The use of feminism, CLA and critical discourse analyses in the stimulation of awareness of gender-issues in African communities
- Ramaite-Siobo, Patricia Elelwani.
- Authors: Ramaite-Siobo, Patricia Elelwani.
- Date: 2012-08-14
- Subjects: Feminism , Language and languages - Sex differences , Gender identity , Sexism in language , Discourse analysis , Language awareness
- Type: Mini-Dissertation
- Identifier: uj:9180 , http://hdl.handle.net/10210/5631
- Description: M.A. , Language plays an important role in maintaining and reflecting socially structured power roles. According to Poynton, (1985:3), contemporary feminism has focused a great deal of attention on the issues of socialization into gender roles and sexist discourse. Such issues are interrelated because situations to which children are exposed from the day of their birth, in which they themselves become ultimate participants, are the primary means by which their socialization is effected (Poynton, 1985:3). Many feminist critiques of language have specifically concerned themselves with representation, and have concluded that languages are sexist. This implies that languages 'represent' or 'name' the world from a masculine viewpoint, and 'in accordance with stereotyped beliefs about the sexes' (Cameron, 1990:12). It is this 'male monopoly of naming', which has detrimental effects on relationships between women and men. Some feminists, therefore, affirm that many languages have an underlying semantic rule, whereby male is positive, and female negative, which results in the 'tenets of male chauvinism being encoded into language' (Cameron, 1990:12). Moreover, the reason why languages are structured in a sexist manner is that their rules and meanings have been literally 'man made', and women have been excluded from naming and defining? (Cameron, 1990:12) Another issue which raises serious concern is that language used in the media is highly sexist, and there is irony in the fact that even on the eve of the new millennium, the media in democratic South African still perpetuate prejudices and sexual stereotypes. Newspapers and magazines still feature articles on superficial issues such as physical beauty and appearance, and these issues, which should not matter to women, are still regarded as a measure of women's worth. Ironically, beautiful bodies, hair and clothes cause more concern than the appalling rape statistics. According to Thuli Nhlapo, whose article in the Sunday World is titled 'Nineties Women oppressed by vision of beauty'; this is a violent backlash to feminism, which uses images of female beauty as a political weapon against women's advancement (Sunday World, 23 May 1999). A study of discourse analysis as well as critical language awareness would therefore be a consciousness-raising 'struggle', which will ensure that women in South Africa are liberated from all forms of oppression and abuse, more especially, sexism in language. It is important to note that culture plays an important role in the oppression of women. It is therefore not surprising that in African culture, language awareness of the lexicon of certain concepts pertaining to the oppression and abuse of women, such as date rape, sexual harassment, sexism, femicide and many other 'problems that are without names', which affect women, is still non-existent. This implies, therefore, that for the plight of women who are affected by such transgression mto be addressed, studies such as this one will have to play a very dominant role in influencing policy change and implementation in as far as language awareness is concerned. it will also be the aim of this study to initiate both women and men in African communities into the wiles of discourse.
- Full Text:
- Authors: Ramaite-Siobo, Patricia Elelwani.
- Date: 2012-08-14
- Subjects: Feminism , Language and languages - Sex differences , Gender identity , Sexism in language , Discourse analysis , Language awareness
- Type: Mini-Dissertation
- Identifier: uj:9180 , http://hdl.handle.net/10210/5631
- Description: M.A. , Language plays an important role in maintaining and reflecting socially structured power roles. According to Poynton, (1985:3), contemporary feminism has focused a great deal of attention on the issues of socialization into gender roles and sexist discourse. Such issues are interrelated because situations to which children are exposed from the day of their birth, in which they themselves become ultimate participants, are the primary means by which their socialization is effected (Poynton, 1985:3). Many feminist critiques of language have specifically concerned themselves with representation, and have concluded that languages are sexist. This implies that languages 'represent' or 'name' the world from a masculine viewpoint, and 'in accordance with stereotyped beliefs about the sexes' (Cameron, 1990:12). It is this 'male monopoly of naming', which has detrimental effects on relationships between women and men. Some feminists, therefore, affirm that many languages have an underlying semantic rule, whereby male is positive, and female negative, which results in the 'tenets of male chauvinism being encoded into language' (Cameron, 1990:12). Moreover, the reason why languages are structured in a sexist manner is that their rules and meanings have been literally 'man made', and women have been excluded from naming and defining? (Cameron, 1990:12) Another issue which raises serious concern is that language used in the media is highly sexist, and there is irony in the fact that even on the eve of the new millennium, the media in democratic South African still perpetuate prejudices and sexual stereotypes. Newspapers and magazines still feature articles on superficial issues such as physical beauty and appearance, and these issues, which should not matter to women, are still regarded as a measure of women's worth. Ironically, beautiful bodies, hair and clothes cause more concern than the appalling rape statistics. According to Thuli Nhlapo, whose article in the Sunday World is titled 'Nineties Women oppressed by vision of beauty'; this is a violent backlash to feminism, which uses images of female beauty as a political weapon against women's advancement (Sunday World, 23 May 1999). A study of discourse analysis as well as critical language awareness would therefore be a consciousness-raising 'struggle', which will ensure that women in South Africa are liberated from all forms of oppression and abuse, more especially, sexism in language. It is important to note that culture plays an important role in the oppression of women. It is therefore not surprising that in African culture, language awareness of the lexicon of certain concepts pertaining to the oppression and abuse of women, such as date rape, sexual harassment, sexism, femicide and many other 'problems that are without names', which affect women, is still non-existent. This implies, therefore, that for the plight of women who are affected by such transgression mto be addressed, studies such as this one will have to play a very dominant role in influencing policy change and implementation in as far as language awareness is concerned. it will also be the aim of this study to initiate both women and men in African communities into the wiles of discourse.
