The occupational aspirations and gender stereotypes of rural Xhosa-speaking senior primary children
- Authors: Longe, Paul Gavin
- Date: 2008
- Subjects: Vocational interests -- South Africa -- Research , Gender identity , School children -- South Africa -- Attitudes , Xhosa (African people) -- Attitudes
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9919 , http://hdl.handle.net/10948/671 , Vocational interests -- South Africa -- Research , Gender identity , School children -- South Africa -- Attitudes , Xhosa (African people) -- Attitudes
- Description: South Africa provides a rich and challenging socio-political context in which to conduct career development research. South African children face a unique range of social, cultural and economic challenges such as poverty and the impact of HIV/AIDS on the family system which influence their career development. Internationally there has been a call for research that explores children’s career development as the majority of extant career research focuses its attention on the career development of adolescents and adults. The focus in South Africa is no different and despite the introduction of career education into the most recent school curriculum (Curriculum 21), there remains a void in South African child career development research. As such children’s career education and guidance has not been guided by local research findings. The findings of the present research will provide important baseline information relating to the career development of rural Xhosa-speaking senior primary school children. With this in mind, the present research aimed to explore and describe the occupational aspirations of male and female rural Xhosa-speaking senior primary school children. The present research also aimed to explore and describe the ways in which children assign gender-based stereotypes to different occupations. In order to provide a rich theoretical foundation for the present research, child developmental theories and developmental theories of career development as well as post-modern constructivist theories of career development have been used. The present research is quantitative in nature and makes use of the Revised Career Awareness Survey, a self-report questionnaire, which was originally designed to explore children’s knowledge and understanding of the world of work and to gain insight into the way in which they form gender-based occupational stereotypes. Three rural schools in the Eastern Cape Province of South Africa were selected using a non-probability, purposive sampling method. From these schools, a non probability, convenience sample of 292 grade 6 and 7 learners was asked to complete the measure. The information gathered was then coded into nominal categories and analysed using descriptive statistics. Results from the present research indicate that rural Xhosa-speaking senior primary school children tend to aspire towards more Social and Investigative type occupations in the high status level category. The findings showed that rural Xhosa speaking senior primary school children tend to limit the range of occupations which they believe men and women can do. Here it was found that Social type jobs and household chores were most frequently named as jobs that women can do. The children in the present research listed Realistic type occupations most frequently as jobs that men can do, and least often as being jobs that women can do. It was also established that housework activities and other ‘domestic’ jobs are not seen by the participants as jobs that men can do. The results of the present research should not only inform the field of child career development in South Africa, but can also be meaningfully applied to the development of future career education programs at the primary school level in South Africa.
- Full Text:
- Date Issued: 2008
- Authors: Longe, Paul Gavin
- Date: 2008
- Subjects: Vocational interests -- South Africa -- Research , Gender identity , School children -- South Africa -- Attitudes , Xhosa (African people) -- Attitudes
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9919 , http://hdl.handle.net/10948/671 , Vocational interests -- South Africa -- Research , Gender identity , School children -- South Africa -- Attitudes , Xhosa (African people) -- Attitudes
- Description: South Africa provides a rich and challenging socio-political context in which to conduct career development research. South African children face a unique range of social, cultural and economic challenges such as poverty and the impact of HIV/AIDS on the family system which influence their career development. Internationally there has been a call for research that explores children’s career development as the majority of extant career research focuses its attention on the career development of adolescents and adults. The focus in South Africa is no different and despite the introduction of career education into the most recent school curriculum (Curriculum 21), there remains a void in South African child career development research. As such children’s career education and guidance has not been guided by local research findings. The findings of the present research will provide important baseline information relating to the career development of rural Xhosa-speaking senior primary school children. With this in mind, the present research aimed to explore and describe the occupational aspirations of male and female rural Xhosa-speaking senior primary school children. The present research also aimed to explore and describe the ways in which children assign gender-based stereotypes to different occupations. In order to provide a rich theoretical foundation for the present research, child developmental theories and developmental theories of career development as well as post-modern constructivist theories of career development have been used. The present research is quantitative in nature and makes use of the Revised Career Awareness Survey, a self-report questionnaire, which was originally designed to explore children’s knowledge and understanding of the world of work and to gain insight into the way in which they form gender-based occupational stereotypes. Three rural schools in the Eastern Cape Province of South Africa were selected using a non-probability, purposive sampling method. From these schools, a non probability, convenience sample of 292 grade 6 and 7 learners was asked to complete the measure. The information gathered was then coded into nominal categories and analysed using descriptive statistics. Results from the present research indicate that rural Xhosa-speaking senior primary school children tend to aspire towards more Social and Investigative type occupations in the high status level category. The findings showed that rural Xhosa speaking senior primary school children tend to limit the range of occupations which they believe men and women can do. Here it was found that Social type jobs and household chores were most frequently named as jobs that women can do. The children in the present research listed Realistic type occupations most frequently as jobs that men can do, and least often as being jobs that women can do. It was also established that housework activities and other ‘domestic’ jobs are not seen by the participants as jobs that men can do. The results of the present research should not only inform the field of child career development in South Africa, but can also be meaningfully applied to the development of future career education programs at the primary school level in South Africa.
