Thesis (M. Sc. (Statistics)) -- University of Limpopo, 2018 / TheEllisrasLongitudinalStudy(ELS)openedthepossibilitiesforunderstandingthegrowthvariationsamongchildreninruralSouthAfrica. Theaimofthe study was to analyse the growth spurt in height and weight of children using the ELS. This is part of the on going ELS and this study followed secondary analytical longitudinal study using data collected from November 1996 to November 2003. All children underwent a series of anthropometric measurements of height and weight according to the standard procedures recommended by the International Society for the Advancement of Kinanthropometry. The descriptive statistics was done for age, height, weight, velocity and acceleration by gender amongst rural children in Ellisras. Thelinearmixedmodelwasusedto analyse data. Based on the smallest values of AIC and BIC, the best model to fit the ELS data which was found to be the unstructured covariance structure model was chosen. The interaction between age and gender, which was significant at 5% level suggested that the relationship of age with growth varies depending on gender. There was also a significant positive linear relationship of age with distance. The onset of growth spurt for rural children in Ellisras was at 12.05 years for boys and at 12.32 years for girls, while the Senegalese boys took off earlier at 11.02 years. Ellisras rural boys and USA boys had their onset of growth spurt almost at the same age at 13 years for USA boys and 12.05 years for Ellisras rural boys. USA girls had their onset of growth spurt earlier at 11 years than Ellisras rural girls at 12.32 years. Newcastle upon Tyne adolescents reached ii their PHV at 14 and 12 years for boys and girls respectively, similarly with Ellisras rural children at 14.21 and 11.80 years for boys and girls respectively. Ellisras rural girls had their PHV at 11.80 years earlier than Ellisras rural boys at 14.21 years. Children in rural Ellisras in the ELS and their growth variations do not differ that much compared with other children across the world. Key words: Growth spurt, peak height velocity, boys, girls. / National Research Foundation (NRF)

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.

The problem addressed in the study was the lack of evidence on the efficacy of the single-gender educational model as compared to the coeducational model in increasing reading achievement for middle school boys in the local school district. Leaders in the district implemented the single-gender model to address the problem of an ongoing reading achievement gap among middle school boys and girls. The gap has also been noted nationally and leads to limited reading-dependent opportunities for boys. The purpose of this quantitative study was to compare the two educational models to determine whether the single-gender model offered advantages over the coeducational model as measured by standardized reading test scores. The study was grounded in Gardner's theory of multiple intelligences and Jensen's brain-based learning theory. A causal-comparative design was used to compare the two models. Archival data for 386 boys who were enrolled, but not necessarily continuously, in Grade 6 in 2011-2012, Grade 7 in 2012-2013, and Grade 8 in 2013-2014 were analyzed. The independent variable was school type (either single-gender or coeducational), and the dependent variable was standardized reading test scores. The one-way ANOVA and Kruskal-Wallis H tests indicated no statistically significant differences in reading test scores between school types. Based on the findings, a continuous improvement model was proposed in a white paper as an alternative solution to address reading achievement among middle school boys. This project has the potential to elicit positive social change for middle school students by revitalizing instruction and assessment strategies in both single-gender and coeducational schools to maximize reading achievement and learning outcomes.

An investigation of the physical education programs enlightens the physical educator to the extent that he is aware of the types and quality of programs carried on in his immediate area.

