• Refine Query
  • Source
  • Publication year
  • to
  • Language
  • 3
  • 3
  • 2
  • 2
  • 1
  • Tagged with
  • 13
  • 13
  • 8
  • 4
  • 4
  • 3
  • 3
  • 3
  • 3
  • 3
  • 3
  • 3
  • 3
  • 3
  • 3
  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Empirically assessing the threat of victimization: how victimization and gender mediate the relationship between perceived risk, fear of victimization and constrained behaviour

Wortman, Shauna 22 March 2010 (has links)
There are a number of issues within the fear of crime literature, such as problems defining and measuring fear of crime, which continue to exist. Thus, the first aim of this thesis was to empirically test a new fear of crime model that consists of three components: fear of victimization (emotive), perceived risk (cognitive) and constrained behaviour (behavioural). The multiple component theory posits that a reciprocal relationship exists between the components that contribute to people feeling threatened by criminal victimization (also referred to as the threat of victimization). Past research has also indicated that gender is always a significant predictor of fear of crime, and therefore was included in the test to assess if women continue to feel threatened by victimization more than men in the new model. Finally two common theories used to explain why women fear crime more than men; specifically gender construction that equates femininity with vulnerability and masculinity with invulnerability and prior experience with intimate partner violence and stalking, were explored. The data came from the Statistics Canada General Social Survey 2004: Cycle 18, which is a Canadian telephone survey that measures fear of crime as well as various types of criminal victimization. A quantitative analysis was done using multiple logistic regressions to assess all three objectives. Results for this thesis indicate that a reciprocal relationship exists between all three components of the threat of victimization and must continue to be measured as separate constructs. Perceived risk and constrained behaviour are particularly influenced by gender construction and intimate partner violence and stalking victimization. It is concluded that accurate and consistent measures need to be created for each of the components of the threat of victimization to facilitate validity, replication and comparison. As well, (in)vulnerability linked to masculinity and femininity, appear to have negative implications for both women and men in relation to the threat of victimization, which need to be addressed through education and active resistance.
2

Empirically assessing the threat of victimization: how victimization and gender mediate the relationship between perceived risk, fear of victimization and constrained behaviour

Wortman, Shauna 22 March 2010 (has links)
There are a number of issues within the fear of crime literature, such as problems defining and measuring fear of crime, which continue to exist. Thus, the first aim of this thesis was to empirically test a new fear of crime model that consists of three components: fear of victimization (emotive), perceived risk (cognitive) and constrained behaviour (behavioural). The multiple component theory posits that a reciprocal relationship exists between the components that contribute to people feeling threatened by criminal victimization (also referred to as the threat of victimization). Past research has also indicated that gender is always a significant predictor of fear of crime, and therefore was included in the test to assess if women continue to feel threatened by victimization more than men in the new model. Finally two common theories used to explain why women fear crime more than men; specifically gender construction that equates femininity with vulnerability and masculinity with invulnerability and prior experience with intimate partner violence and stalking, were explored. The data came from the Statistics Canada General Social Survey 2004: Cycle 18, which is a Canadian telephone survey that measures fear of crime as well as various types of criminal victimization. A quantitative analysis was done using multiple logistic regressions to assess all three objectives. Results for this thesis indicate that a reciprocal relationship exists between all three components of the threat of victimization and must continue to be measured as separate constructs. Perceived risk and constrained behaviour are particularly influenced by gender construction and intimate partner violence and stalking victimization. It is concluded that accurate and consistent measures need to be created for each of the components of the threat of victimization to facilitate validity, replication and comparison. As well, (in)vulnerability linked to masculinity and femininity, appear to have negative implications for both women and men in relation to the threat of victimization, which need to be addressed through education and active resistance.
3

Time for the boys? Gender equity policy, masculinities and the education of boys

Toussaint, Julian January 2005 (has links)
Since the early 1990s, there has been an increasing focus on the education of boys in the media, impacting more recently on education policy processes. Some previous research has documented the background to this focus, including the impact on earlier policies and programs addressing the education of girls. However, the ways in which discourses about masculinity have informed gender equity policies in education have not been analysed at a fine-grained level. This study identifies the major perspectives involved in debates about the education of boys, and the various discourses informing them 1) advocates for boys' perspectives informed by discourses including biological essentialism and anti-feminism; 2) feminist and profeminist perspectives and discourses; and 3) social psychological perspectives and discourses. A theoretical framework for understanding discourse and policy, as well as gender and masculinities is developed, drawing on critical discourse theory and theories about gender relations. Using critical discourse analysis, drawing on the work of Fairclough, I analyse the discourses about masculinity informing two recent policy documents: Gender Equity: A Framework for Australian Schools and Education Queensland's Boys Education Strategy. The study found that the Gender Equity Framework was primarily informed by (pro)feminist discourses, although advocates for boys discourses informed the Framework in significant ways as well. The Boys Education Strategy, while primarily framed by advocates for boys' discourses, was largely informed by (pro)feminist discourses at the micro level. In both cases, discourses marginalised in the broader culture and in the debates generally, such as those associated with marginal sexualities or minority cultural groups, were found to be marginal. These findings have implications for policy and policy processes, gender equity policy and for teacher education. In particular there is a need for further research on the role of the media in policy processes as well as work on developing teacher understanding of and responses to policy processes and the construction of gender and masculinities.
4

