東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Biological Differences or Social Con...

Gray, Sarah Katherine.

FindBook

Google Book

Amazon

博客來

Biological Differences or Social Constructions? The Entanglement of Sex and Gender in Health and Physical Education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Biological Differences or Social Constructions? The Entanglement of Sex and Gender in Health and Physical Education./
作者:	Gray, Sarah Katherine.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	270 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
Contained By:	Dissertation Abstracts International79-12A(E).
標題:	Physical education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10688378
ISBN:	9780438186705

Biological Differences or Social Constructions? The Entanglement of Sex and Gender in Health and Physical Education.
Gray, Sarah Katherine.

Biological Differences or Social Constructions? The Entanglement of Sex and Gender in Health and Physical Education. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 270 p.

Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.

Thesis (Ph.D.)--University of Toronto (Canada), 2018.

Increasing concern over the wellness of young people has placed an increased emphasis on health and physical education as part of the schooling process for young men and women (13--18 years). An increasing number of policies have been implemented in schools in a consorted effort to address student wellbeing. This dissertation explores the discourses that shape the experiences of young men and women in secondary school. Specifically, I explore biological assumptions and social behaviours of young people which influence their eating behaviours and physical activities. Using a biopedagogical theoretical perspective combined with a sex and gender framework, this analysis engages with the complex relationships between biological understandings and resulting social behaviours with the intention of determining whether or not one is a predictor or resistor of the other. Data collection occurred in three phases (interviews with participants in policy implementation and dissemination, focus groups with secondary students, and policy analysis) and was conducted in a public school board in the Greater Toronto Area. I demonstrate that young people's own understandings of about natural biological differences between young men and women are reinforced and (re)produced in social behaviours. Dominant discourses and constructions about sex and gender create binary categories and give rise to behaviours which impede the experiences and expressions of some young men and women. This research demonstrates the need to understand sex and gender as a continuum instead of binary categories. This would broaden the expressions of eating behaviours and physical activities for both young men and women.

ISBN: 9780438186705Subjects--Topical Terms:

635343
Physical education.

Biological Differences or Social Constructions? The Entanglement of Sex and Gender in Health and Physical Education.
LDR:02720nmm a2200313 4500 001 2202849
005 20190520081352.5
008 201008s2018 ||||||||||||||||| ||eng d
020 $a 9780438186705
035 $a (MiAaPQ)AAI10688378
035 $a (MiAaPQ)toronto:17012
035 $a AAI10688378
040 $a MiAaPQ $c MiAaPQ
100 1 $a Gray, Sarah Katherine. $3 3429626
245 1 0 $a Biological Differences or Social Constructions? The Entanglement of Sex and Gender in Health and Physical Education.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 270 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
500 $a Adviser: Margaret MacNeill.
502 $a Thesis (Ph.D.)--University of Toronto (Canada), 2018.
520 $a Increasing concern over the wellness of young people has placed an increased emphasis on health and physical education as part of the schooling process for young men and women (13--18 years). An increasing number of policies have been implemented in schools in a consorted effort to address student wellbeing. This dissertation explores the discourses that shape the experiences of young men and women in secondary school. Specifically, I explore biological assumptions and social behaviours of young people which influence their eating behaviours and physical activities. Using a biopedagogical theoretical perspective combined with a sex and gender framework, this analysis engages with the complex relationships between biological understandings and resulting social behaviours with the intention of determining whether or not one is a predictor or resistor of the other. Data collection occurred in three phases (interviews with participants in policy implementation and dissemination, focus groups with secondary students, and policy analysis) and was conducted in a public school board in the Greater Toronto Area. I demonstrate that young people's own understandings of about natural biological differences between young men and women are reinforced and (re)produced in social behaviours. Dominant discourses and constructions about sex and gender create binary categories and give rise to behaviours which impede the experiences and expressions of some young men and women. This research demonstrates the need to understand sex and gender as a continuum instead of binary categories. This would broaden the expressions of eating behaviours and physical activities for both young men and women.
590 $a School code: 0779.
650 4 $a Physical education. $3 635343
650 4 $a Gender studies. $3 2122708
650 4 $a Kinesiology. $3 517627
690 $a 0523
690 $a 0733
690 $a 0575
710 2 $a University of Toronto (Canada). $b Exercise Sciences. $3 2104907
773 0 $t Dissertation Abstracts International $g 79-12A(E).
790 $a 0779
791 $a Ph.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10688378