- Full Text:
- Date Issued: 2008
Gender stereotypes versus gender equality: a critical analysis of some characters in Swaartbooi's "UMandisa" and Saule's "Idinga"
- Majola, Nontuthuzelo Angelina
- Authors: Majola, Nontuthuzelo Angelina
- Date: 2006
- Subjects: Sex discrimination in literature , Sex role in literature , Stereotypes (Social psychology) , Gender identity
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:8472 , http://hdl.handle.net/10948/553 , Sex discrimination in literature , Sex role in literature , Stereotypes (Social psychology) , Gender identity
- Description: The focus of this study will be on gender stereotypes versus gender equality in Swaartbooi's novel “UMandisa” and in Saule's novel “Idinga”. CHAPTER ONE will be the introductory chapter where the aim of the study, methodology, motivation and definition of terms will be given, as well as the biographical outline of Ncedile Saule and that of V.N.M. Swaartbooi. CHAPTER TWO will focus on developing the theoretical framework of the study. Theories are used to advocate a change of approach in the teaching and reading of literature. The theory to be employed in this study will be based on aspects of the female gender and feminism. CHAPTER THREE will explore the issues of gender stereotypes as portrayed in Swaartbooi's “UMANDISA” CHAPTER FOUR will focus on gender equality as portrayed in “IDINGA” by Saule and “UMANDISA” by Swaartbooi. The two novels raised the question of equality between women and men. CHAPTER FIVE will serve as the concluding chapter where the evaluation of the study will be made.
- Full Text:
- Date Issued: 2006
- Authors: Majola, Nontuthuzelo Angelina
- Date: 2006
- Subjects: Sex discrimination in literature , Sex role in literature , Stereotypes (Social psychology) , Gender identity
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:8472 , http://hdl.handle.net/10948/553 , Sex discrimination in literature , Sex role in literature , Stereotypes (Social psychology) , Gender identity
- Description: The focus of this study will be on gender stereotypes versus gender equality in Swaartbooi's novel “UMandisa” and in Saule's novel “Idinga”. CHAPTER ONE will be the introductory chapter where the aim of the study, methodology, motivation and definition of terms will be given, as well as the biographical outline of Ncedile Saule and that of V.N.M. Swaartbooi. CHAPTER TWO will focus on developing the theoretical framework of the study. Theories are used to advocate a change of approach in the teaching and reading of literature. The theory to be employed in this study will be based on aspects of the female gender and feminism. CHAPTER THREE will explore the issues of gender stereotypes as portrayed in Swaartbooi's “UMANDISA” CHAPTER FOUR will focus on gender equality as portrayed in “IDINGA” by Saule and “UMANDISA” by Swaartbooi. The two novels raised the question of equality between women and men. CHAPTER FIVE will serve as the concluding chapter where the evaluation of the study will be made.