This thesis examined the changes in self-esteem of adolescent boys going through the school transition from a single-sex to a co-educational environment. The study combined an initial quantitative study followed by an in-depth qualitative study. The quantitative study used the Coopersmith self esteem instrument to measure the self-esteem of boys in Years 7 and 8 in the last year of the all boys' school. The same instrument was used twelve months later on the same students in Years 8 and 9 after the school had undergone the transition to co-education. Analysis of the data indicated that the boys' overall self-esteem had dropped significantly. The second part of the study was a qualitative study to investigate more fully the effect of the transition on the boys at the school. This part of the study was based on data collected from interviews with twenty seven boys and nine staff, as well as various informal interviews and observations made by the author over the period 1998 to 2004. The qualitative study used the principles of grounded theory (Glasser & Strauss, 1967) to draw out the factors and related phenomena to crystallize why the boys' self-esteem may have been adversely affected. Through this process, three key factors emerged; Everybody's Looking at Me (reflecting social self-esteem), Girls Hold You Back a Step and Academic Stuff (both reflecting academic self-esteem). The qualitative study pointed to why the boys may have felt less favourably about themselves in the co-educational environment. These findings are discussed in detail in relation to the extant literature.

Bibliography: leaves 264-273. Ch. 1: Introduction -- Ch. 2: Religion -- Ch. 3: Princes men -- Ch. 4. School culture and impact -- Ch. 5: Discipline -- Ch. 6: Competition and success -- Ch. 7: Conclusions. "This study is an oral history based on interviews with fifty men who left Prince Alfred College (PAC) between 1960-65. The aim was to define the codes of masculinity that were accepted and taught at the school and any other definitions of masculinity that were occurring simultaneously" -- abstract.

This research explored the understandings and perceptions of teacher leadership in the Year 8 classroom, as expressed by teachers and students at a Catholic school, and the relationship between this leadership and boys’ academic motivation. The researcher assumed that the classroom is an organisation (Cheng, 1994) where all teachers, perhaps even unknowingly (Crowther, 1996), exercise leadership and, furthermore, that this leadership results in positively influencing boys’ willingness to learn. The research was targeted at Year 8, the first year of high school in South Australia, because academic motivation is considered most problematic during and after transition into high school (Maehr & Midgley, 1991). The research was interpretivist, with symbolic interactionism as the theoretical perspective. The methodology adopted was case study, and data were collected using: a) Focus group interviews with eight members of the Year 8 ‘core’ teaching team on issues pertaining to teacher leadership in the classroom and how this positively influences boys’ academic motivation. b) A survey questionnaire about academic motivation, distributed to thirty-nine specially identified Year 8 students. c) Interviews with five key Year 8 student informants about teacher leadership and its impact on boys’ academic motivation. Data were analysed using a “general analytic strategy” (Yin, 1994, p.102), which included the adoption of a method of “successive approximation” (Neumann, 1997, p.427). Five categories of teacher leadership in the Year 8 classroom were identified: service; authenticity; transformation; empowerment; and community. The research also established that each category involves an array of qualities that help teacher leaders strengthen relationships in the classroom, and a set of actions that enable teacher leaders to help boys complete classroom tasks. Further, results indicate that by strengthening relationships and supporting boys to complete tasks, teacher leaders positively influence boys’ academic motivation. In addition, the research presents a framework for understanding and discussing the relationship between teacher leadership and boys’ academic motivation. This framework draws attention to the relational qualities and task specific strategies in each category of classroom leadership that positively influence boys’ academic motivation.

