Stephen Lake Thesis

Early adolescent boys’ descriptions of nonparental adults who are significant to them and the influence these adults may have on the boys’ identity development Stephen J Lake MEd BEd DipT Faculty of Education School of Learning and Professional Studies Centre for Learning Innovation A Thesis submitted to the Queensland University of Technology for the degree of Doctor of Education 2006 STATEMENT OF ORIGINAL AUTHORSHIP The work contained in this thesis has not been previously submitted for a degree or diploma at any other higher education institution. To the best of my knowledge and belief, the thesis contains no material previously submitted or written by any other person except where due reference is made. The referencing and citing system used in this thesis follows the procedures outlined in the APA Manual (5th Edition). I undertake to retain the original collated data on which this thesis is based for a minimum of five years, in accordance with University ethics guidelines. Signed: Date: ii ACKNOWLEDGEMENTS I am pleased to have this opportunity to thank those who have provided guidance and encouragement through the professional doctoral process and the writing of this thesis. I particularly want to acknowledge and thank my principal supervisor, Dr Christine Eastwood, and my associate supervisor, Dr Jenny Campbell, both of the School of Learning and Professional Studies, Faculty of Education at Queensland University of Technology (QUT). Christine offered her time and expertise far beyond that expected of a supervisor and it was her thoughtfulness, ongoing support and inspiration that kept me going and got me to the end. At key points along the journey Jenny reviewed the writing and assisted in clarifying thinking and how best to structure the emerging thesis. I deeply appreciate the professional way in which they both approached their roles and offered scholarly input. The Doctor of Education program at QUT offered me the opportunity to learn and grow within a guided, flexible and enjoyable process that extended my research knowledge and deepened my professional expertise particularly in the field of early adolescent identity development. I would like to acknowledge the coordinator of the EdD program, Dr Susan Danby, and the teaching team members, particularly Associate Professors Sandra Taylor and Karen Thorpe, and Dr Fiona Spencer. These people led me through the early stages of the process, taught me about doctoral research and offered thoughtful advice. The Faculty of Education at QUT provided a scholarship for the second and third years of my study and for this I am appreciative and thankful. Such an undertaking as this thesis is not possible without the ongoing support and encouragement of those closest to the candidate. I sincerely thank my wife, Stephanie Munday-Lake, for her love, tolerance and enduring encouragement. Heather Pearce and Po Li Tan, both undertaking PhD studies in the Research Centre with me, shared the highs and lows of the journey and I appreciated their friendship and support. I had the privilege of being part of a supportive and challenging doctoral study group at St Paul’s School. I thank Mike Tucker, Mary Rafter, Annette Kazakoff and especially Patsy Norton who facilitated our times together and encouraged us because she believed what we were doing would make a difference for learners, schools and society. Others who have journeyed with me and who I would like to thank for their support are Alex Crawford, Cate Pitt and her son William Pitt-Thacker, Nathan Simmonds, Margaret Goddard, Professor Peter Taylor, Dr Peter Bond, Sue Daly, my parents Max and Jacki Lake, Effie Munday, Jake and Ian, and Margaret and some other friends from St Mark’s Church. I was inspired to conduct this doctoral research and write this thesis by my many professional dealings with adolescent boys and young men in my work as a teacher, welfare worker and manager, and in my personal interactions as a Godparent and youth minister. I really wanted to know why life appeared to work out well for some boys and young men and not so well for others. Listening to early adolescent boys’ descriptions of the adults that they chose as very important to them, and their interactions with these people, gave me an opportunity to consider the influences these very important adults may have on the boys’ identity development. So, I thank the schools involved and the boys who expressed an interest in participating in this research. I especially thank the 16 boys who told me about their very important adults and their interactions with these people. I hope this research informs us, as adults who have the opportunity to influence boys on their journey through adolescence to manhood. iv TABLE OF CONTENTS Statement of Original Authorship.................................................................................... ii Acknowledgements.........................................................................................................iii Table of Contents ........................................................................................................... v List of Tables ..................................................................................................................ix List of Figures .................................................................................................................x Abstract...........................................................................................................................xi CHAPTER ONE.............................................................................................................. 1 1 INTRODUCTION..................................................................................................... 1 1.1 “Wild Boys”....................................................................................................... 1 1.2 Who they are and who they might become ...................................................... 3 1.3 Significance and Goal of this Study.................................................................. 5 1.4 Research Goal ................................................................................................. 6 1.5 Research Questions......................................................................................... 6 1.6 Structure of the Thesis ..................................................................................... 6 1.6.1 Chapter One – Introduction....................................................................... 6 1.6.2 Chapter Two – Literature Review.............................................................. 7 1.6.3 Chapter Three – Methodological Issues ................................................... 7 1.6.4 Chapter Four – Research Method............................................................. 8 1.6.5 Chapter Five - Data................................................................................... 8 1.6.6 Chapter Six - Analysis............................................................................... 8 1.6.7 Chapter Seven – Discussion and Implications.......................................... 9 CHAPTER TWO ........................................................................................................... 10 2 LITERATURE REVIEW......................................................................................... 10 2.1 Young People and their Reality...................................................................... 10 2.1.1 Adults’ perceptions of adolescents.......................................................... 10 2.1.2 Family relationships and expectations .................................................... 11 2.1.3 Societal impact........................................................................................ 14 2.1.4 Depression/Suicide ................................................................................. 15 2.1.5 Schooling ................................................................................................ 16 2.2 Adolescence................................................................................................... 19 2.2.1 History of the term - Adolescence........................................................... 20 2.2.2 Definition of Adolescence........................................................................ 21 2.2.3 An Existential view of Adolescence......................................................... 25 2.3 Identity............................................................................................................ 26 2.3.1 History of the term - Identity .................................................................... 26 2.3.2 Definition of Identity................................................................................. 27 2.4 Identity and Gender differences ..................................................................... 31 2.4.1 Identity and Gender Differences in Early Adolescence........................... 32 2.4.2 Significant others and gender differences............................................... 33 2.5 Possible Selves.............................................................................................. 34 2.6 Significant Influencers .................................................................................... 37 2.6.1 Parents.................................................................................................... 38 2.6.2 Nonparental significant others................................................................. 40 2.6.3 Early

Load more