- Full Text:
- Date Issued: 2006
Occupational aspirations and gender stereotyping of Xhosa-speaking senior primary learners
- Authors: Els, Catherine
- Date: 2004
- Subjects: Vocational interests -- South Africa -- Research , Gender identity , School children -- South Africa -- Attitudes , Xhosa (African people) -- Attitudes
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:11020 , http://hdl.handle.net/10948/325 , Vocational interests -- South Africa -- Research , Gender identity , School children -- South Africa -- Attitudes , Xhosa (African people) -- Attitudes
- Description: International research highlights conflicting results regarding factors that could play a role in the development of occupational aspirations and occupational gender stereotyping of primary school children. Some of the variables that have been identified are age, gender, ethnicity, socioeconomic status and societal influences. There has been some research emphasis on the career development of South Africans. However, studies that have been conducted have focused mainly on adolescents and adults. Furthermore, the majority of this research has focused on programme intervention and not on acquiring baseline information. There has been no research to date on the career development of South African Xhosa-speaking senior primary school children. The lack of career research on South African Xhosa-speaking children indicates the need for the present research. This study aims to describe and compare the occupational aspirations and occupational gender stereotyping (in terms of Holland’s occupational and status level typology) of male and female Xhosa-speaking senior primary school learners. The study also describes the possible gender stereotypical perceptions preadolescent children hold regarding certain occupations. A non-probability sample of 274 Xhosa-speaking children between the ages of 10 and 14 years was drawn from two primary schools in townships in the Nelson Mandela Metropole. An exploratory and descriptive research framework was utilised, with descriptive statistical procedures employed to summarise and report the data in a meaningful manner. The major findings of the present study indicate that Xhosa-speaking senior primary school children’s favourite occupational aspirations fit into Holland’s Investigative typology and high status level. Some gender differences were evident, with slightly more boys aspiring to Investigative occupations than girls. Both boys and girls demonstrated gender stereotypical perceptions regarding xiii which occupations were suitable for both genders, with boys more willing to accept girls into traditional male occupations than girls willing to accept boys into traditional female occupations. The results of the present study emphasise the need for further exploration of the occupational aspirations and occupational ge nder stereotyping of Xhosa-speaking senior primary school children. Future research needs to include other cultural and age groups in order to explore how personal and situational variables may differentially influence children’s occupational aspirations and occupational gender stereotyping.
- Full Text:
- Date Issued: 2004
- Authors: Els, Catherine
- Date: 2004
- Subjects: Vocational interests -- South Africa -- Research , Gender identity , School children -- South Africa -- Attitudes , Xhosa (African people) -- Attitudes
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:11020 , http://hdl.handle.net/10948/325 , Vocational interests -- South Africa -- Research , Gender identity , School children -- South Africa -- Attitudes , Xhosa (African people) -- Attitudes
- Description: International research highlights conflicting results regarding factors that could play a role in the development of occupational aspirations and occupational gender stereotyping of primary school children. Some of the variables that have been identified are age, gender, ethnicity, socioeconomic status and societal influences. There has been some research emphasis on the career development of South Africans. However, studies that have been conducted have focused mainly on adolescents and adults. Furthermore, the majority of this research has focused on programme intervention and not on acquiring baseline information. There has been no research to date on the career development of South African Xhosa-speaking senior primary school children. The lack of career research on South African Xhosa-speaking children indicates the need for the present research. This study aims to describe and compare the occupational aspirations and occupational gender stereotyping (in terms of Holland’s occupational and status level typology) of male and female Xhosa-speaking senior primary school learners. The study also describes the possible gender stereotypical perceptions preadolescent children hold regarding certain occupations. A non-probability sample of 274 Xhosa-speaking children between the ages of 10 and 14 years was drawn from two primary schools in townships in the Nelson Mandela Metropole. An exploratory and descriptive research framework was utilised, with descriptive statistical procedures employed to summarise and report the data in a meaningful manner. The major findings of the present study indicate that Xhosa-speaking senior primary school children’s favourite occupational aspirations fit into Holland’s Investigative typology and high status level. Some gender differences were evident, with slightly more boys aspiring to Investigative occupations than girls. Both boys and girls demonstrated gender stereotypical perceptions regarding xiii which occupations were suitable for both genders, with boys more willing to accept girls into traditional male occupations than girls willing to accept boys into traditional female occupations. The results of the present study emphasise the need for further exploration of the occupational aspirations and occupational ge nder stereotyping of Xhosa-speaking senior primary school children. Future research needs to include other cultural and age groups in order to explore how personal and situational variables may differentially influence children’s occupational aspirations and occupational gender stereotyping.
