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  • 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

Gender Differences in How Children Experience, Explain, and Cope with Bullying

Rosen, Nicole Lise January 2015 (has links)
No description available.
2

Lesbi Honest: Barriers to Identifying and Actualizing Sexuality as a "Later in Life Lesbian"

Graves, Alayna Louann 30 May 2023 (has links)
The growth of Queer Sociology has produced a body of research focused on LGBTQ identity formation, while less has been discovered about subsets of this community, including later-life lesbians who were previously partnered in long-term heterosexual relationships with cisgender men. Several theories, including the Cass Theory of Sexual Orientation Identity Formation and Fassinger's Theory, provide a model which LGBTQ people may progress through as they develop their sexual orientation identity. These models provide insight towards the development of a lesbian identification later in life. Through sixteen in-depth interviews with lesbians in the United States who did not identify as lesbian until after age thirty-five, I examine the social barriers that impact these women's identity formation processes, and examine how sexual orientation identity development theories help us understand this process. My findings reveal that heteronormativity, compulsory heterosexuality, lack of representation, gendered expectations, and the pursuit of success all acted as societal barriers that delayed these women in their sexual orientation identity development. Thus, we see that Cass' recognition of the importance of the sociocultural environment is vital. However, the theory's commitment to linearity is still questionable, and her theory may not provide enough flexibility for the fluidity of sexual orientation. Alternatively, Fassinger's theory provides more space for sexual orientation to exist as a process of continuous development. / Master of Science / The field of Sociology expanded to research LGBTQ experiences and identities in the 1980's and 90's, forming the study of Queer Sociology. Since this formation, smaller subsets of the community have yet to be explored. This includes women who came to a lesbian identification later in life (after the age of thirty-five) who were previously partnered in long-term heterosexual relationships with cisgender men. These women are known as later life lesbians. Within the field of Queer Sociology, several theories have been developed to provide a process which LGBTQ people may progress through as they develop their sexual orientation identity. This includes the Cass Theory of Sexual Orientation Identity Formation and Fassinger's Theory. These models can be used to provide insight into the sexual orientation identity development of later life lesbians. Through sixteen interviews with later life lesbians, I examine the social factors that impact these women's sexual identity formation processes, and examine how sexual orientation identity development theories help us understand this process. My findings reveal that the societal expectation of heterosexuality, lack of queer representation, gendered expectations, and the pursuit of success all acted as societal barriers that delayed these women in their sexual orientation identity development. Based on these social factors, we see that Cass' recognition of the importance of the social and cultural environment is vital. However, Cass also commits to a linear development of sexual orientation identity, which remains questionable. Additionally, her theory may not provide enough flexibility for the fluidity of sexual orientation. Alternatively, Fassinger's theory provides more space for sexual orientation to exist as a process of continuous development.
3

An Emerging Masculinity: A Qualitative Study of Majority-status Men's Gender Socialization

Sargent, Emily C. M. 03 May 2022 (has links)
No description available.
4

The Role of Social Media as a Gender Socialization Agent for Cisgender College Students

Rodrigues, Kelli January 2022 (has links)
Thesis advisor: Stephen Pfohl / This research project looks at components of gender socialization for cisgender college students. Expanding on pre-existing research, I consider traditional agents of socialization and argue that social media should be newly considered as a primary agent of socialization. To do this, I interviewed 12 cisgender college students (aged 19-23). The traditional routes of socialization and social media were both found to be important gender socialization factors. Interestingly, social media was found to have two contradicting functions. It served to counter traditional ideas of gender through its role providing education and exposure to diverse identities. At the same time, though, participants also reported normative ideas on the types of posts that different genders were expected to publish, feeling pressure to meet these standards. As social media only continues to become more pervasive, this provides an important avenue for research on the role that it has played in a population that has been on these websites for nearly a decade. / Thesis (BA) — Boston College, 2022. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: Departmental Honors. / Discipline: Sociology.
5