- Full Text:
The effectiveness of a gender attitudes modification programme
- Authors: Adams, Mohammed
- Date: 2008-10-29T06:59:15Z
- Subjects: Gender identity , Identity (Psychology) , Sex differences , Sex role
- Type: Thesis
- Identifier: uj:13629 , http://hdl.handle.net/10210/1380
- Description: M.A. , none , Mr. P. Basson Dr. H. Rudnick
- Full Text:
- Authors: Adams, Mohammed
- Date: 2008-10-29T06:59:15Z
- Subjects: Gender identity , Identity (Psychology) , Sex differences , Sex role
- Type: Thesis
- Identifier: uj:13629 , http://hdl.handle.net/10210/1380
- Description: M.A. , none , Mr. P. Basson Dr. H. Rudnick
- Full Text:
Teachers' views on gender equity in primary schools in Diepkloof, Soweto
- Authors: Monyemore, Flavia Matome
- Date: 2012-09-05
- Subjects: Sex discrimination in education -- South Africa -- Soweto , Sexism in education , Equality in education , Gender identity
- Type: Mini-Dissertation
- Identifier: uj:9636 , http://hdl.handle.net/10210/7054
- Description: M.Ed. , The theme of this qualitative research essay is based on the need for gender awareness teaching in primary schools. Gender bias is one of the forms of discrimination that the South African constitution outlawed. This essay discusses that inequalities between men and women still exist in our societies. Literature has confirmed that these discrepancies occur the world over, although the extent might differ. Women and girls receive discriminational treatment from men and boys. This research focuses on teachers' views as well as their understanding of gender issues in education. Their role and that of the school in perpetuating genderedness is discussed. However, teachers and schools are seen as forceful agents of social change. Zeichners' synthesis view of the four traditions of teacher education together with Vygotsky's emancipatory constructivism form the theoretical framework of this study. Critical ethnographic research methodology is applied for the collection, analysis and interpretation of data. The role of teachers is crucial for the removal of gender stereotypes in schools. Teachers' self-awareness in interacting with learners is important for the implementation of gender equity in education. The implications of the inquiry can be summarised as follows: The findings of the research clearly show that teachers have some understanding of gender issues. Teachers, however, need a deeper understanding of issues of gender in the classroom and in school generally; Gender awareness teaching has the capacity to be broadened to the children's homes. In this way the school and teachers become forceful agents of social change; The Curriculum should be accessible to all learners. Equitable treatment of learners depending on a specified need should be applied so that working towards equality is achieved. Subjects like Mathematics and Science should be taught in such a way that girls continue with them long after primary schools; Learning support materials should be selected with care; Teachers need to develop critical analysing skills when choosing, using, as well as developing support materials. The genderedness of materials should be exposed to the learners so that they too, develop a gender-free outlook to life; A wider variety of extracurricular activities for all children is needed in schools; Girls need to be encouraged to participate in school sport. The attire should be comfortable for them to participate fully in the field space provided in school; Through teachers' actions, school organisation, interaction and "conscientisation" of parents on gender matters, inequalities will eventually be removed in society; A need for the development of school gender policies was pointed out so that all stakeholders participate in the elimination of gender discrimination in school and society. All stakeholders should to be involved in the policy formulation process; A permeation INSET model is proposed for confronting gender inequity in primary schools for teachers to become self-reflective practitioners in education. All stakeholders need to become part of a process that aims at entrenching gender awareness in education and eventually in the broader society.