- Full Text:
- Date Issued: 2004
The occupational aspirations and gender stereotypes of South African and Australian senior primary school learners
- Authors: Geyer, Tracy Colleen
- Date: 2010
- Subjects: Vocational interests -- South Africa -- Research , Vocational interests -- Australia -- Research , School children -- South Africa -- Attitudes , Gender identity
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9882 , http://hdl.handle.net/10948/1239 , Vocational interests -- South Africa -- Research , Vocational interests -- Australia -- Research , School children -- South Africa -- Attitudes , Gender identity
- Description: Increasingly, developmental psychology has emphasized that childhood career development should be viewed as holistic and comprise all aspects of a child’s maturation. This would include an emphasis on the career development of children which is considered vital to the complete education of the child (Brown, 2002). Career development refers to the process of developing beliefs, values, skills, aptitudes, interests, personality characteristics and knowledge of work (Zunker, 2006). Research has indicated that early societal factors and personal preferences associated with gender influence the child’s later occupational aspirations (Stockard & McGee, 1990). There are many ways in which individuals learn about gender roles and acquire “gender-appropriate” behaviour during childhood, some of which manifest in the occupational aspirations of children. As children grow up they learn, through reinforcement and modeling, that society has different expectations and standards for the behaviour of males and females. While family and friends are often the most important agents of socialization in young children, television and other popular media have also played a vital role in gender stereotyping, resulting in children forming perceptions regarding which occupations “belong” to which gender (Taylor, Peplau, & Sears, 2006). The present research aims to explore, describe and compare the occupational aspirations and the occupational gender stereotyping of male and female South African and Australian senior primary school learners. The research approach for the study was descriptive and exploratory in nature and was conducted within a quantitative framework. A survey-type questionnaire, the Career Awareness Survey xiii (McMahon & Watson, 2001), was used as the data collection measure as part of a larger international study. The sample comprised of 511 South African and 372 Australian participants from Grades 6 and 7. Responses to the occupational aspirations questions were coded according to Holland’s (1985) interest typology and status level coding for occupations. For descriptive purposes, frequency counts were computed for the coded typology, status level and occupational gender stereotyping data. The z-test and chi-square test for independence were computed in order to test whether gender groups differed in terms of their occupational aspirations and occupational stereotyping. The chi-square test was also used to compare the occupational aspirations and gender stereotyping of South African and Australian senior primary school learners. The results of the present research indicate that male and female South African and Australian female children tend to aspire towards more Investigative and Social type occupations in the high status level category. The Australian male children, however, tend to aspire towards more Social and Realistic type occupations in the high status level category. Across nation and gender, the majority of the children believed that both males and females could perform certain occupations, with senior primary school children tending to limit the range of occupations which they believe to be predominantly suited to either male or female. Cross-national comparative results yielded interesting findings with few significant differences emerging on occupational aspiration typology, status level and the occupational gender stereotyping of occupations. The results of the present research emphasise the need for further cross-national comparative studies on the occupational aspirations and occupational gender stereotyping of senior primary school children.
