Thesis (Ph. D.)--York University, 1999. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 113-130). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ43417.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 125-131). Also available on the Internet.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 184-206). Available also in a digital version from Dissertation Abstracts.

Thesis (M. Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 111-130).

Thesis (M. Soc. Sc.)--University of Hong Kong, 1984.

In 1999, Austin-based Rude Mechanicals theatre ensemble created Grrl Action, an autobiographical writing and performance program for teenage girls, one of many advocacy and empowerment programs focused on female youth nationwide. Still today, Austin-area girls come together each summer to generate original performances based on their own life experiences. Their final collaborative production, which combines solo work with group pieces and covers topics as disparate as body image and illegal immigration, illuminates the ways that girls perform different, multiple, and shifting identities, both collectively and individually. This dissertation posits Grrl Action--part of a more general trend towards collective autobiography in girls' cultural production--as an ideal lens through which to examine the complexity of teenage girls' identity performance(s) in the United States today. I situate Grrl Action as an embodied site where girls deliberately play with (and among) multiple selves onstage and, in effect, challenge commercial constructions of female adolescence and expand the very definition of girlhood. As a former Program Director and Instructor for Grrl Action, I build on what Dwight Conquergood might call my role as ethnographic "co-performer" to examine not only live theatre events, but also the material circumstances that create them. My introduction provides an overview of identity performance discourse outside of theatre settings and posits my study of Grrl Action as a means of borrowing back the language of performativity for girls exploring their identities in theatrical settings. Chapter One focuses on girls' performances of non-normative sexuality to examine how Grrl Action might be considered a new kind of feminist theatre collective. Chapter Two looks at girls' I- and you-statements to analyze the ways that female youth cast both themselves and their audiences in nuanced "definitional ceremonies." Chapter Three centers on girls' tears and traumatic testimony to situate Grrl Action as a site of affective transference between girl-performers and women-spectators. My conclusion is self-reflexive, as I suggest ways that women who work with girls might put their own identity performances on the line both inside and outside programs like Grrl Action. / text

published_or_final_version / Sociology / Master / Master of Social Sciences

published_or_final_version / Education / Master / Master of Education

No description available.

This study explored elite female adolescent swimmers' perceptions of the motivational influences of their coaches, parents, and peers using qualitative methods. Nine elite female swimmers (aged 13--15 years) participated in two semi-structured interviews that were audiotaped and transcribed verbatim. Data was gathered and analyzed according to Interpretive Phenomenological Analysis (Smith & Osborn, 2003). Six categories emerged including: individual factors, and assistance, informational, esteem, emotional, and network support. Results indicated girls' interpretations and unique, salient aspects of social support types provided by coaches, parents, and peers. Findings are related to past self-determination theory (SDT; Deci & Ryan, 1985) motivational research. In particular, swimmers social support experiences were uniquely linked to their perceptions of competence, autonomy, relatedness, and motivation in elite competitive swimming. Findings support main SDT tenets and offer new insights into the important and differential social support influences in sport.