Massey Documents by Type

Permanent URI for this communityhttps://mro.massey.ac.nz/handle/10179/294

Browse

Subject: search.filters.subject.390406 Gender, sexuality and education

Search Results

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    Education as a ‘group project’ : exploring Filipina migrant university students’ stories of ‘achievement’ : a thesis in partial fulfilment of the requirements for the degree of Master of Health Science in Psychology at Massey University, Albany, New Zealand
    (Massey University, 2025) Getalado, Kristine Joyce Gorembalem
    Migrating for the sake of the family—its survival, its betterment, its future—is a prevalent narrative among most Filipinos scattered around the world. Yet the stories of ‘the family’, particularly those of Filipino migrant students, whose parents have invested and sowed their hopes, dreams, and aspirations, remain a narrative that is not well understood. The purpose of my research was to share the stories of Filipina (female Filipino) migrant university students, such that through the lens of their everyday realities and experiences, they could speak about the significance and nuances of their achievements. Guided by a theoretical framework that combines elements of social constructionism, narrative approach, and Sikolohiyang Pilipino (Filipino psychology), I traced the meaningful threads within the photovoice kuwentuhan (storytelling or informal conversations) I had with six Filipina migrant university students in Tāmaki Makaurau Auckland. Particular consideration was placed on how indigenous Filipino cultural beliefs and values saliently textured the women’s stories of achievement. What this thesis captures are the ways in which women’s education, achievement goals, cultural identity, and the notion of self as Filipina migrant university students are deeply intertwined, rich in complexity, and filled with layers of meaning. In particular, this research explores the complex key themes of education as a group project, utang na loob (debt of the inner self) and katatagang loob (inner strength and resilience). Weaving all these together enables previously unexplored opportunities for understanding the interconnected and interdependent nature of being a Filipino student. This research brings to life the educational journeys and overall wellbeing of migrant students, allowing readers and the whole collective kapwa to find pride, confidence, respect, and resilience as they see themselves reflected in these stories.
  • Thumbnail Image
    Item
    Gender diversity : early childhood teachers’ perspectives and teaching practices in Aotearoa New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University, Manawatū, New Zealand
    (Massey University, 2024) Gifkins, Vicki
    Notions and understandings of gender are evolving and changing. Historically, gender tended to be viewed as a female/male binary. Increasingly, gender is becoming understood as a spectrum encompassing a diverse range of gender identities and expressions. Wide variations exist related to how gender diversity is understood in society. In this thesis, gender diversity is viewed as an umbrella concept for all genders, including binary and nonbinary gender identities. As societal understandings of gender and gender diversity shift, implications arise for early childhood kaiako. Gender diversity is a relatively new concept in Aotearoa New Zealand early childhood education (ECE). An implication of this is that ECE kaiako are grappling with new and shifting gender concepts without Ministry of Education guidance or explicit curriculum support. Te Whariki, the Aotearoa New Zealand early childhood curriculum, makes limited reference to gender. The document suggests kaiako have a responsibility to support equity and inclusion for children “irrespective of gender” and lists gender as an aspect of inclusion (Ministry of Education, 2017b). Guidance has been developed for the school sector through the Relationships and Sexuality Education guides but not for the early childhood sector (Ministry of Education, 2020a). In addition to a lack of guidance and curriculum support, there are few Aotearoa New Zealand studies addressing gender diversity in ECE. The present study was designed to help address the research gap by investigating teachers’ understandings, perceptions, and experiences of gender diversity and their reported use of associated teaching practices. Researching gender diversity in ECE is important because during their early childhood years, children are developing their early concepts of gender. The ways children experience and understand gender in their early years can inform and shape their future understandings. The ways early childhood settings support children’s concepts of gender can nurture gender concepts, whether these are binary, expansive, or somewhere in between. Through their everyday play experiences and conversations with peers and kaiako, children are learning about gender and are exposed to ideas about gender. Gender concepts often arise as children engage in imaginary play, such as role-playing different family types or selecting dress ups to wear. Gender concepts also arise when children form or organise groups of peers to play with and through literacy experiences, such as book reading or singing songs. Potential exists for children to witness or experience binary gender stereotyping in early childhood settings. Potential also exists for challenging binary stereotyping and supporting children to develop more inclusive views of gender. For kaiako to be positioned to engage in gender-inclusive teaching practices, they may require access to knowledge of gender diversity, knowledge of gender-inclusive teaching practices, and support to implement inclusive teaching practices. A key aim of this study was to find out more about the ways kaiako understand gender diversity and to identify the teaching practices and support systems used by those kaiako who say they are supportive of gender diversity. A