- Full Text:
- Date Issued: 2010
- Authors: Geyer, Tracy Colleen
- Date: 2010
- Subjects: Vocational interests -- South Africa -- Research , Vocational interests -- Australia -- Research , School children -- South Africa -- Attitudes , Gender identity
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9882 , http://hdl.handle.net/10948/1239 , Vocational interests -- South Africa -- Research , Vocational interests -- Australia -- Research , School children -- South Africa -- Attitudes , Gender identity
- Description: Increasingly, developmental psychology has emphasized that childhood career development should be viewed as holistic and comprise all aspects of a child’s maturation. This would include an emphasis on the career development of children which is considered vital to the complete education of the child (Brown, 2002). Career development refers to the process of developing beliefs, values, skills, aptitudes, interests, personality characteristics and knowledge of work (Zunker, 2006). Research has indicated that early societal factors and personal preferences associated with gender influence the child’s later occupational aspirations (Stockard & McGee, 1990). There are many ways in which individuals learn about gender roles and acquire “gender-appropriate” behaviour during childhood, some of which manifest in the occupational aspirations of children. As children grow up they learn, through reinforcement and modeling, that society has different expectations and standards for the behaviour of males and females. While family and friends are often the most important agents of socialization in young children, television and other popular media have also played a vital role in gender stereotyping, resulting in children forming perceptions regarding which occupations “belong” to which gender (Taylor, Peplau, & Sears, 2006). The present research aims to explore, describe and compare the occupational aspirations and the occupational gender stereotyping of male and female South African and Australian senior primary school learners. The research approach for the study was descriptive and exploratory in nature and was conducted within a quantitative framework. A survey-type questionnaire, the Career Awareness Survey xiii (McMahon & Watson, 2001), was used as the data collection measure as part of a larger international study. The sample comprised of 511 South African and 372 Australian participants from Grades 6 and 7. Responses to the occupational aspirations questions were coded according to Holland’s (1985) interest typology and status level coding for occupations. For descriptive purposes, frequency counts were computed for the coded typology, status level and occupational gender stereotyping data. The z-test and chi-square test for independence were computed in order to test whether gender groups differed in terms of their occupational aspirations and occupational stereotyping. The chi-square test was also used to compare the occupational aspirations and gender stereotyping of South African and Australian senior primary school learners. The results of the present research indicate that male and female South African and Australian female children tend to aspire towards more Investigative and Social type occupations in the high status level category. The Australian male children, however, tend to aspire towards more Social and Realistic type occupations in the high status level category. Across nation and gender, the majority of the children believed that both males and females could perform certain occupations, with senior primary school children tending to limit the range of occupations which they believe to be predominantly suited to either male or female. Cross-national comparative results yielded interesting findings with few significant differences emerging on occupational aspiration typology, status level and the occupational gender stereotyping of occupations. The results of the present research emphasise the need for further cross-national comparative studies on the occupational aspirations and occupational gender stereotyping of senior primary school children.
- Full Text:
- Date Issued: 2010
Reimagining constructions of gender dysphoria: a dual systematic review using analytical psychology’s concept of individuation
- Authors: Couch, Matthew
- Date: 2019
- Subjects: Gender identity disorders , Gender identity , Individuation (Psychology)
- Language: English
- Type: text , Thesis , Masters , MScoSc
- Identifier: http://hdl.handle.net/10962/95184 , vital:31125
- Description: The process of conceptualization has long served to capture and represent our perceptions of the social world. Conceptual categories help to make sense of subjective experiences, and through discursive practices may come to construct conventional frameworks of knowledge. Consequently, frameworks operating as natural and immutable run the risk of ignoring the dynamic and diverse experiences of many individuals. Today, conceptual frameworks for gender identity are found as inadequately representing progressive social views on the existence of gender identities manifesting outside of the prevailing male-female binary. Within this space of conceptual contention, the diagnostic category of gender dysphoria has received considerable inspection and critique. In particular, it has been criticised as fundamentally controversial by classifying issues of identity within a clinical framework and, consequently, as contributing to the pathologization of all gender diverse individuals. Thus, efforts to reconceptualise and reimagine gender dysphoria may be found. In this research the concept of individuation, as understood within a framework of analytical psychology, is discussed as a potential consideration in reimagining the concept of gender dysphoria. An overarching framework of social constructionism was adopted within this research in examining how constructions of conventional knowledge come about through regulatory discursive and performative practices. The theoretical orientation of analytical psychology was used to frame the concept of individuation and its application to gender dysphoria. This perspective consulted queer theory as a further critical orientation toward the construction of gender identity. The chosen methodology took form as a dual systematic review using critical interpretive synthesis (CIS) to construct representative frameworks. Psychological literature on gender dysphoria (review 1) and individuation (review 2) was reviewed and synthesised. Review 1 identified conceptual inferences within the literature and assessed their role toward problematic gender discourse, while review 2 served as a contributory tool to critically assess whether the conceptual space was accommodating of the concept of individuation. Findings in review 1 identified contemporary gender dysphoria literature as reinforcing of problematic gender discourse. The prevailing clinical framework on gender dysphoria and gender nonconformity was iterated through conceptual constructs emphasising an experience of pathological distress or life dissatisfaction. As such, a cyclical pathologization of gender diversity is reconstructed through current representations within the literature. However, it was deduced that there are signs of resistance in the literature to the clinical model which challenge and counter the impact of problematic gender discourse. In review 2, individuation was framed by the literature as an intrapsychic facilitator supporting the integration of all aspects particular to the individual personality so that conscious identity becomes congruent with internal nature. Resultantly, one may experience psychosocial maturation and contribute to collective societal progression. For some, individuation prompts a differentiation from collective expectations in integrating one‘s inherent nature into expressed identity. Thus, gender nonconformity may be viewed as an expression of this differentiation when individuation drives the realization of this feature to be intrinsic and natural for the individual. Individuation was determined as incompatible with the category of gender dysphoria, but of value within the conceptual space where efforts to reimagine gender dysphoria are in place.