- Full Text:
- Authors: Monyemore, Flavia Matome
- Date: 2012-09-05
- Subjects: Sex discrimination in education -- South Africa -- Soweto , Sexism in education , Equality in education , Gender identity
- Type: Mini-Dissertation
- Identifier: uj:9636 , http://hdl.handle.net/10210/7054
- Description: M.Ed. , The theme of this qualitative research essay is based on the need for gender awareness teaching in primary schools. Gender bias is one of the forms of discrimination that the South African constitution outlawed. This essay discusses that inequalities between men and women still exist in our societies. Literature has confirmed that these discrepancies occur the world over, although the extent might differ. Women and girls receive discriminational treatment from men and boys. This research focuses on teachers' views as well as their understanding of gender issues in education. Their role and that of the school in perpetuating genderedness is discussed. However, teachers and schools are seen as forceful agents of social change. Zeichners' synthesis view of the four traditions of teacher education together with Vygotsky's emancipatory constructivism form the theoretical framework of this study. Critical ethnographic research methodology is applied for the collection, analysis and interpretation of data. The role of teachers is crucial for the removal of gender stereotypes in schools. Teachers' self-awareness in interacting with learners is important for the implementation of gender equity in education. The implications of the inquiry can be summarised as follows: The findings of the research clearly show that teachers have some understanding of gender issues. Teachers, however, need a deeper understanding of issues of gender in the classroom and in school generally; Gender awareness teaching has the capacity to be broadened to the children's homes. In this way the school and teachers become forceful agents of social change; The Curriculum should be accessible to all learners. Equitable treatment of learners depending on a specified need should be applied so that working towards equality is achieved. Subjects like Mathematics and Science should be taught in such a way that girls continue with them long after primary schools; Learning support materials should be selected with care; Teachers need to develop critical analysing skills when choosing, using, as well as developing support materials. The genderedness of materials should be exposed to the learners so that they too, develop a gender-free outlook to life; A wider variety of extracurricular activities for all children is needed in schools; Girls need to be encouraged to participate in school sport. The attire should be comfortable for them to participate fully in the field space provided in school; Through teachers' actions, school organisation, interaction and "conscientisation" of parents on gender matters, inequalities will eventually be removed in society; A need for the development of school gender policies was pointed out so that all stakeholders participate in the elimination of gender discrimination in school and society. All stakeholders should to be involved in the policy formulation process; A permeation INSET model is proposed for confronting gender inequity in primary schools for teachers to become self-reflective practitioners in education. All stakeholders need to become part of a process that aims at entrenching gender awareness in education and eventually in the broader society.
- Full Text:
Individual differences in gendered person perception: a multifactorial study
- Authors: Harper, Marcel
- Date: 2008-11-06T07:25:38Z
- Subjects: Sex (Psychology) , Gender identity , Sex role , Masculinity , Femininity , Social perception
- Type: Thesis
- Identifier: uj:14600 , http://hdl.handle.net/10210/1520
- Description: M.A. , The psychological study of gender has evolved to comprise both dispositional and social cognitive perspectives (Morawski, 1987). Recent theoretical debates within these fields have centred on multifactorial and unifactorial conceptions of gendered factors (Spence, 1993), and the cognitive representation of gender (Howard & Hollander, 1997). This study aimed to investigate specific phenomena implicated in the above approaches. Firstly, it assessed the influence of using gender as a basic-level category (Fiske & Taylor, 1991) for the organisation of person schemas on other elements of the perceivers’ gender belief systems (Deaux & LaFrance, 1998). These elements comprise the use of gender stereotypical perception of others, endorsement of traditional-sexist gender attitudes, and self-identification with expressive and instrumental personality traits (Deaux & LaFrance, 1998). Secondly, the study aimed to explicate the structure of perceivers’ gender belief systems (Deaux & LaFrance, 1998). To this end, multifactorial gender theories (Koestner & Aube, 1995), as explanations of the interrelations of gendered factors, were evaluated. Spence and Sawin’s (1985) multifactorial gender identity theory was specifically scrutinised in this regard. Hypotheses which were informed by sceptical accounts of the theoretical utility of the femininity and masculinity constructs (Spence & Buckner, 1995), gender transcendence theories (Ravinder, 1987c), robust multifactorial findings (Spence & Buckner, 2000), and recent advances in social cognitive theory (Higgins, 2000) were formed based on a review of the relevant literature.. Various self-report measures were utilised to address the research questions. A modified version of Kelley’s (1955) Role Construct Repertory test (Rep test), an Instrumental and Expressive scale (I/E scale) developed by Spence and Buckner (2000), a modified version of the Adjective Check List (ACL-M; Beere, 1990), the Attitudes toward Women Scale (AWS; Spence & Helmreich, 1978), and the Macho Scale (MS; Villemez & Touhey, 1977) were administered to a test sample of university students. The results of the study suggested that elements of the gender belief system relate to one another in complex patterns. Perceivers’ use of gender as a basic-level category was found to partially predict, along with their endorsement of traditional-sexist gender attitudes, the degree to which they implemented societal gender stereotyping. In addition, general multifactorial assumptions regarding gender (Koestner & Aube, 1995) were confirmed in that components of the gender belief system (Deaux & LaFrance, 1998) were shown to have varied interrelations depending on their specific properties (Spence, 1993). Multifactorial gender identity theory (Spence & Buckner, 2000; Spence & Sawin, 1985) received less support, and findings obtained suggested that its conceptions regarding femininity and masculinity as ineffable identity factors to be flawed. Alternative explanations of these findings that reflected gender transcendent and social cognitive insights (Frable, 1997; Freedman & Lips, 1996) better accounted for the results. In conclusion, the present study found considerable individual variance among perceivers’ use of gender as an important basic-level category for person perception. These differences in viewing males and females as fundamentally different human beings (Howard & Hollander, 1997) impacted on how targets (both known and less known) were perceived in terms of ostensibly gendered attributes. In addition, multifactorial conceptions of gender were supported as well as the contention that femininity and masculinity are not theoretically useful heuristics (Morawski, 1987).
