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1971 - 197912010 - 20182

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    Sex role development in girls : a cognitive theory : a thesis presented in partial fulfilment of the requirements for the degree of master of Arts in Education
    (Massey University, 1971) Garrett, Denis
    This study reviews current theory and research relevant to the sex role development of girls. It starts with some examination of the explanation of motive in identification, and then looks at the way in which theories of identification typically account for sex differences is personality and development. This argues that all conventional theories of identification are tied, in one way or another, to drive reduction theory; if an intrinsic motivation theory is assumed, then identification as a consequence of secondary reward value need not be adduced. Some difficulties of explaining sex role development in girls on conventional theory are examined before moving to the social context. Society is assumed to be typically seen as according male status more reward. This has consequences for sex role preference theory and research, which are examined. Data on sex differences (both cognitive and personality) are reviewed in order to elucidate the nature of any theoretical account of the differences. Two significant related theories are reviewed and evaluated; those of Lynn and Kohlberg. The latter providing a theory of sex role learning on a Piagetian basis. However, both theories are argued to be defective in omitting or understaning the role of siblings and peers in sex role learning; theory and research in these fields is noted. A specific (and somewhat new) sequence is proposed for important peer-interaction differences between boys and girls. Included in some more explicit hypotheses is one (on sex differences in intelligence-test behaviours) of interest to educators.
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    Dressmaking : how a clothing practice made girls in New Zealand, 1945 to 1965 : a thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy at Massey University, Wellington, New Zealand
    (Massey University, 2018) Vincent, Dinah
    This thesis looks at domestic dressmaking to understand what the practice meant for practitioners beyond making garments. It focuses on New Zealand girls in the period from 1945 to 1965, when dressmaking was understood as a universal part of the female experience at home and school. Despite this assumption of ubiquity, little work has been done to document how dressmaking happened in homes and in schools and, more importantly, how it affected girls. The critical framework combines feminist historical and sociological thinking — including Bourdieu’s theories of habitus and cultural reproduction — with fashion studies, cultural studies, material culture and object studies. The methodology reflects this interdisciplinary approach by layering personal recollections gathered in 15 oral history interviews, with documentary evidence, image research, and object studies. This thesis argues that dressmaking offers a new lens through which to view female experience in New Zealand at that time. Dressmaking not only shaped appearance: it affected the allocation of space and time within households; it established and reinforced shopping behaviours; it created inter-generational bonds as women shared their skills within family groups; it maintained relationships within extended family groups as a source of hand-me-down clothing; and it offered the possibility of paid employment either within or outside the home. Beyond the home, dressmaking was part of girls’ school experience, used to prepare them for a prescribed femininity, but perceived as second-rate subject because of the strong association with domesticity. Dressmaking also offered girls and women a means of engaging with change - in fashions, fabrics, patterns, and tools. Memory, place, objects, and people combined to influence dressmaking practice. For some, dressmaking became ingrained as part of their identity and can be understood as habitus. The thesis shows how dressmaking shaped girls’ identities as much as dressmaking was used to shape garments.
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    Lost in the autism spectrum : assessment and intervention for improving social competence in high functioning girls displaying 'autistic-like' behaviours : a thesis presented in partial fulfillment of the requirements for the degree of MEdPsych in Educational Psychology at Massey University, Manawatū, New Zealand
    (Massey University, 2014) Eddowes, Denise F
    This study is about a focused social skill intervention for pre-pubescent girls with high functioning ‘autistic-like’ behaviours to improve their social competence. Participants were four girls between the ages of 8-12 years who participated in the 16-session programme over an 8 week period. Using a case study design and a mixed methods approach, the intervention used video modelling to address the visual learning preference known inherent to those with ASD along with the incorporation of the results showed that when provided with a targeted intervention their social skills behaviours improved and problem behaviours decreased. This study identified that girls with ‘autistic-like’ behaviours, when identified and provided with targeted intervention, have the ability to develop skills to engage in positive reciprocal interactions with peers, adults and family. The study concludes with identifying limitations and future research needs.