During adolescence, self-identified gay black males may develop their identities differently than their gay white male counterparts. This may be attributed to the reconciliation of stressors when developing gay, black, and male identities within certain environmental contexts. To investigate this, twelve qualitative interviews were conducted of gay black males from which developmental themes were extracted. While many of the developmental processes are similar to their white homosexual counterparts, some differences were noted regarding racism, objectification by the white gay community, and use of the internet to develop particular identities. A new theory using dynamic systems theory that includes many complexities of identity development is proposed. A hybrid story-like model was developed to illustrate the roles of lenses and buffers as they pertain to how an identity functions. Lenses allow a person to see their way through a variety of experiences; buffers contain coping mechanisms and skills to alleviate tension from negative experiences. Future research should include other minority groups and women for a more complete picture of identity development processes. This would allow better tools to be built that can be utilized by intervention designers.

<p>Syftet med denna studie är att undersöka och förstå hur killar i årskurs 3 på gymnasiets omvårdnadsprogram upplever sin situation som unga män på en kvinnodominerande yrkesutbildning. Analysen grundar sig i tidigare forskning om unga män i utbildning i allmänhet, unga män på omvårdnadsprogrammet, män som studerar till sjuksköterskor, manliga sjuksköterskor samt genus- och maskulinitetsteori. Ett kvalitativt tillvägagångssätt</p><p>valdes och fem semistrukturerade intervjuer genomfördes med fem unga män som går sista året på omvårdnadsprogrammet. Resultat visar att killarna generellt är positiva till utbildningen, både när det gäller deras</p><p>upplevelser i klassrummet och på fältet. Omgivningens inställning till valet av utbildning varierar, likaså har killarna delade åsikter om vilka som får störst utrymme i klasserna,</p><p>tjejerna eller killarna. På fältet upplever de flesta att de har fått ett positivt bemötande men att de ibland, på grund av få manliga kolleger, inte känt en så stark gemenskap. Det verkar som att killarna upplever att det finns olika kommunikationsstilar mellan män och kvinnor och att</p><p>det skulle kunna bli bättre, såväl i skolan som på fältet, med fler män inom omvårdnad.</p> / <p>The aim of this study is to investigate and understand how young men on the healthcare programme experience their situation as young men in a women-dominated vocational education. The analysis is based on earlier research on young men in education in general, young men on the health care programme, male student nurses, male nurses, masculinity and gender – and masculinity theories. A qualitative method was chosen and five semi structured interviews were carried out with five young men in their third year on the health care programme. The result indicates that the boys in general are positive to the education, both when it comes to their experiences in the classroom and on the field. Relatives and friends opinion of the choice of education varies and so does the young men opinions about who gets the largest space in the classroom, the girls or the boys. On the field most of the boys experience that they recive a friendly treatment but that they sometimes, due to few male co workers, not have felt any fellowship. It seams like the boys experience that men and women have different communication styles and that it would be better, both in school and practice, if there were more men in the fields of nursing.</p>

<p>The aim of this paper is to examine how young men of foreign background are pictured in the realistic adolescence novels of 2009. In my process of work I have used a classical schedule for literature analysis from which I have worked out a few questions to use on my texts. The questions are related to the main characters and some of the most important minor characters – all are young men with foreign background – and focuses on aspects of for example where they live, who their friends are and what they think about and dream of.</p><p>To put these pictures into a wider perspective I compare my results with the well known stereotype picturing of men with foreign background in media. I then discuss how or if this affects the young men’s picture of themselves and the majority society’s picture of them. Another part of my discussion is how school can provide good role models for their students and how and if we can work with these stereotypes. To relate to young men with foreign background I have used two culture studies.</p><p>The result of my analysis shows that the picturing of young men with foreign background tends to be stiff and static and closely stereotype. My conclusion is therefore that the picturing of young men with foreign background in the realistic adolescence novels of 2009 is familiar to the ones we can see in media. And from looking at the two culture studies I used, I can see that the stereotype pictures tend to affect how these young men picture themselves and also how the majority society pictures them. This can in the long run be dreadful for the self-image of these young men.</p>