- Full Text:
- Authors: Harper, Marcel
- Date: 2008-11-06T07:25:38Z
- Subjects: Sex (Psychology) , Gender identity , Sex role , Masculinity , Femininity , Social perception
- Type: Thesis
- Identifier: uj:14600 , http://hdl.handle.net/10210/1520
- Description: M.A. , The psychological study of gender has evolved to comprise both dispositional and social cognitive perspectives (Morawski, 1987). Recent theoretical debates within these fields have centred on multifactorial and unifactorial conceptions of gendered factors (Spence, 1993), and the cognitive representation of gender (Howard & Hollander, 1997). This study aimed to investigate specific phenomena implicated in the above approaches. Firstly, it assessed the influence of using gender as a basic-level category (Fiske & Taylor, 1991) for the organisation of person schemas on other elements of the perceivers’ gender belief systems (Deaux & LaFrance, 1998). These elements comprise the use of gender stereotypical perception of others, endorsement of traditional-sexist gender attitudes, and self-identification with expressive and instrumental personality traits (Deaux & LaFrance, 1998). Secondly, the study aimed to explicate the structure of perceivers’ gender belief systems (Deaux & LaFrance, 1998). To this end, multifactorial gender theories (Koestner & Aube, 1995), as explanations of the interrelations of gendered factors, were evaluated. Spence and Sawin’s (1985) multifactorial gender identity theory was specifically scrutinised in this regard. Hypotheses which were informed by sceptical accounts of the theoretical utility of the femininity and masculinity constructs (Spence & Buckner, 1995), gender transcendence theories (Ravinder, 1987c), robust multifactorial findings (Spence & Buckner, 2000), and recent advances in social cognitive theory (Higgins, 2000) were formed based on a review of the relevant literature.. Various self-report measures were utilised to address the research questions. A modified version of Kelley’s (1955) Role Construct Repertory test (Rep test), an Instrumental and Expressive scale (I/E scale) developed by Spence and Buckner (2000), a modified version of the Adjective Check List (ACL-M; Beere, 1990), the Attitudes toward Women Scale (AWS; Spence & Helmreich, 1978), and the Macho Scale (MS; Villemez & Touhey, 1977) were administered to a test sample of university students. The results of the study suggested that elements of the gender belief system relate to one another in complex patterns. Perceivers’ use of gender as a basic-level category was found to partially predict, along with their endorsement of traditional-sexist gender attitudes, the degree to which they implemented societal gender stereotyping. In addition, general multifactorial assumptions regarding gender (Koestner & Aube, 1995) were confirmed in that components of the gender belief system (Deaux & LaFrance, 1998) were shown to have varied interrelations depending on their specific properties (Spence, 1993). Multifactorial gender identity theory (Spence & Buckner, 2000; Spence & Sawin, 1985) received less support, and findings obtained suggested that its conceptions regarding femininity and masculinity as ineffable identity factors to be flawed. Alternative explanations of these findings that reflected gender transcendent and social cognitive insights (Frable, 1997; Freedman & Lips, 1996) better accounted for the results. In conclusion, the present study found considerable individual variance among perceivers’ use of gender as an important basic-level category for person perception. These differences in viewing males and females as fundamentally different human beings (Howard & Hollander, 1997) impacted on how targets (both known and less known) were perceived in terms of ostensibly gendered attributes. In addition, multifactorial conceptions of gender were supported as well as the contention that femininity and masculinity are not theoretically useful heuristics (Morawski, 1987).
- Full Text:
Cross-cultural, cross-gender aspects of identity formation in youth
- Authors: Todes, Karyn
- Date: 2009-09-16T10:23:14Z
- Subjects: College students , Identity (Psychology) in youth , Gender identity , Cross-cultural studies
- Type: Thesis
- Identifier: uj:8627 , http://hdl.handle.net/10210/2968
- Description: M.A.
- Full Text: false
- Authors: Todes, Karyn
- Date: 2009-09-16T10:23:14Z
- Subjects: College students , Identity (Psychology) in youth , Gender identity , Cross-cultural studies
- Type: Thesis
- Identifier: uj:8627 , http://hdl.handle.net/10210/2968
- Description: M.A.
- Full Text: false
Geslagsidentiteitsverwerwing by adolessente in 'n disfunksionele gesin
- Odendaal, Isabella Elizabeth
- Authors: Odendaal, Isabella Elizabeth
- Date: 2012-09-11
- Subjects: Gender identity , Adolescence -- Research -- South Africa , Educational counseling -- South Africa , Youth with social disabilities -- Education (Secondary) -- South Africa , Home and school -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:10024 , http://hdl.handle.net/10210/7414
- Description: M.Ed. , The majority of schools under the jurisdiction of the Gauteng Education Department have fully integrated Family and Sexuality Education as part of the school curriculum. Yet it appears that teenage pregnancies, premarital sex and sexually transmitted diseases are on the increase. Thus the question arises - why has Family and Sexuality Education not made any significant difference in assisting and guiding the adolescent with the development of a well-established, assertive gender identity? Perhaps the answer lies in the primary context of the adolescent, namely the family, its structure and the family relationships. This investigation then focuses on the development of adolescent gender identity in the context of a dysfunctional family. The theory framework for this study includes readings in Developmental Psychology which focus on adolescent development in general and adolescent gender identity development in particular. In order to address this aim, it is also necessary to investigate through a theoretical framework, the following three aspects: which dysfunctional family factors play a role in the development of adolescent gender identity? what is the nature of adolescent gender identity, and how does it develop? how is the family, and thus also the adolescent, influenced by society? The problem that is focused upon in this study often confronts the Head of Department: Educational Guidance, who has to deal with the ever increasing number of behavioural and emotional problems experienced by some adolescents. Very often these problems are identified as being due to immaturity, without a real investigation of the underlying cause. This could possibly be the result of a lack of knowledge and understanding of the problem. This study is then also directed at the position and tasks of the Head of Department: Educational Guidance, and aims to illustrate an approach to the identification of the problem under study. The nature of the research question presupposes a case study as research format. The discussion takes place against the background of the qualitative research design. The research design is descriptive and contextual as it aims to understand and give better insight into the development of adolescent gender identity within a dysfunctional family unit.
