The purpose of this study was to enrich our understanding of gender equity issues in coeducational and single-sex physical education classes. Student and teacher perceptions were examined through interviews, written descriptions of critical incidents, field observations and document analysis. The participants included 65 students in coeducational grade eight classes, 84 students in single-sex grade nine classes, and the physical education teacher from a suburban high school. Through inductive analysis and constant comparison, themes emerged regarding the teacher's equity strategies, advantages and disadvantages of coeducational and single-sex classes, and students' roles in perpetuating and rejecting gender stereotypes. Aware of gender issues, the teacher generally maintained an equitable atmosphere, but he also played a role in perpetuating gender stereotypes. Students identified peer interaction, increased competition, and challenge as positive aspects of coeducational classes. Girls often favored the atmosphere of girls' classes, and high ability boys preferred the competition in boys' classes. Classes were seen as based on a male norm, and boys often dominated. Student beliefs and behaviors indicated that they both rejected and perpetuated gender stereotypes. Ability levels appeared to play an important role in student perceptions. This research illustrates the need for a continued emphasis on gender sensitive physical education programs to enhance both girls' and boys' experiences.

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Thesis (M.Ed.)--University of Western Sydney, Nepean, 1991. / Cover title. Presented in partial fulfillment for the degree of Master of Education. Bibliography: leaves 34-37.

Thesis (M.A.)--University of North Carolina Wilmington, 2008. / Includes appendixes: 105-137. Title from PDF title page (viewed September 25, 2008) Includes bibliographical references (p. 105-137)

Thesis (M.I.T.)--The Evergreen State College, 2009. / Title from title screen (viewed 7/15/2009). Includes bibliographical references (leaves 94-101).

Thesis (M.I.T.)--The Evergreen State College, 2009. / Title from title screen (viewed 7/30/2009). Includes bibliographical references (leaves 110-116).

Cette thèse présente une étude comparative détaillée de la perception de la mixité chez les étudiants en STAPS, en France et en Syrie, en général et dans le cadre bien spécifique des pratiques sportives. Les différences culturelles et cultuelles fondamentales entre ces deux pays éclairent la mixité et l’égalité des sexes de nuances mises en évidence dans cette étude.Etudier la mixité au cours des activités physiques et sportives nous a naturellement conduit à évaluer les opinions, les croyances et les comportements de chacun par rapport à la mixité dans la vie sociale et quotidienne, puis à l’égalité des sexes dans les deux sociétés. D’un côté, cette notion est intégrée dans la société française et ses répercussions n’engagent pas de réforme en profondeur de la culture européenne moderne.De l’autre côté, dans la société syrienne, entre désir de modernité et crainte d’un changement identitaire radical, elle éclaire le dilemme d’une génération de deux points de vue : pour le premier, lever ce tabou est un enjeu vital. Le second estime la mixité comme une vitrine d’une évolution plus profonde. / This thesis is a detailed comparative study of the perception of coeducation among students in faculties of sport science in France and Syria, and especially during their sport practices.The fundamental differences, whether religious or cultural, between these two countries can illuminate coeducation and equality between the genders. They also elucidate the vivid and specific variations in their answers, which have been widely highlighted in this research.Studying coeducation in physical activity and sports has led us automatically to evaluate the opinions, beliefs and behaviors for each student in regard to the concept of coeducation in daily social life, and genders equality in both countries.On one hand, the concept of coeducation has been embedded in the French community. But its repercussions haven’t suggest critical foundations in modern European culture. On the other hand, inside the Syrian community, there is a craving for modernity along with a fear of radical changes in identity, this reflects a dilemma of a generation with two points of view: the first one considers eliminating these taboos as a vital concern. The second considers coeducation to be a shop window from which the observer could get what he/she needs, while hoping for a more profound change.