In the last decade stratification within educational results has, in Sweden as in other countries, been framed as a matter of boys’ and young men’s under-achievement. The question of whether this is a problem, and if so, for whom and how to change the structure, has been discussed in research and educational policy. The aim of the thesis is to contribute to these fields and to enhance knowledge of young people’s gendered and classed identity processes, by analyzing how achievement and engagement were negotiated and given meaning in relation to young men. Previous research has primarily explored identity processes among “risk categories” or subordinated students. The objective here was to analyze how masculinity was accomplished via peer-group interactions within a rarely problematized category, through examining how upper middle-class young men identify themselves and are ascribed identities by others. The study’s design was inspired by ethnographic methodology and combined participant observation, semi-structured individual and group interviews and a background questionnaire. Identities, social categorizations (especially gender and class) and dominance-relations were thus analyzed from an actor-oriented perspective. The research participants were young men and women, age 15-16, in two school classes. The field work was conducted at, respectively, a Natural Science and a Vehicle Programme; educational settings with connotations to masculinity but significantly different in terms of class. The study enrolled a total of fifty-six students, but focus is upon the fifteen young men among the natural science students.  High achievement and under-achievement, high social and cognitive ability, and group loyalty are main themes in the study. Identity claims were analyzed in relation to the practices through which they were negotiated, e.g. self-hindrance. Similar to other research, the results emphasize the relationship between masculinity and “effortless achievement”. The concept “under-achievement” is developed as an analytical tool, by distinguishing between five dimensions.

The topic of this study is girls and boys in the field of child welfare. The aim has been to trace and describe conceptions of gender, delinquency and social problems in child welfare from the end of the nineteenth century until the middle of the twentieth century. The sources of data in the study consist of legislative documents, journals and other historical literature representing the professional discourse. Two analytical approaches have been used. First, the sources were employed for descriptions of legislation and the legislative processes in child welfare. Second, the material was analyzed with a discursive approach to elucidate conceptions of gender and their importance in the legislative process and thus in the construction of social problems. Three main periods with different currants of ideas have been identified. In the first period moralism dominated. Thoughts about social problems were based in normative assumptions and scientific influences were rare. Child welfare legislation was deeply influenced by ideas of social control. Young people were to be controlled and disciplined especially through work: Girls through household work and care and boys through paid work. In the second period hygienism, ideas based in hygiene discourses, were the main trend. Genetically based arguments together with discussions about morality and poverty were used to explain social problems, and scientific methods were to be used to discipline and control young people. Proposals for measures take against social problems corresponded to two main lines, a hygienic-medical line and a social pedagogic line. The hygienic-medical line had a considerable influence on actions taken to prevent and deal with social problems. One example was the compulsory care and sterilization of certain young women to prevent them from reproducing. The social pedagogic line comprised parents’ education, the role of the family and sexual education. An increased use of psychological explanations for experiences and behaviour among individuals and groups was seen in the 1930’s; this marked the beginning of the third period, psychologism. During the period of psychologism, science, mainly represented by psychology and psychiatry, gradually achieved a greater impact in those processes where young people were categorized as social problems. If in the previous period external discipline was the means of control, in this period internalized self-discipline was to be the means of adjustment. The study showed that conceptions of girls and boys in child welfare were gendered throughout the first half of the twentieth century. This bias has had an impact on how girls and boys were treated in child welfare services. Discussions about social problems concerning girls were often about sexuality and sexual actions, and discussions concerning boys were about violence and criminality. Social problems among girls were seen above all as moral transgressions and social problems among boys as juridical transgressions. These differing conceptions are of great importance when considering how girls and boys were judged and treated according to the child welfare Acts in existence during the first part of the twentieth century.