"Prinsessor är vackra, prinsar är tappra" : Böcker för barn ur ett genusperspektiv / "Princesses are beautiful, princes are brave" : Childrens books by a gender perspective

Pöhlitz, Sandra January 2016 (has links)
The aim of the study is to examine characters in books for children through a gender perspective. Partly I want to examine how female and male gender are constructed, partly how gender norms reproduce and/or challenges. This study proceeds from the following questions: ● How are female and male characters described in the books? ● What actions do female and male characters perform? ● How do the characters act towards characters of the opposite gender? The investigation is based on text analysis and the material consists of seven books for children. The theoretical basis is based on Butlers theory “gender performativity”, Hirdmans gender theory and Nikolajevas scheme of qualities of gender stereotypes. The result showed that the characters often seem to have gender stereotypical qualities. Female characters are more likely to behave as both male and female gender performativity and the male gender performativity and qualities of gender stereotypes are considered more valuable than female. To challenge gender norms we need to study and discuss literature, otherwise the gender norms will be maintained.
5

Konstrukce genderové identity v seriálu Dokonalý svět / Construction of gender identity within the series Dokonalý svět /the perfect world

Mlynářová, Martina January 2014 (has links)
The thesis analyzes the instruments of gender stereotypes reproduction and gender identity construction in Czech TV series Dokonalý svět. Is the media content gendered? With which instruments of gender stereotypes reproduction and gender identity construction is TV viewer confronted and on which levels? I use the theory of social construction of reality, the theory of the lenses of gender or the characters and narrative structure of the TV series (soup opera) to come to a conclusion. The thesis focuses on the fact that Dokonalý svět does not only reflect the stereotypes on the other hand. It confronts the standard gender orders by the comic character. The comedy character ridicules some gender stereotypes and shakes their social status.
6

Female students' experience of power dynamics as reflected in the negotiation of condom use.

Goodwin, Joanna Louise. January 2008 (has links)
<p><font face="Times New Roman" size="3"><font face="Times New Roman" size="3"> <p align="left">In this study, the two most dominant sexual discourses were the male sexual drive discourse and the have/hold discourse. These discourses, together with traditional gender constructions, made condom negotiation difficult for women. Nevertheless, the discourses and constructions were also resisted and challenged. This study was limited by its focus on heterosexual women and the negotiation of condom use. Future studies which explore alternate forms of safe sex, sexual orientation and allow men&rsquo / s experiences to emerge would provide greater insight.</p> </font></font></p>
7

Female students' experience of power dynamics as reflected in the negotiation of condom use.

Goodwin, Joanna Louise. January 2008 (has links)
<p><font face="Times New Roman" size="3"><font face="Times New Roman" size="3"> <p align="left">In this study, the two most dominant sexual discourses were the male sexual drive discourse and the have/hold discourse. These discourses, together with traditional gender constructions, made condom negotiation difficult for women. Nevertheless, the discourses and constructions were also resisted and challenged. This study was limited by its focus on heterosexual women and the negotiation of condom use. Future studies which explore alternate forms of safe sex, sexual orientation and allow men&rsquo / s experiences to emerge would provide greater insight.</p> </font></font></p>
8

A construção da infância em uma escola pública de educação infantil da cidade de São Paulo / The construction of childhood in a public school of early childhood education in the city of São Paulo