- Full Text:
- Authors: Odendaal, Isabella Elizabeth
- Date: 2012-09-11
- Subjects: Gender identity , Adolescence -- Research -- South Africa , Educational counseling -- South Africa , Youth with social disabilities -- Education (Secondary) -- South Africa , Home and school -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:10024 , http://hdl.handle.net/10210/7414
- Description: M.Ed. , The majority of schools under the jurisdiction of the Gauteng Education Department have fully integrated Family and Sexuality Education as part of the school curriculum. Yet it appears that teenage pregnancies, premarital sex and sexually transmitted diseases are on the increase. Thus the question arises - why has Family and Sexuality Education not made any significant difference in assisting and guiding the adolescent with the development of a well-established, assertive gender identity? Perhaps the answer lies in the primary context of the adolescent, namely the family, its structure and the family relationships. This investigation then focuses on the development of adolescent gender identity in the context of a dysfunctional family. The theory framework for this study includes readings in Developmental Psychology which focus on adolescent development in general and adolescent gender identity development in particular. In order to address this aim, it is also necessary to investigate through a theoretical framework, the following three aspects: which dysfunctional family factors play a role in the development of adolescent gender identity? what is the nature of adolescent gender identity, and how does it develop? how is the family, and thus also the adolescent, influenced by society? The problem that is focused upon in this study often confronts the Head of Department: Educational Guidance, who has to deal with the ever increasing number of behavioural and emotional problems experienced by some adolescents. Very often these problems are identified as being due to immaturity, without a real investigation of the underlying cause. This could possibly be the result of a lack of knowledge and understanding of the problem. This study is then also directed at the position and tasks of the Head of Department: Educational Guidance, and aims to illustrate an approach to the identification of the problem under study. The nature of the research question presupposes a case study as research format. The discussion takes place against the background of the qualitative research design. The research design is descriptive and contextual as it aims to understand and give better insight into the development of adolescent gender identity within a dysfunctional family unit.
- Full Text:
Lesbian identities in South Africa : Black and White experiences in Johannesburg
- Authors: Smuts, Letitia
- Date: 2011-11-01
- Subjects: Lesbians - South Africa - Identity , Gender identity , Sexual orientation
- Type: Thesis
- Identifier: uj:7260 , http://hdl.handle.net/10210/3930
- Description: M.A. , This dissertation attempts to understand the different meanings attached to lesbian identities by comparing the experiences of black and white lesbian women living in South Africa. Literature of the experiences of black lesbian women, especially in South Africa, is plentiful. Thus, by including white lesbian women in the sample, this dissertation begins to fill a gap in literature and provide some insights into an overall experience of lesbian identity in South Africa. In-depth interviews were conducted with seven black lesbians and seven white lesbians living in and around Johannesburg, and an intersectional model of analysis was employed to analyse the data. The study found that race as an identity marker is significant in how lesbian women attach meaning to their sexual identities, though it is not the only denominator when it comes to constructing a lesbian identity. A number of other key identities arose from the study which have an impact on the way in which a lesbian identity is constructed, such as gender, ties to family, different social spaces and religion. These multiple identities are not mutually exclusive, and thus interact with each other to influence the construction of a lesbian identity. This dissertation also asserts that a lesbian identity impacts on how the participants experience their other, non-lesbian, identities. Comparing the experiences of fourteen diverse lesbian women has contributed to a deeper understanding of lesbian identity construction, as well as the coming-out process.
- Full Text:
- Authors: Smuts, Letitia
- Date: 2011-11-01
- Subjects: Lesbians - South Africa - Identity , Gender identity , Sexual orientation
- Type: Thesis
- Identifier: uj:7260 , http://hdl.handle.net/10210/3930
- Description: M.A. , This dissertation attempts to understand the different meanings attached to lesbian identities by comparing the experiences of black and white lesbian women living in South Africa. Literature of the experiences of black lesbian women, especially in South Africa, is plentiful. Thus, by including white lesbian women in the sample, this dissertation begins to fill a gap in literature and provide some insights into an overall experience of lesbian identity in South Africa. In-depth interviews were conducted with seven black lesbians and seven white lesbians living in and around Johannesburg, and an intersectional model of analysis was employed to analyse the data. The study found that race as an identity marker is significant in how lesbian women attach meaning to their sexual identities, though it is not the only denominator when it comes to constructing a lesbian identity. A number of other key identities arose from the study which have an impact on the way in which a lesbian identity is constructed, such as gender, ties to family, different social spaces and religion. These multiple identities are not mutually exclusive, and thus interact with each other to influence the construction of a lesbian identity. This dissertation also asserts that a lesbian identity impacts on how the participants experience their other, non-lesbian, identities. Comparing the experiences of fourteen diverse lesbian women has contributed to a deeper understanding of lesbian identity construction, as well as the coming-out process.