Syftet med denna studie är att undersöka och förstå hur killar i årskurs 3 på gymnasiets omvårdnadsprogram upplever sin situation som unga män på en kvinnodominerande yrkesutbildning. Analysen grundar sig i tidigare forskning om unga män i utbildning i allmänhet, unga män på omvårdnadsprogrammet, män som studerar till sjuksköterskor, manliga sjuksköterskor samt genus- och maskulinitetsteori. Ett kvalitativt tillvägagångssätt valdes och fem semistrukturerade intervjuer genomfördes med fem unga män som går sista året på omvårdnadsprogrammet. Resultat visar att killarna generellt är positiva till utbildningen, både när det gäller deras upplevelser i klassrummet och på fältet. Omgivningens inställning till valet av utbildning varierar, likaså har killarna delade åsikter om vilka som får störst utrymme i klasserna, tjejerna eller killarna. På fältet upplever de flesta att de har fått ett positivt bemötande men att de ibland, på grund av få manliga kolleger, inte känt en så stark gemenskap. Det verkar som att killarna upplever att det finns olika kommunikationsstilar mellan män och kvinnor och att det skulle kunna bli bättre, såväl i skolan som på fältet, med fler män inom omvårdnad. / The aim of this study is to investigate and understand how young men on the healthcare programme experience their situation as young men in a women-dominated vocational education. The analysis is based on earlier research on young men in education in general, young men on the health care programme, male student nurses, male nurses, masculinity and gender – and masculinity theories. A qualitative method was chosen and five semi structured interviews were carried out with five young men in their third year on the health care programme. The result indicates that the boys in general are positive to the education, both when it comes to their experiences in the classroom and on the field. Relatives and friends opinion of the choice of education varies and so does the young men opinions about who gets the largest space in the classroom, the girls or the boys. On the field most of the boys experience that they recive a friendly treatment but that they sometimes, due to few male co workers, not have felt any fellowship. It seams like the boys experience that men and women have different communication styles and that it would be better, both in school and practice, if there were more men in the fields of nursing.

The honour norm is strong within the Middle East but is scattered all over the world. As a result of immigration, the honorary context has become more established in Sweden. Violence, committed in the name of honour, is commonly executed by male family members. Thus, young men are forced, in some degree, to participate in the oppression and control of their sisters. Violence exercised in the name of honour, can be traced back to the patriarchal family system in which woman are subordinate to men. The purpose of this study is to highlight the young men's subjective perspective to honour and honour-related violence, as well as if they have managed to distance themselves from it. In the study, interviews are conducted with four young men. The results obtained show that some of the young men have an ambivalent attitude to certain matters relating to honour and what is not acceptable female behaviour. The results reveal that certain parts of the patriarchal thinking are identified in the opinions of some of the young men interviewed. Further, the results also suggest that education and community action are essential for the discussion of honour and the honour norm, in order to create change.

The aim of this paper is to examine how young men of foreign background are pictured in the realistic adolescence novels of 2009. In my process of work I have used a classical schedule for literature analysis from which I have worked out a few questions to use on my texts. The questions are related to the main characters and some of the most important minor characters – all are young men with foreign background – and focuses on aspects of for example where they live, who their friends are and what they think about and dream of. To put these pictures into a wider perspective I compare my results with the well known stereotype picturing of men with foreign background in media. I then discuss how or if this affects the young men’s picture of themselves and the majority society’s picture of them. Another part of my discussion is how school can provide good role models for their students and how and if we can work with these stereotypes. To relate to young men with foreign background I have used two culture studies. The result of my analysis shows that the picturing of young men with foreign background tends to be stiff and static and closely stereotype. My conclusion is therefore that the picturing of young men with foreign background in the realistic adolescence novels of 2009 is familiar to the ones we can see in media. And from looking at the two culture studies I used, I can see that the stereotype pictures tend to affect how these young men picture themselves and also how the majority society pictures them. This can in the long run be dreadful for the self-image of these young men.

This paper focuses on boys and young men's attitudes, knowledge and practices with regard to pregnancy and HIV infection. The objective of the study is to ascertain how boys and young men perceive the risks of pregnancy and HIV infection. The study further investigates the strategies which the sexually active respondents considered as appropriate, practical and effective in coping with these risks. The study was based on the secondary data which was extracted from the transitions to adulthood survey conducted in KwaZulu Natal during 2001. The analysis was restricted to young men aged 14 to 24 years. The major findings from the study revealed that young men did not perceive themselves at risk of HIV infection. Overall, respondents were fairly knowledgeable about HIV/AIDS and knew where to access condoms, how HIV is contracted or transmitted etc. Findings also indicated that many respondents regarded pregnancy as a matter of great concern. Many respondents perceived pregnancy as highly problematic and were concerned to protect themselves against this risk. The major finding for this study revealed that the majority of sexually active young men used condoms for preventing both pregnancy and HIV/AIDS; while some also used various contraceptive methods to prevent pregnancy. A major factor promoting consistent condom use was the perception of pregnancy as highly problematic. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2006.

Zugl.: Osnabrück, Univ., Diss., 2005