- Full Text:
- Date Issued: 2019
- Authors: Couch, Matthew
- Date: 2019
- Subjects: Gender identity disorders , Gender identity , Individuation (Psychology)
- Language: English
- Type: text , Thesis , Masters , MScoSc
- Identifier: http://hdl.handle.net/10962/95184 , vital:31125
- Description: The process of conceptualization has long served to capture and represent our perceptions of the social world. Conceptual categories help to make sense of subjective experiences, and through discursive practices may come to construct conventional frameworks of knowledge. Consequently, frameworks operating as natural and immutable run the risk of ignoring the dynamic and diverse experiences of many individuals. Today, conceptual frameworks for gender identity are found as inadequately representing progressive social views on the existence of gender identities manifesting outside of the prevailing male-female binary. Within this space of conceptual contention, the diagnostic category of gender dysphoria has received considerable inspection and critique. In particular, it has been criticised as fundamentally controversial by classifying issues of identity within a clinical framework and, consequently, as contributing to the pathologization of all gender diverse individuals. Thus, efforts to reconceptualise and reimagine gender dysphoria may be found. In this research the concept of individuation, as understood within a framework of analytical psychology, is discussed as a potential consideration in reimagining the concept of gender dysphoria. An overarching framework of social constructionism was adopted within this research in examining how constructions of conventional knowledge come about through regulatory discursive and performative practices. The theoretical orientation of analytical psychology was used to frame the concept of individuation and its application to gender dysphoria. This perspective consulted queer theory as a further critical orientation toward the construction of gender identity. The chosen methodology took form as a dual systematic review using critical interpretive synthesis (CIS) to construct representative frameworks. Psychological literature on gender dysphoria (review 1) and individuation (review 2) was reviewed and synthesised. Review 1 identified conceptual inferences within the literature and assessed their role toward problematic gender discourse, while review 2 served as a contributory tool to critically assess whether the conceptual space was accommodating of the concept of individuation. Findings in review 1 identified contemporary gender dysphoria literature as reinforcing of problematic gender discourse. The prevailing clinical framework on gender dysphoria and gender nonconformity was iterated through conceptual constructs emphasising an experience of pathological distress or life dissatisfaction. As such, a cyclical pathologization of gender diversity is reconstructed through current representations within the literature. However, it was deduced that there are signs of resistance in the literature to the clinical model which challenge and counter the impact of problematic gender discourse. In review 2, individuation was framed by the literature as an intrapsychic facilitator supporting the integration of all aspects particular to the individual personality so that conscious identity becomes congruent with internal nature. Resultantly, one may experience psychosocial maturation and contribute to collective societal progression. For some, individuation prompts a differentiation from collective expectations in integrating one‘s inherent nature into expressed identity. Thus, gender nonconformity may be viewed as an expression of this differentiation when individuation drives the realization of this feature to be intrinsic and natural for the individual. Individuation was determined as incompatible with the category of gender dysphoria, but of value within the conceptual space where efforts to reimagine gender dysphoria are in place.
- Full Text:
- Date Issued: 2019
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