On the Making of Man: A Qualitative Study on the Meaning of Motherhood, Issues of Masculinity, and the Experience of Raising a Son

Hansen, Katherine Gentry 13 November 2002 (has links)
This qualitative research focuses on the meanings that contemporary, working women assign to the experience of motherhood, how the role of work intersects the role of motherhood, and how these women are constructing and deconstructing gender with their preschool-age sons. Feminist and symbolic interactionist perspectives are utilized to ground the study empirically. The results are based on the in-depth interviews the researcher conducted with five working mothers living in a rural, college town. / Master of Science
6

Socialisations de genre, identité sexuée et expérience scolaire : dynamiques d'acculturation et de personnalisation chez le jeune enfant scolarisé en grande section de maternelle / Gender socialization, gender identity and school experience : acculturation and personalization for young chidren in third grade of kindergarden

Mieyaa, Yoan 19 September 2012 (has links)
Le principal objectif de notre recherche est de rendre compte des mécanismes psycho-sociaux par lesquels les enfants, âgés de 5-6 ans et scolarisés en grande section de maternelle, se différencient progressivement en tant qu’individus sexués et s’inscrivent dans des parcours scolaires genrés. En référence à une conception de la socialisation qui distingue un versant de l’acculturation et un versant de la personnalisation (Malrieu & Malrieu, 1973), nous formulons l’hypothèse selon laquelle l’identité sexuée médiatise et personnalise l’influence de la socialisation de genre familiale et scolaire sur l’élaboration de l’expérience scolaire des jeunes enfants, en raison du degré de stéréotypie et du niveau d’hétérogénéité de ces milieux de socialisation et de la période de développement des jeunes enfants.Pour tester cette hypothèse, nous avons privilégié une méthodologie centrée sur le point de vue de l’ensemble des sujets concernés (adultes et enfants). Nous avons interrogé, à l’aide d’un questionnaire d’enquête, les parents (pères et mères) de 61 enfants scolarisés en grande section d’école maternelle, leurs enseignants et A.T.S.E.M. sur plusieurs dimensions de la socialisation de genre. L’identité sexuée de l’enfant a été appréhendée à l’aide du P.S.A.I. (Golombok & Rust, 1993), du B.S.R.I. adapté par Tostain (1993) et du test de la constance de genre (Dafflon Novelle, 2010). Enfin, l’expérience scolaire a été étudiée sur la base d’un entretien semi-directif réalisé auprès des enfants.Les principaux résultats mettent en évidence trois types d’expérience scolaire : « conforme », « agonistique » et « épistémique ». Si la socialisation de genre scolaire, via la transmission de valeurs éducatives, oriente principalement l’expérience scolaire des enfants, la socialisation de genre familiale, quant à elle, influence plus particulièrement la construction de l’identité sexuée. En outre, quelques liens apparaissent entre l’identité sexuée et l’expérience scolaire des jeunes enfants. Bien que les analyses réalisées ne permettent pas d’établir le rôle médiateur de l’identité sexuée, l’ensemble de ces résultats confirme la pertinence d’adopter un modèle théorique de la socialisation plurielle et conflictuelle qui examine les liens entre les processus d’acculturation et de personnalisation dans l’étude de la construction des trajectoires scolaires différenciées des filles et des garçons, et ce dès le plus jeune âge. Sous ce modèle, la prise en compte de la construction de l’identité sexuée permet de mieux saisir la part active de l’enfant dans l’élaboration de son expérience scolaire. / The main objective of our research is to account for the psychosocial mechanism by which children, aged 5-6 years and who attend to nursery school, progressively differentiate themselves as boys and girls and fit into gender school development. In reference to a conception of socialization which distinguishes a side of acculturation and a side of personalization (Malrieu & Malrieu, 1973), our hypothesis is the following : Gender identity mediates the influence of family and school gender socialization on the construction of school experience, because of the degree of stereotypy and the degree of heterogeneity of these socialization backgrounds and of the developmental step of the children. In order to test this hypotesis, we choose a methodology centered on the point of view of all the subjects concerned (adults and children). We proposed a questionnaire on several dimensions of gender socialization to the adults (fathers and mothers of 61 children attended nursery school, theirs teachers and their “A.T.S.E.M”. Child’s gender identity was examined with the P.S.A.I; (Golombok & Rust, 1993), the B.S.R.I. adapted by Tostain (1993) and the test of gender constancy (Dafflon Novelle, 2010).School experience was examined with a semi-directive interview.The main results highlight three types of school experience: “conform”, “agonistic” and “epistemic”. If school gender socialization, with the transmission of educational values, influences children’s school experience, family gender socialization influences the construction of gender identity. Some links appear between children’s gender identity and their school experience. Although the analyses don’t permit to establish the mediator role of gender identity, the results as a whole confirm the pertinence to adopt a theoretical model of a plural and conflicting socialization which examines the links between the processes of acculturation and personalization in the study of the construction of the girls and boys school development from the early age. Within this model, the consideration of child’s gender identity allows to better understand in the construction of his/her school experience.
7

