes the stereotypes, which surround students at private boys' schools, including those that purport that these students will hold predominantly hegemonic, traditional views about masculinity and their role as men. This thesis presents the voices of some three hundred young men, adding to an area of research, which is contested and vigorous in its development. By exploring the beliefs and attitudes of a group of Australians who are on the brink of manhood tentative insights have been offered, and, believe, some illumination gained. The dilemmas posed for meaningful adulthood for young men in Australia are very real. We need to listen to what young men have to say.

Thesis (M.Ed.)--York University, 2008. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 106-111). 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:MR38825

Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2006. / "A dissertation in education and urban leadership and policy studies." Advisor: Omiunota Ukpokodu. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Jan. 26, 2007. Includes bibliographical references (leaves 250-280). Online version of the print edition.