Thesis (Ph. D.)--Oregon State University, 2010. / Printout. Includes bibliographical references (leaves 140-151). Also available on the World Wide Web.

This study explored the ways in which young women perceived themselves in their rural context, now and in the future. Little attention has been paid to rural adolescents, especially in relation to life-career development. The majority of research efforts have ignored the diversity among rural communities. Additionally, little is known about how the unique qualities of a rural community affect female adolescent development and future life choices. An ethnographic-narrative method was chosen because the approach is sensitive to context, the emic perspective, and the construction of narratives embedded in the lived experience of participants. Eight young women, who were long-term residents, were interviewed using an open-ended, unstructured format. Participants expressed their understanding of their world through the completion of community life-space maps, the construction of possible selves, and by creating a photographic display. A four-phase narrative analysis involved four readings (Lieblich, Tuval-Mashiach, & Zilber, 1998): snapshots, life-course graphs, emotional charge, and themes and metathemes. Transcripts were summarized into snapshots of participants' social worlds. Life-course graphs uncovered personal construction of life stories. The emotional charge of participants' narratives revealed their response when talking about their futures. Four views toward the future were evident including apprehension, holding pattern, tentative, and anticipation. Their planning process could be described in four ways, no plans, fuzzy plans, tentative plans and concrete plans. Six metathemes emerged across the narratives: connected and disconnected, feeling supported and feeling unsupported, committed and uncommitted, opening and limiting, tangling with lines of tension, and looking within and looking beyond. Participants expressed a variety of perspectives on their rural experience. Their life-course development was complex, interactive, and affected by the environmental context of the rural community. The paths taken were varied. Their identity development occurred through relationships and varied across social worlds. Notions of the self as bounded and discrete made way for a view of permeable, connected selves through which experience flowed. A holistic, life-course perspective of life-career development widens the focus from the individual to include the social realm. Contexts, values, beliefs, psychosocial factors and other influences and their interrelatedness constitute the system of young rural women's life-career development. / Graduate

Made available in DSpace on 2014-06-11T19:31:30Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-10-24Bitstream added on 2014-06-13T20:22:16Z : No. of bitstreams: 1 jardim_srm_dr_arafcl.pdf: 569023 bytes, checksum: 107b794647998f1006d14a19ff79309f (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O trabalho busca compreender juventude rural e relações sociais de gênero por meio do estudo de percepções de adolescentes assentadas sobre a juventude, ciclo da vida que resulta de processos educativos e culturais que ocorrem em espaços diversos, entre eles a família e a escola, e podem se estender ao longo da vida. Apresenta as questões: Como as relações de gênero, entendidas como decorrências de relações de poder, são percebidas pelas jovens? Quais os projetos e aspirações? Doze meninas adolescentes, entre 12 e 15 anos, estudantes da Escola do Campo, no Assentamento Bela Vista do Chibarro, Araraquara/SP, participaram da pesquisa, aceitando escrever diários. Foram realizadas entrevistas com as adolescentes, suas mães e algumas avós para aprofundar temas surgidos nos diários e captar elementos de mudanças de comportamentos. Os resultados mostram que os diários podem ser uma fonte rica de dados, pois permitem vislumbrar como as meninas adolescentes interagem com sua realidade a partir de vivências no cotidiano. A linguagem é forma de produção da cultura. Ao escreverem, as jovens tornam vivas suas respostas ao momento social e cultural que vivem; escrevem sobre paixões, sonhos, dificuldades; questionam preconceitos como a imposição de tarefas domésticas versus a liberdade de ir e vir dos meninos; descrevem sentimentos de angústias perante o exercício do poder paterno. As escritas evidenciam as diferentes formas com que as meninas adolescentes do meio rural se posicionam no seu contexto social, atribuem sentidos ao cotidiano e fortalecem suas identidades ao produzir uma subcultura pautada em mecanismos de resistência às imposições de normas e em anseios educacionais e profissionais / This work aims at understanding rural youth and gender social relationships through the study of perceptions on female teenagers who live in Brazilian settled communities. The research was about their opinions on youth and life cycles emanating from educational and cultural processes, such as family and school, amongst other things they may come across throughout their lives. It presents the question: How do the young teens view such gender relationships, as far as power is concerned? What are their life purposes and aspirations? Twelve girls, ranging from 12 to 15 years old, students at Escola do Campo, at the settling community of Bela Vista do Chibarro, Araraquara, SP, participated in the interview by agreeing to write diaries. The teens, their mothers and grandmothers were interviewed, so that topics found at the diaries could be dealt with in a deeper and more meaningful way. The results show that such diaries may be a rich data resource, expressing daily routines. Language is a way to produce culture. When writing, the young girls enlighten their way of thinking based on social and cultural moments they have been going through; they write about passion, dreams, difficulties; they question about prejudice, such as the imposition of household tasks on them versus the boys‟ freedom to go back and forth; they describe feelings of anguish towards fatherly power over them. The writings on this study put in evidence the various ways in which the teen girls from rural places act and think in their social context, giving meaning to their routines and strengthening their identities by producing a subculture based on mechanisms of resistance against the imposition of rules on them and also based on educational and professional wishes

No description available.

No description available.

No description available.

Thesis (M.S.)--Oregon State University, 2010. / Printout. Includes bibliographical references (leaves 105-116). Also available on the World Wide Web.

Thesis (Ph. D.)--University of Wisconsin, 1964. / Extension Repository Collection. Typescript (carbon copy). Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 128-130).

This study looks at how gay adults experienced their youth in rural North Dakota or Minnesota. The purpose of the study was to discover if gay youth experienced their environment differently from their urban peers and if the internet or television affected their experiences. The study recruited ten participants ages 22-30 for a qualitative study that used thematic analysis as its method. The study found that among the participants the use of gay slurs evolved over time, television and internet did not appear to influence how the participants experienced their environment, and lastly, many of the participants displayed behavior that they believed was not normative behavior for their gender.

Thesis (D.Ed.) in Higher Educational Leadership--University of Maine, 2009. / Includes vita. Includes bibliographical references (leaves 189-196).