Submitted by RENATA FERNANDES DOS SANTOS null (renata.danse@gmail.com) on 2016-04-15T14:13:30Z No. of bitstreams: 1 DissertacaoRENATA-final-v2.pdf: 87739376 bytes, checksum: 28801d8b5e7178840686f9e90ea9d57f (MD5) / Approved for entry into archive by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br) on 2016-04-18T19:40:54Z (GMT) No. of bitstreams: 1 santos_rf_me_ia.pdf: 87739376 bytes, checksum: 28801d8b5e7178840686f9e90ea9d57f (MD5) / Made available in DSpace on 2016-04-18T19:40:54Z (GMT). No. of bitstreams: 1 santos_rf_me_ia.pdf: 87739376 bytes, checksum: 28801d8b5e7178840686f9e90ea9d57f (MD5) Previous issue date: 2016-03-17 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta dissertação tem como objetivo discutir e refletir sobre a coeducação entre gerações a partir de minha participação como pesquisadora e agente colaboradora no processo de criação de Memorial dos ossos ou o que existe de inter-resistente em mim (2014), desenvolvido pelo grupo Flor de Pequi – brincadeiras e ritos populares (Pirenópolis - GO), sob direção de Daraína Pregnolatto e Daniela Dini. A reflexão decorrida desta experiência visa responder às perguntas centrais: o que a coeducação entre gerações proporcionou ao processo de criação de Memorial dos Ossos? Quando e de que maneira a coeducação se apresenta? E ela permite e proporciona material para um processo de criação? Fizeram parte do processo de criação objeto desta pesquisa 44 pessoas de 4 a 98 anos, tendo 27 delas permanecido até o fim, como parte do elenco ou equipe de criação. O ambiente, o tempo, as ações e os agentes da educação não-formal compõem o território e o lugar deste estudo. Em termos metodológicos, trata-se de uma pesquisa empírica com abordagem qualitativa em que foram utilizados os instrumentos de coleta de dados: observação participante, diário de bordo, registros audiovisuais e coleta de depoimentos. As referências teóricas desta pesquisa são Walter Benjamin (1994; 2002), que nos ajuda a discutir a oralidade, narratividade e experiência; Larrosa (2011; 2014a; 2014b; 2014c) que ilumina a ideia de experiência na pesquisa; Simone de Beauvoir (1990) que contribui a respeito do lugar do idoso na sociedade; bem como Paulo de Salles Oliveira (1996; 1998; 2008; 2011) e José Carlos Ferrigno (2009; 2010; 2012; 2013), que embasam as reflexões acerca da coeducação entre gerações de forma mais específica. / This dissertation aims to discuss and reflect on coeducation between generations conducted by my participation, as researcher and as collaborative artist, at the creation process of the performance Memorial dos ossos ou o que existe de interresistente em mim (2014), developed by Flor de Pequi – brincadeiras e ritos populares (Pirenópolis - GO), directed by Daraina Pregnolatto and Daniela Dini. The reflection elapsed from this experiment aims to answer the central question: what did coeducation between generations provide to the dance creation process of Memorial dos Ossos? When and how coeducation presents itself? Does it allow and provide material for a creation process? The focus of this investigation are 44 people of 4-98 years old, of which 27 remained until the end, as part of the cast and creative team. The environment, the time, the actions and the agents of non-formal education compose the territory and the emplacement of this study. In terms of methodology, it is an empirical research with qualitative approach in which data collection instruments were used: participant observation, logbook, audiovisual recordings and collection of testimonies. The theoretical references of this research are Walter Benjamin (1994; 2002), which helps us to discuss orality, narrative and experience; Larrosa (2011, 2014a, 2014b, 2014c) that illuminates the idea of experience in research; Simone de Beauvoir (1990) which contributes about the place of the elderly in society; and Paulo de Salles Oliveira (1996; 1998; 2008; 2011) and Jose Carlos Ferrigno (2009; 2010; 2012; 2013), that support the reflections on coeducation between generations more specifically.

The aim of this study is to examine the gender effects of the introduction of coeducation in the Swedish scout and guide movement in the late 1960’s. Using Simone de Beauvoir’s concept of transcendence and immanence, the study initially focuses on the differences between and characteristics of the two social communities formed by the female-only Swedish Girl Scout Association (Sveriges Flickors Scoutförbund) and the male-only Scout Association of Sweden (Sveriges Scoutförbund). The focus is on how the two associations constructed gender, and how the differences are to be interpreted. It is clear from the study that the transcendence of the individual girl was an important educational goal in the Girl Scout Association’s construction of gender. With the organization’s intellectual roots in the reform-pedagogics’ movement, it stressed independence and self-reliance, and fostered an egalitarian, non-hierarchical outlook on the Girl Scout movement nationally and internationally. The individual Girl Scout’s ability to act morally was presumed to be intrinsic. The male Scout Association, on the other hand, being pedagogically closer to the original ideas of Scouting’s founder Baden-Powell, focused on discipline, adventure, physical training and regulation by external, universal rules in its construction of gender. These differing educational approaches fit in well with the results of the gender based research on scouting. Subsequently, the study compares these results with the new, coeducational programme launched in 1968, seven years after the merger of the two single sex associations into the joint Swedish Scout and Guide Association (Svenska Scoutförbundet). The questions in focus in this part of the study are which characteristics of the respective single sex associations prevailed, and how the merger can be understood from a gender perspective. The coeducational programme mainly reflected the previous values of the male-only Scout Association of Sweden. However, the new programme was not just a brush-up of the previous Boy Scout approach, but rather the thitherto-greatest break with the educational tradition carried on and step by step developed from Scouting for Boys. The need for such radical changes was most likely prompted by the fact that the Boy Scout movement of Sweden was finding itself increasingly out of touch with the post-war society.

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