Intergenerational transmission of gender segregation : Parents’ Roles in Shaping Children’s Occupational Aspirations

Huuva, Lou January 2015 (has links)
Most men and women are employed in occupations largely dominated by people of their own sex. Since occupational aspirations have proven to predict future labor market behavior it is of importance to study young boys’ and girls’ occupational preferences. With the use of a survey based on Swedish 15-year-old children this study examines the association between the gender composition of parent’s occupation and the gender composition of children’s most preferred occupation. Drawing from the sex-role model that emphasizes the importance of the same-sex parents in forming children’s preferences, this study has investigated whether the gender composition of mothers’ (fathers’) occupations has an impact on the gender composition of girls’ (boys’) occupational aspirations. In line with previous research, the sex-role model received support for girls. But the observed association between fathers and sons disappear upon adding control variables. It was also hypothesized that the mothers’ generation entry into high status occupation would make children more likely to also regard their opposite sex parents as a role model. However, this hypothesis did not receive support. The result for girls can be interpreted as a sign that sex-role modeling some extent can be one reason behind the persistent sex segregation in the labor market.
8

Examining Gender Differences in Persistence in Higher Education Among African American Students

Townsend, Yvonne 01 January 2011 (has links)
This Study examined issues related to persistence in higher education among African American students, using the prominent model proposed by Vincent Tinto. The intentions were to examine the growing gender gap among African American students. The study examines factors from the Tinto model such as high school GPA, College GPA, college social integration and academic integration to try and explain the effects of gender among African American students. This research also attempts to elaborate the Tinto model by considering high school extracurricular activities as a pre-entry attribute that has an effect on persistence in higher education. Use of the Tinto model, even in an elaborated state, did not explain the effects of gender among African American students. This research suggests that other factors not included in the model have some effect on student persistence; one such factor could be gender socialization which can lead to different patterns in educational achievement.
9

Affective Intervention: Beyond Campus Rape Prevention

Dean, Mary MacRorie 20 May 2015 (has links)
No description available.
10

A Content-Analytic Meta-Analysis of Gender Stereotyping in Screen Media

Essig, Lee Whitney 01 April 2018 (has links)
Thousands of studies have investigated the gendered portrayals in various forms of media. Researchers believe that considering gendered media content is important, as gender stereotypes have been found to influence development, often with adverse outcomes. Although a vast body of research on gender stereotypes has accumulated, little effort has been made to synthesize this literature. The purpose of this paper is to collect and analyze the results of content-analytic studies of gender portrayals across several forms of media including television, television commercials, movies, video games, music videos, and various forms of print media into a comprehensive paper on gender stereotypes in the media. Results of the analyses indicated that gender stereotypes and roles are still reinforced in the media, particularly in American and Middle-Eastern media. Additionally, while gendered roles are still reinforced, there is evidence of some decrease in gender stereotyping over time. Implications of these findings and future directions are discussed.

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