Polygyny has been defended by some men in terms of ‘tradition and culture’ but a cursory observation suggests that it is currently being embraced even amongst women. It seems that some women are willing to allow a husband to take a second wife and even in arranged marriages some women seem content to enter into a polygynous union because they will be answering the call of duty. This study seeks to explore why even some middle-class educated women enter polygynous marriages. The study is different than the previous studies conducted because it focused on women who were educated and had employment that made them financially independent. Previous studies focused on poor rural women who had no better option but to marry into polygynous marriages for a better life because in the past it was only wealthy men who could afford to support more than one family and unfortunately that is not the case in today’s society, now it is just any man who wants to ‘elevate his manhood’ by having more than one wife but who he cannot support. The findings showed women entered such unions for numerous reasons such as love, family and societal pressures as well as desperation to have a higher social standing in the community than a single woman. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2011.

This research explores transformative learning occurring through the Farmer Field Schools of the Taita Hills, Kenya using a qualitative, case study approach. The findings reveal that cultural roles and premises profoundly impacted learning and that a mixed-group setting could contribute to closing the gap between gender inequalities, leading to a more just and sustainable type of agriculture.

<p> Sport for Development and Peace (SDP) is an international development movement that uses sport to address international humanitarian issues, including education on preventing HIV/AIDS, peaceful resolutions in communities experiencing conflict, and establishing gender equality in male-dominated societies. The emergence of SDP as a branch of international development over the last decade has garnered much attention. National governments, non-governmental organizations, and scholars have involved themselves in the process of SDP. The attention that SDP has attracted by these parties has been both practical and theoretical. Scholarly studies by prior researchers on SDP have included suggestions on best practices, and how people working in SDP process and handle programming based on a particular world view. Therefore, this study aimed to address how American SDP interns reflected on their internship experiences. The purpose of this study was to examine qualitatively former American SDP interns' program experiences. Semi-structured interviews were conducted with eleven former American SDP interns. The findings indicated that, in their role as American SDP interns, the participants were at once complicit in and resistant to reproducing inequitable power relations, personal ideologies and Americanization processes while in their host countries.</p><p> <i>Keywords: Sport for Development and Peace, Americanization, Interns. </i></p>

<p> Compared to actual infidelity, little research has been carried out on intended infidelity. Based on male-female differences in sexual interest, stronger male than female interest in extra-dyadic sex (EDS) was predicted. The effects of relationship quality and individual differences in sexual interest, sensation seeking, and masculinity on intended EDS were also assessed. Males scored significantly higher than females on almost all sexual interest variables and indicated a significantly greater interest in EDS. </p><p> Sexual interest, as measured by socio-sexual orientation (SO), was a much stronger predictor of intended EDS than gender or relationship quality. SO fully mediated the effect of gender on EDS; however, sensation seeking and masculinity revealed no mediation. Contrary to expectations, relationship satisfaction had a greater impact on intended EDS at higher levels than at lower levels of SO. Willingness to have sex with someone who is already in a relationship proved the strongest predictor of intended EDS. </p><p> <i>Keywords:</i> Infidelity, Male, Female, Sexuality, Extra-dyadic sex (EDS), Relationship quality, Socio-sexual orientation (SO).</p>

<p> Common discourse concerning the educational trajectories of African American males consists of dismal future outcomes due to defective schooling experiences in kindergarten through twelfth grades. There has been a disregard of counter narratives of high academic achievement and overall school success coupled with a highlighting of failure through deficit-based research practices. Consequently, African American males are positioned as delayed or troubled, which serves to perpetuate educational inequity. This study attempts to increase the scarcity of literature by giving voice to the experiences of high achievement among African American adolescent males attending a school designed to support the achievement of impoverished youth of color. Interpretative phenomenological analysis was used to investigate the lifeworlds of nine African American males in seventh and eighth grade at a private, college preparatory middle school in southwestern Florida. Individual, semi-structured interviews were conducted regarding their experiences of academic success. The results indicate that these young men developed positive scholar identities through a process that included the cultivation of academic achievement, sacrificing to succeed, trailblazing, striving for the good life, and planning for success while simultaneously rejecting deficit-based and peril portrayals of Black males. Practical implications for school psychologists, educators, and parents are discussed. </p>

