Abstract

This article analyzes the gender socialization patterns and masculine constructions of a group of adolescent boys living in single-mother households. Data collection methods such as observation and interviews were employed together with interpretive techniques to explain how the participants constructed their realities based on their experiences. The results revealed that gender socialization of adolescent boys took place when their single mothers-pressured by dramatic physical changes in their adolescent sons-concluded that the boys were already men, and admonished them to act as expected of men. Gender socialization also took place when mothers observed in the behavior of their adolescent boys traits regarded as typically male, which they Gender,

Background: Positive behavioural interventions and supports (PBIS) is a framework that aligns with the South African Department of Education’s Alternatives to Corporal Punishment.Aim: The aim of this study is to provide a snapshot of the extent to which policies and practices in a disadvantaged South African primary school align with PBIS.Setting: The study was conducted at a South African primary school with grades kindergarten to Grade 7 in an urban disadvantaged community.Methods: Twenty-eight teachers, administrators and non-educational school staff completed a survey that addressed: (1) common behaviour problems; (2) the extent to which the school implements five core features of PBIS and (3) the existence of a crisis prevention and intervention plan.Results: In this disadvantaged school, there is little evidence that (1) a cohesive, evidence-based schoolwide behaviour plan exists that includes multi-tiered systems of support; (2) staff have the expertise to implement a positive and proactive behaviour plan or are provided adequate professional development; (3) staff follow the plan and are held accountable for following it and (4) a representative leadership team provides oversight and direction regarding the plan by using learner behaviour data.Conclusion: The results indicate that there is a lack of multi-tiered systems of behavioural support and a continued reliance on reactive and punitive approaches to learner behaviour. Moreover, staff do not adhere to the schoolwide behaviour plan, are not held accountable for doing so, and need training in key areas of behaviour management.