- Full Text:
Emerging themes around masculinity : eclectic psychoanalytic views
- Authors: Larney, Alan Craig.
- Date: 2012-08-08
- Subjects: Masculinity , Men - Psychology , Gender identity , Sex role , Psychoanalytic interpretation , Psychoanalysis - History
- Type: Thesis
- Identifier: uj:8975 , http://hdl.handle.net/10210/5445
- Description: M.A. , The objective of this thesis is to examine emerging themes around masculinity from within an eclectic psychoanalytic framework. In order to achieve the objective, the historical development of psychoanalytic theories on the male gender role are briefly examined. Thereafter, the thesis examines the eclectic psychoanalytic theories of masculinity proposed by Chodorow (1989, 1995) and Hudson and Jacot (1991). An investigation into the emerging themes around masculinity generated by the theories of Chodorow (1989, 1995) and Hudson and Jacot (1991) is then undertaken. The conclusion is that the theories of Chodorow (1989, 1995) and Hudson and Jacot (1991) share an eclectic psychoanalytic approach. The most important common themes in the development of masculinity, are identified as being the relevance of the pre-Oedipal years; the link between the development of the self and the formation of gender identity; and the relationship between psychoanalysis and social theory in the development of masculinity. The role of the mother is also explored in terms of her contribution to the development of masculinity and the maintenance of a gender bias.
- Full Text:
- Authors: Larney, Alan Craig.
- Date: 2012-08-08
- Subjects: Masculinity , Men - Psychology , Gender identity , Sex role , Psychoanalytic interpretation , Psychoanalysis - History
- Type: Thesis
- Identifier: uj:8975 , http://hdl.handle.net/10210/5445
- Description: M.A. , The objective of this thesis is to examine emerging themes around masculinity from within an eclectic psychoanalytic framework. In order to achieve the objective, the historical development of psychoanalytic theories on the male gender role are briefly examined. Thereafter, the thesis examines the eclectic psychoanalytic theories of masculinity proposed by Chodorow (1989, 1995) and Hudson and Jacot (1991). An investigation into the emerging themes around masculinity generated by the theories of Chodorow (1989, 1995) and Hudson and Jacot (1991) is then undertaken. The conclusion is that the theories of Chodorow (1989, 1995) and Hudson and Jacot (1991) share an eclectic psychoanalytic approach. The most important common themes in the development of masculinity, are identified as being the relevance of the pre-Oedipal years; the link between the development of the self and the formation of gender identity; and the relationship between psychoanalysis and social theory in the development of masculinity. The role of the mother is also explored in terms of her contribution to the development of masculinity and the maintenance of a gender bias.
- Full Text:
The social construction of the South African male identity
- Authors: Augustine, Cilicia Senta
- Date: 2008-10-29T12:18:42Z
- Subjects: Men's identity , Gender identity
- Type: Thesis
- Identifier: uj:13795 , http://hdl.handle.net/10210/1405
- Description: M.A. , This research study was undertaken from a social constructionist perspective. It aims to explore the impact of the emergence of female equality on the South African Male identity. Specifically the researcher tried to investigate how men from different racial and cultural groups cope with changes brought about by the new democracy and gender equality. The first part of the dissertation consists of a review of the literature on the shift from modernism to postmodernism. It includes postmodernist ideas on language, meaning, narrative and the social construction of gender as well as identity. The literature study further provides an overview of the different feminisms. Male identity is then reviewed highlighting the different factors that contribute to its formation, maintenance, as well as its expression in the South African context. In line with the researcher’s epistemology, the methodology was qualitative in nature and semi-structured interviews were used. The narratives of the participants were subjected to a thematic analysis. The significant themes that emerged from the analysis are presented in the results chapter. It is evident from the narratives of the research participants that some males are experiencing difficulty in trying to adapt to the emerging female conscience. It has also been noted that although men are now taking on a greater childcaring role and placing more emphasis on relationships such change seems to be occurring on a very small scale. The slow change in gender roles can be attributed to the normative structure of the patriarchal cultures in South Africa that make role change difficult. The results are thus discussed in light of the literature study as well as the South African context. Finally a conclusion is offered together with the reflections of the researcher and a discussion of the limitations of the study. Lastly recommendations are made in the hope that it would help psychologists, sociologists and lawmakers’ work towards a better understanding of men’s position in society and their fears. It is only through understanding both sides that one can facilitate better gender relationships. , Ms. Brenda Radebe
- Full Text:
- Authors: Augustine, Cilicia Senta
- Date: 2008-10-29T12:18:42Z
- Subjects: Men's identity , Gender identity
- Type: Thesis
- Identifier: uj:13795 , http://hdl.handle.net/10210/1405