The impetus of this study was a concern for the education and general welfare of boys. The interest in boys’ education has grown notably over the past ten years. This interest is evident in media reports, popular psychology texts, education reports and scholarly writing. Academic research on boys’ experience of education is less prolific although it does include studies conducted by Australian and international researchers. Central to this commentary on boys’ education is the concept of masculinity. Here there is a strong claim that boys’ academic performance and behaviour is influenced by the way they construct and live out masculine expressions. This research study is situated in a Catholic secondary school for boys (referred to as the College) and seeks to illumine the school experiences of students at the school. As school Counsellor I noted that some boys were displaying a lack of motivation for learning, resisted independent thinking and seemed to be opposed to authority. These characteristics, in turn, contributed to diminished academic performance and troublesome classroom behaviour. This observation raised issues in respect to the boys’ perceptions of masculinity and the various expressions of masculinity within the school. An analysis of historical and contemporary documents identified a mismatch between the stated vision and mission of the school and the structural organization it creates. This mismatch pointed to a critical gap between the stated purpose of its education and the social reality of boys’ educational experience. This critical gap was particularly evident in the school’s commitment to educating boys within a social justice framework. It seemed that investigation into the gender regime of the school and the implications this has for students was warranted. A review of literature in respect to the concept of masculinity and boys’ education served to further clarify the research problem and the purpose of this study. This review identified the various contemporary understandings of masculinity. It also explored the current debate about what is happening to boys in education and provided an outline of particular elements of the social constructionist’s understanding of collective masculinity expressions within a school setting. Commentary on how a school can configure its particular gender regime was of particular interest to this study. This review identified three research questions to guide this study. These questions are: Research Question 1: How do the students of the College understand masculinity? Research Question 2: What is the College’s gender regime? Research Question 3: What are the implications for students of the College’s gender regime? This research study was informed by a pragmatic understanding of the epistemology of constructivism and the principles associated with the theoretical framework of symbolic interactionism. A two-stage research design of exploration and inspection was employed to aid data collection, analysis and interpretation. In the exploratory stage data was collected through a questionnaire to 255 of the 301 Year 12 cohort. These data were analysed using both quantitative and qualitative methods and the results gave direction to the type of data needed in the second stage of the study, the stage of inspection. In the stage of inspection, data were obtained through two processes, one-to-one interviews and focus group discussions. An analysis of data collected in the second stage of the study led to the identification of a number of key findings in the way boys understand masculinity and the school has organized its gender regime. These findings highlight the domination of playing sport and the subordination and marginalization of other masculine expressions. They also give evidence of the existence of a critical gap between the school’s stated purpose based on Christian values, justice, holistic development, respect for the dignity of the individual, human striving and so on, and the reality it produces. The study concludes by outlining a number of recommendations that suggest themselves for the future development of the College. It recommends that the school introduce a gender education programme for students, review the gender regime that supports playing sport as the dominant masculine expression, and provide structures and opportunity for other masculine expressions to find approval and acceptance. Finally it is recommended that the vision that the school holds for the education of boys and its structural organization be open to scrutiny and exploration in order that what the school holds to be most important in the education of boys will be intentionally pursued.

This thesis focuses on disclosure of sexual abuse by men who were sexually abused either as children or adolescents. The research questions that it set out to answer were 'why and how do males in Australia disclose to another person that they have been sexually abused?' Aims were to understand disclosure from the perspective of male survivors in Australia, identify the factors that inhibit, trigger and facilitate disclosure, and develop a theory of disclosure reflecting the processes involved.

Overall, this thesis was designed to explore the nature of adolescent boys' body image, the effects of body image on body change strategies and psychological adjustment, and the factors that influence body image. The first study examined body image in 362 adolescent boys. Body image was considered in terms of attitudes to different body parts and attributes, including, lower, middle and upper body, as well as weight, shape and muscles. The relationships between Body Mass Index (BMI), body image, sociocultural messages, psychological adjustment and body change strategies, including strategies to decrease weight and increase muscles using food and exercise, drive for thinness, bulimic attitudes and behaviour, excessive exercise, food supplements to lose weight, increase muscles and steroids, were also investigated. Multiple regression analyses were used to examine the role of body image, sociocultural messages and psychological adjustment to predict satisfaction with different body attributes and body change strategies. The findings from study one led to the development of a program aimed at preventing the development of unhealthy attitudes and behaviours among adolescent boys. Study two involved the implementation and evaluation of this prevention program. One hundred and twenty one boys participated in the program. The program was based on social-cognitive theory, and included a focus on accepting differences and the development of self-esteem. The boys who participated in the program indicated some change in existing attitudes and showed less development of risk behaviours relative to the control group. The implications of the findings from this thesis in relation to future research, as well as the prevention of adolescent boys' body image problems are discussed.