<p> Transgender populations face substantial barriers to healthcare access, exacerbated by a lack of inclusive research. The health needs of those who are gender nonbinary or genderqueer, identifying outside the binary of man and woman, are especially poorly understood. Using a primarily qualitative online survey, data on gender identity, health access, and healthcare experiences were collected from 81 gender nonbinary participants, and analyzed using a mixture of quantitative and qualitative methodologies. A number of interesting findings emerged, including that 90% of participants across age groups began identifying as gender nonbinary within the last 6 years, 77% reported interest in some aspect of medical transition, and 75% had avoided healthcare because of the cost. Connections between geography, health access, disclosure of gender identity and quality of healthcare experiences were explored, as well as suggestions provided by participants for ways to improve healthcare experiences for gender nonbinary patients. Results of this study indicate that gender nonbinary people often feel invisible and unwelcome in health settings, due in part to widespread assumptions of gender and sex&rsquo;s inseparable and binary natures, and that this discomfort in health settings, as well as economic and geographical factors, may negatively impact nonbinary patients&rsquo; access to healthcare. Suggestions for improved care include increased education of providers on trans and gender nonbinary identities and health needs, inclusion of non-binary gender and pronoun options on intake forms and medical records, and de-emphasizing gender in healthcare.</p>

<p> The transgendered community has become more widely recognized and discussed in recent years, however our understanding of the lived experience of transgendered individuals is still underdeveloped. This research aims to increase our understanding of the experiences of transgendered individuals, while also providing suggestions for mental health practitioners who work with transgender clients. Previous research has suggested social support improves resiliency to mental health problems (Grossman, D'Augelli, &amp; Frank, 2011). This research examines the effect a trans individuals transition has on their significant relationships through a qualitative research design. Four individuals with varying gender identities were interviewed for this research, and thirteen distinct themes were ascertained through analysis of the transcripts.</p>

During the nineteenth century middle and upper-class women in Nashville and the surrounding region occupied a clearly defined place within society, and their social and academic education was designed to prepare them for that place. Even as female education gradually became more progressive in the later nineteenth-century, its scope was still limited by gender roles and expectations. Parents wanted their daughters to learn proper social graces, and “ornamental” studies such as music, needlework, and painting were a large part of their education. As the nineteenth gave way to the early twentieth-century, the focus of women’s education began to shift, with more scholarly subjects added to the list of studies and more career choices open to women. Women became empowered in new ways through the women’s suffrage movement and sought to use their new freedom to pursue higher education and academic careers. Female education mirrored the changing status of women in general, and music, in particular, provides a unique perspective on the changing role of women in American society during this time. This study focuses on three schools in Nashville, Tennessee, a city which provides an excellent example of the formation and development of women’s education in female academies and seminaries, as well as being a cultural center of the South. The music programs at the Nashville Female Academy, Ward’s Seminary for Young Ladies, and the Ward-Belmont School for Girls are studied in order to demonstrate how the level of instruction changed over time, mirroring similar changes in society as a whole. Recital programs, instruction books, and biographies of faculty members all help to develop a picture of the music education students received. As changes in repertoire, faculty, and coursework from the mid-nineteenth-century into the twentieth century are discovered, connections emerge between female music education in Nashville and the status of women across America.

The purpose of this study is to explore the manifestations and representations of masculinity and feminity in two novels of Marguerite Duras from a gender studies perspective. We will first review the traditional place of masculine and feminine stereotypes in the phallocentric order, basing our research on Bourdieu’s and Badinter’s work about the role of men and women in our society. Regarding the topic of sexual identity, our theoretical background will include feminist theories as Judith Butler’s gender performativity concept as well as Luce Irigaray’s notion of mimesis. The philosophy part can also give important clues for the interpretation of both male and female sentimental and sexual behavior: the work of the philosopher Michel Onfray, in particular his theory called "solar erotic", will help us to reveal the characteristics of Duras’ erotic writing. The results of our analysis show that both characters in the two novels present an ambiguous sexual identity: they seem to hesitate between the social obligation relative to their gender and the need of acting according to their own nature (androgyny of the Chinese). Our analysis shows the possibility of a deconstruction of the gender as well as a tendency to what Butler calls the subversion of identity. The exploration of Duras’ erotic writing seems to confirm those results, demonstrating the power of feminine desire and sexual pleasure in opposition to masculine sentimental pain and fragility.

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