- Description: M.A. , This research study was undertaken from a social constructionist perspective. It aims to explore the impact of the emergence of female equality on the South African Male identity. Specifically the researcher tried to investigate how men from different racial and cultural groups cope with changes brought about by the new democracy and gender equality. The first part of the dissertation consists of a review of the literature on the shift from modernism to postmodernism. It includes postmodernist ideas on language, meaning, narrative and the social construction of gender as well as identity. The literature study further provides an overview of the different feminisms. Male identity is then reviewed highlighting the different factors that contribute to its formation, maintenance, as well as its expression in the South African context. In line with the researcher’s epistemology, the methodology was qualitative in nature and semi-structured interviews were used. The narratives of the participants were subjected to a thematic analysis. The significant themes that emerged from the analysis are presented in the results chapter. It is evident from the narratives of the research participants that some males are experiencing difficulty in trying to adapt to the emerging female conscience. It has also been noted that although men are now taking on a greater childcaring role and placing more emphasis on relationships such change seems to be occurring on a very small scale. The slow change in gender roles can be attributed to the normative structure of the patriarchal cultures in South Africa that make role change difficult. The results are thus discussed in light of the literature study as well as the South African context. Finally a conclusion is offered together with the reflections of the researcher and a discussion of the limitations of the study. Lastly recommendations are made in the hope that it would help psychologists, sociologists and lawmakers’ work towards a better understanding of men’s position in society and their fears. It is only through understanding both sides that one can facilitate better gender relationships. , Ms. Brenda Radebe
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A hermeneutics of sexual identity: a challenge to conservative religious discourse
- Authors: Hill, Samuel
- Date: 2010-03-31T06:58:52Z
- Subjects: Gender identity
- Type: Thesis
- Identifier: uj:6712 , http://hdl.handle.net/10210/3116
- Description: M.A. , In this thesis I explore the use of the bible as a normative text with regard to sexuality (especially homosexuality). I start off by focusing on the Genesis creation myth (Genesis chapters one and two), using Robert Gagnon’s gender complementarity argument against homosexuality. I then argue, that essential to understanding how to interpret the creation myth, a person can use a theory developed by Martin Noth, called Deuteronomistic History. This theory helps us to understand that the scriptures (particularly the books from Deuteronomy through to II Kings) were compiled by a group of Jewish priestly redactors (employing retrospective theology) to form part of a continuous narrative that can be said to include the book of Genesis. As such, using the Gadamerian concepts of finitude and effective history, I assert that the creation myth is historically situated, and thus cannot be uncritically applied to contemporary issues, such as homosexuality. Nevertheless it played a central role against the background of a politics of survival in the formation of a Jewish national and sexual identity. It did this through functioning as a national grand narrative. How the biblical text played this formative role, as a national grand narrative, in creating and maintaining Jewish identity, will become evident as we explore, through Richard Kearney, the function that productive imagination can fulfil in the development of sexual identity. I will further highlight this function of the productive imagination through use of Judith Butler’s concepts performativity and interpellation. It will then become evident that using the biblical text (as though it reflected the reality of sexuality as it is), in the way that Gagnon does, to establish gender essences, constitutes a naturalistic fallacy. And so we will see that the creation myth cannot be used to establish normative principles with regard to notions of strict gender essences. Thus, in concluding the thesis, I will revisit the creation myth using the insights of Judith Butler’s queer theory to demonstrate how the biblical text itself, not only does not support notions of strict gender essences, but also undermines notions of strict gender roles or essences.
- Full Text:
- Authors: Hill, Samuel
- Date: 2010-03-31T06:58:52Z
- Subjects: Gender identity
- Type: Thesis
- Identifier: uj:6712 , http://hdl.handle.net/10210/3116
- Description: M.A. , In this thesis I explore the use of the bible as a normative text with regard to sexuality (especially homosexuality). I start off by focusing on the Genesis creation myth (Genesis chapters one and two), using Robert Gagnon’s gender complementarity argument against homosexuality. I then argue, that essential to understanding how to interpret the creation myth, a person can use a theory developed by Martin Noth, called Deuteronomistic History. This theory helps us to understand that the scriptures (particularly the books from Deuteronomy through to II Kings) were compiled by a group of Jewish priestly redactors (employing retrospective theology) to form part of a continuous narrative that can be said to include the book of Genesis. As such, using the Gadamerian concepts of finitude and effective history, I assert that the creation myth is historically situated, and thus cannot be uncritically applied to contemporary issues, such as homosexuality. Nevertheless it played a central role against the background of a politics of survival in the formation of a Jewish national and sexual identity. It did this through functioning as a national grand narrative. How the biblical text played this formative role, as a national grand narrative, in creating and maintaining Jewish identity, will become evident as we explore, through Richard Kearney, the function that productive imagination can fulfil in the development of sexual identity. I will further highlight this function of the productive imagination through use of Judith Butler’s concepts performativity and interpellation. It will then become evident that using the biblical text (as though it reflected the reality of sexuality as it is), in the way that Gagnon does, to establish gender essences, constitutes a naturalistic fallacy. And so we will see that the creation myth cannot be used to establish normative principles with regard to notions of strict gender essences. Thus, in concluding the thesis, I will revisit the creation myth using the insights of Judith Butler’s queer theory to demonstrate how the biblical text itself, not only does not support notions of strict gender essences, but also undermines notions of strict gender roles or essences.