qualitative, question-driven approach supported this exploratory two-phase study. In phase one, 431 ECE kaiako responded to an online questionnaire. In phase two, nine kaiako participated in in-depth, semi-structured individual interviews. The data were analysed through descriptive statistics, content analysis, and thematic analysis. While the survey sought to include participants with a range of views, the interviews were designed to focus on participants who reported as being supportive of gender diversity. My aim with this focus was to help lay the groundwork for positive attitudes and better understanding about gender inclusion. Findings highlighted that kaiako held a wide range of views about gender. Kaiako relied on personal experiences and informal knowledge sources to inform their views of gender rather than professional knowledge. Approaches to supporting gender diversity in ECE varied considerably, with some kaiako seeing no responsibility to support gender diversity and others utilising a range of intentional teaching practices to support children’s gender learning. Most ECE settings lacked systematic approaches and policies that addressed gender diversity in their settings. Processes for checking that books and resources were free of gender bias were ad hoc and dependent on individual kaiako with an interest in gender equity. Parents and whānau were seen as both enablers and barriers to supporting gender diversity in ECE settings. While a wide range of views about gender were shared, the majority of kaiako were supportive of gender diversity and aspired to engage in inclusive teaching practices. For kaiako who were supportive of gender diversity, reading gender-expansive books and engaging in conversations with children were key teaching practices for supporting gender inclusion. Kaiako–child conversations were seen as a key practice for challenging gender stereotypes and mostly focused on breaking boy/girl stereotypes. Books were seen as the largest enabler for teaching children about gender diversity and supported kaiako to address a complex topic. Access to books was sometimes restricted or limited. Many kaiako described using careful language with children and aspired to either be gender neutral and avoided gendered terms like “boy” and “girl.” Overall, this research offers a promising but still contested and constrained view of gender diversity and inclusion in ECE. One of the things most notable about the study was the high numbers of kaiako interested in participating in this research, which suggests ECE kaiako are interested in exploring and discussing gender diversity. Yet, many kaiako faced barriers implementing inclusive teaching practices, and opportunities for professional learning and development were rare. Implications from the study suggest a need for better guidance, systems, and policies to support kaiako to effectively implement inclusive practices.
  • Thumbnail Image
    Item
    ‘Porn literacy’ as pedagogy? : key stakeholder perspectives on understanding and responding to young people's engagement with internet pornography : a dissertation presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Psychology at Massey University, Manawatū, New Zealand
    (Massey University, 2021) Healy-Cullen, Siobhán
    Youth encounters with Internet pornography (IP) have led to global concern regarding the healthy sexual socialisation of youth. A growing body of critical research recognises young people as agentic political actors in their sexual socialisation with legitimate knowledge of their own experiences, and seeks to understand their perspectives alongside those of influential adults in their lives. Grounded in social constructionist thinking, my research extends this emerging body of knowledge. I investigate how key stakeholders (16-18-year-olds, caregivers, and educators) account for and discursively construct youth engagement with IP, and explore their perspectives on porn literacy education. The central premise of this scholarship is to determine how such knowledge might translate positively for young people through sexuality education that recognises their lived realities. Key stakeholders were recruited from nine schools across the North Island of Aotearoa, New Zealand. A mixed-methods design was employed over sequential phases, comprising an online survey (N = 484), a Q-sort (N = 30), and semi-structured interviews (N = 24). Descriptive statistical analyses of the survey data provided a preliminary understanding of youth engagement with IP; a specialised software programme assisted with factor analysis for the Q-methodological study investigating perspectives towards porn literacy education; and interview data were analysed by means of a critical thematic analysis, drawing on a feminist discursive approach to sexual scripting theory. Key research findings are presented across four research articles and indicate that; (i) (gendered) youth engagement with IP is commonplace, and there are varied understandings between stakeholder groups and across genders as to why and how these encounters occur, (ii) youth take up agentic positions that suggest they are active, legitimate sexual citizens, and adults generally harbour concerns about recognising youth in this way, and (iii) the construction of childhood innocence dubiously positions youth as uncritical, ‘at risk’ viewers of IP. Accordingly, protectionist adult intervention is justified and conceptualised in accordance with this construction of youth. My research highlights dominant and alternative constructions about youth sexuality, and describes the synergies and discrepancies across key stakeholder perspectives about youth engagement with IP. Importantly, my findings suggest some youth engage with IP in a more nuanced manner than typically assumed. Through gaining a comprehensive understanding of stakeholders' perspectives, the findings of my research expand scholarly knowledge by providing practical inquiry into the potential of porn literacy as pedagogy.