Moraes, Marcos Vinicius Malheiros 16 March 2012 (has links)
Propõe-se a realização de uma análise sobre a produção da infância em uma escola pública de educação infantil da cidade de São Paulo, a partir de uma teoria etnográfica que contemple os diversos contextos culturais e atores sociais envolvidos em sua produção. O objetivo desta análise é examinar a emergência de um drama infantil particular e a proveniência das crianças, que se constituem enquanto atores sociais no processo, embora a elas se atribua a qualidade de infante, por meio de um modo particular de relacionar-se com suas falas, regendo os sentidos por elas produzidos. Para evitar esta atribuição, a pesquisa deve escutar as falas infantis de um modo distinto daquele habitual, o que pode ser feito a partir da análise dos elementos residuais geralmente tidos como marginais nas experiências deste drama. Com o intuito de compreender a particularidade deste drama, enfatizaram-se os diferentes usos da mímesis na escola: como elemento na regência das relações de sentido e meio pelo qual se produz o organismo do ser aluno, mas, por outro lado, é preciso evidenciar a mímesis como fonte de estranhamentos em relação às realidades produzidas na escola, sobretudo a partir das performances e nos momentos de \"bagunça\". As brincadeiras apresentam-se como fontes para se compreender as perspectivas das crianças sobre as produções socioculturais de realidade em que elas se engajam: seja para tornar-se aluno, seja para distinguir-se enquanto menino ou menina. / It is proposed to conduct an analysis on the production of childhood in a public school of early childhood education in the city of São Paulo, from an ethnographic theory that considers the cultural context and social actors involved in its production. The purpose of this analysis is to examine the emergence of a childhood drama and the provenance of particular children, who are regarded as social actors in this social process which gives them their quality of infants through a particular way of relating with their speech, conducting the way they produce. To avoid this assignment, the research should listen to children speeches in a manner different from that usual, which can be done from the analysis of residual elements generally regarded as marginal in the experiences of this drama. In order to understand the peculiarity of this drama, emphasized the varying uses of mimesis in school: as an element in conducting of the relations of sense and means by which the body produces to be a student, but on the other hand, we must show mimesis as a source of estrangement from the realities produced in school, especially from the performances and moments of \"mess\". The games are presented as sources for understanding the perspectives of children on the production of socio-cultural reality in which they engage, is to become a student, is to distinguish himself as a boy or girl.
9

Female students’ experiences of power dynamics as reflected in the negotiation of condom use

Goodwin, Joanna Louise January 2008 (has links)
Magister Psychologiae - MPsych / In this study, the two most dominant sexual discourses were the male sexual drive discourse and the have/hold discourse. These discourses, together with traditional gender constructions, made condom negotiation difficult for women. Nevertheless, the discourses and constructions were also resisted and challenged. This study was limited by its focus on heterosexual women and the negotiation of condom use. Future studies which explore alternate forms of safe sex, sexual orientation and allow men’s experiences to emerge would provide greater insight.
10

A construção da infância em uma escola pública de educação infantil da cidade de São Paulo / The construction of childhood in a public school of early childhood education in the city of São Paulo

Marcos Vinicius Malheiros Moraes 16 March 2012 (has links)
Propõe-se a realização de uma análise sobre a produção da infância em uma escola pública de educação infantil da cidade de São Paulo, a partir de uma teoria etnográfica que contemple os diversos contextos culturais e atores sociais envolvidos em sua produção. O objetivo desta análise é examinar a emergência de um drama infantil particular e a proveniência das crianças, que se constituem enquanto atores sociais no processo, embora a elas se atribua a qualidade de infante, por meio de um modo particular de relacionar-se com suas falas, regendo os sentidos por elas produzidos. Para evitar esta atribuição, a pesquisa deve escutar as falas infantis de um modo distinto daquele habitual, o que pode ser feito a partir da análise dos elementos residuais geralmente tidos como marginais nas experiências deste drama. Com o intuito de compreender a particularidade deste drama, enfatizaram-se os diferentes usos da mímesis na escola: como elemento na regência das relações de sentido e meio pelo qual se produz o organismo do ser aluno, mas, por outro lado, é preciso evidenciar a mímesis como fonte de estranhamentos em relação às realidades produzidas na escola, sobretudo a partir das performances e nos momentos de \"bagunça\". As brincadeiras apresentam-se como fontes para se compreender as perspectivas das crianças sobre as produções socioculturais de realidade em que elas se engajam: seja para tornar-se aluno, seja para distinguir-se enquanto menino ou menina. / It is proposed to conduct an analysis on the production of childhood in a public school of early childhood education in the city of São Paulo, from an ethnographic theory that considers the cultural context and social actors involved in its production. The purpose of this analysis is to examine the emergence of a childhood drama and the provenance of particular children, who are regarded as social actors in this social process which gives them their quality of infants through a particular way of relating with their speech, conducting the way they produce. To avoid this assignment, the research should listen to children speeches in a manner different from that usual, which can be done from the analysis of residual elements generally regarded as marginal in the experiences of this drama. In order to understand the peculiarity of this drama, emphasized the varying uses of mimesis in school: as an element in conducting of the relations of sense and means by which the body produces to be a student, but on the other hand, we must show mimesis as a source of estrangement from the realities produced in school, especially from the performances and moments of \"mess\". The games are presented as sources for understanding the perspectives of children on the production of socio-cultural reality in which they engage, is to become a student, is to distinguish himself as a boy or girl.

Page generated in 0.1346 seconds