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Persoonlikheidsfunksionering van androgene individue binne huwelikskonteks
- Authors: Heyns, Anelise
- Date: 2012-08-13
- Subjects: Androgyny (Psychology) , Gender identity , Sex differences (Psychology) , Personality and situation , Bisexuality in marriage
- Type: Thesis
- Identifier: uj:9053 , http://hdl.handle.net/10210/5516
- Description: M.A. , The aim of this study was to generate hypotheses concerning personality functioning of androgynous individuals, and more specifically within the context of marital relationships. Ideally, a holistic view of a person in his/her unique life situation should be taken into account in scientific research. In order to limit this study only two personality concepts were studied, self concept and locus of control. it must be kept in mind , however that there is an ecological interaction between many more and unknown factors and granting that it is artificial to isolate only two factors from encompassing whole.
- Full Text:
- Authors: Heyns, Anelise
- Date: 2012-08-13
- Subjects: Androgyny (Psychology) , Gender identity , Sex differences (Psychology) , Personality and situation , Bisexuality in marriage
- Type: Thesis
- Identifier: uj:9053 , http://hdl.handle.net/10210/5516
- Description: M.A. , The aim of this study was to generate hypotheses concerning personality functioning of androgynous individuals, and more specifically within the context of marital relationships. Ideally, a holistic view of a person in his/her unique life situation should be taken into account in scientific research. In order to limit this study only two personality concepts were studied, self concept and locus of control. it must be kept in mind , however that there is an ecological interaction between many more and unknown factors and granting that it is artificial to isolate only two factors from encompassing whole.
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The relationship between perceived inclusion and the imposter phenomenon as mediated by work and gender identities in South Africa
- Authors: Fisher, Talia Devorah
- Date: 2019
- Subjects: Impostor phenomenon , Gender identity
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/402847 , uj:33731
- Description: Abstract : The desire to feel included is an essential need for all humans which extends into the context of the work environment. Employees who experience a lack of perceived inclusion at work, on the basis of their work identity and gender identity, may experience internal feelings of fraudulence, intellectual inadequacy or fear that they will not be able to maintain their success. This describes a psychological experience known as the imposter phenomenon. In this study, the mediating effect of work identity and gender identity on the relationship between perceived inclusion and the experience of the imposter phenomenon was examined. The moderating variable in this study was gender, through the use of male and female sample groups. A total sample size of 323 employees completed the measurement instruments used in this study, including: an adapted Perceived Inclusion Scale; the Tilburg Scale for Work Identity Commitment and Reconsideration of Commitment (TWIS-CRC); the Gender Identity Measure for the Experiences @ Work Project; and the Clance Imposter Phenomenon Scale (CIPS). The study was quantitative in nature and the results from the Multivariate Analysis of Variance (MANOVA) indicated that there were no significant differences in the measures across the male and female sample groups. The results from the Multi-Group Structural Equation Modelling (MG-SEM) indicated that work identity and gender identity provide full mediation on the relationship between perceived inclusion and the experience of the imposter phenomenon for male employees but not for female employees. For female employees, a weak yet negative statistically significant direct relationship was found between perceived inclusion and the experience of the imposter phenomenon. The results suggest that for male employees, their identity, specifically their work identity and gender identity, predict their feelings of intellectual inadequacy and unworthiness, whereas for female employees, their feelings of intellectual inadequacy and unworthiness is predicted by their perceptions of inclusion. Managers should support those employees who experience feelings related to the imposter phenomenon and should encourage them to stop their involvement in the imposter cycle. , M.Com. (Industrial Psychology)
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- Authors: Fisher, Talia Devorah
- Date: 2019
- Subjects: Impostor phenomenon , Gender identity
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/402847 , uj:33731
- Description: Abstract : The desire to feel included is an essential need for all humans which extends into the context of the work environment. Employees who experience a lack of perceived inclusion at work, on the basis of their work identity and gender identity, may experience internal feelings of fraudulence, intellectual inadequacy or fear that they will not be able to maintain their success. This describes a psychological experience known as the imposter phenomenon. In this study, the mediating effect of work identity and gender identity on the relationship between perceived inclusion and the experience of the imposter phenomenon was examined. The moderating variable in this study was gender, through the use of male and female sample groups. A total sample size of 323 employees completed the measurement instruments used in this study, including: an adapted Perceived Inclusion Scale; the Tilburg Scale for Work Identity Commitment and Reconsideration of Commitment (TWIS-CRC); the Gender Identity Measure for the Experiences @ Work Project; and the Clance Imposter Phenomenon Scale (CIPS). The study was quantitative in nature and the results from the Multivariate Analysis of Variance (MANOVA) indicated that there were no significant differences in the measures across the male and female sample groups. The results from the Multi-Group Structural Equation Modelling (MG-SEM) indicated that work identity and gender identity provide full mediation on the relationship between perceived inclusion and the experience of the imposter phenomenon for male employees but not for female employees. For female employees, a weak yet negative statistically significant direct relationship was found between perceived inclusion and the experience of the imposter phenomenon. The results suggest that for male employees, their identity, specifically their work identity and gender identity, predict their feelings of intellectual inadequacy and unworthiness, whereas for female employees, their feelings of intellectual inadequacy and unworthiness is predicted by their perceptions of inclusion. Managers should support those employees who experience feelings related to the imposter phenomenon and should encourage them to stop their involvement in the imposter cycle. , M.Com. (Industrial Psychology)
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