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Doctoral Dissertation Template UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE THE BOSTON WOMEN’S HEALTH BOOK COLLECTIVE’S ENCOUNTER WITH THE MEDICAL MIS-EDUCATION OF WOMEN: A CONCEPTUAL AND HISTORICAL INQUIRY A DISSERTATION SUBMITTED TO THE GRADUATE FACULTY in partial fulfillment of the requirements for the Degree of DOCTOR OF PHILOSOPHY By DIANE URSULA ZACHARY KARNS Norman, Oklahoma 2017 THE BOSTON WOMEN’S HEALTH BOOK COLLECTIVE’S ENCOUNTER WITH THE MEDICAL MIS-EDUCATION OF WOMEN: A CONCEPTUAL AND HISTORICAL INQUIRY A DISSERTATION APPROVED FOR THE DEPARTMENT OF EDUCATIONAL LEADERSHIP AND POLICY STUDIES BY ______________________________ Dr. Susan Laird, Chair ______________________________ Dr. Mirelsie Velazquez, Co-Chair ______________________________ Dr. Michele Eodice ______________________________ Dr. Katherine Pandora ______________________________ Dr. William Frick © Copyright by DIANE URSULA ZACHARY KARNS 2017 All Rights Reserved. For Bruce – my husband, adventure buddy, and best friend. Your sacrifices and unwavering belief in me made this possible. One lifetime with you will never be enough. Acknowledgements First, I would like to thank Vilunya Diskin and Joan Ditzion for sharing your time, thoughts, and experiences with me. It was an honor to speak with you both. And to the Boston Women’s Health Book Collective whose work has served millions of women the world over – you are an inspiration. To my committee: Dr. Susan Laird, this would not have been the same without you. Dr. Mirelsie Velazquez, thank you for teaching me the value of stories. Dr. William Frick, your kind words and steadfast support have been greatly appreciated. Dr. Katherine Pandora, thank you for your teaching, excellent resources, and thoughtful comments. Dr. Michele Eodice, thank you for reminding me that dissertations are written one word at a time and for keeping me convinced that I could do this. To my EDS family: I have been honored to learn with and from you. A special thanks to Julie Davis, Cat Kinyon, and Brian Corpening – our talks and your friendship have sustained me through this process. I could not have done this without you. To my mother: Thank you for raising me as a feminist and for instilling in me the value of education. I am forever your ladybug. iv Table of Contents Acknowledgements ......................................................................................................... iv Abstract ........................................................................................................................... vii Chapter One: “Very little understanding of our own health care needs”: Introduction ... 1 Medical and Educational Roots of the Problem ......................................................... 7 The Boston Women’s Health Book Collective ........................................................ 24 The “Second Wave” of Feminism ............................................................................ 32 Theoretical Approach ............................................................................................... 35 Aims of This Study ................................................................................................... 46 Organization of Chapters .......................................................................................... 47 Chapter Two: “It’s all about education.”: The Medical Mis-education of Women as Cultural Mis-education ....................................................................................... 49 Framing the Medical Mis-education of Women ...................................................... 51 Formal Education ............................................................................................... 52 Cultural Education .............................................................................................. 60 Education, Medicine, and Politics ............................................................................ 67 Cultural Mis-education and the Medical Mis-education of Women ........................ 72 Educational Problem of Generations .................................................................. 73 Multiple Educational Agency ............................................................................. 76 Circulating the Gifts ........................................................................................... 79 Rethinking Sex Education ........................................................................................ 81 Chapter Three: “You don’t have to worry your pretty little head about it.”: Naming the Problems ............................................................................................................. 83 v The Deference Problem ............................................................................................ 90 The Isolation Problem .............................................................................................. 96 The Inferiority Problem ............................................................................................ 99 The Knowledge Problem ........................................................................................ 106 The Experience Problem ........................................................................................ 110 The Control Problem .............................................................................................. 114 What to Do With the Problems? ............................................................................. 121 Chapter Four: “We have to learn this for ourselves”: Naming the Remedies .............. 122 The Isolation-Knowledge Remedy ......................................................................... 124 The Inferiority-Experience Remedy ....................................................................... 135 The Deference-Control Remedy ............................................................................. 143 Envisioning the Possibilities ................................................................................... 153 Chapter Five: “But you know they’re not getting it in schools”: Theorizing School Curriculum for Young Women’s Health .......................................................... 154 The BWHBC’s Pedagogy in Schools ..................................................................... 158 Implications for Future Research ........................................................................... 168 References .................................................................................................................... 174 vi Abstract This study of the educational thought of the Boston Women’s Health Book Collective (BWHBC) uses Jane Roland Martin’s concept of cultural miseducation (2002) to theorize the “medical mis-education of women,” which is revealed as an oppressive force in the lives of women (Chomsky 2002, Woodson 1933, Dewey 1938). Also evident in secondary schooling (AAUW 1992), women's medical mis-education begins in the history of women’s health (Ehrenreich and English 1989, 2010, 2011; Achterberg 1990; Brumberg 1997; Greenspan 1983; Sherwin 1992) that is perpetuated through contemporary sex education in schools. Evidence shows that the abstinence- only sex education curriculum in the United States creates a hostile learning environment that has left students unprepared to care for their own health and bodies (Klein 2005, Garcia 2012, Valenti 2009, Luker 2006, Carlson 2012). The guiding question of this inquiry is: What can schools learn from the BWHBC to remedy the medical mis-education of women? Constructing an interdisciplinary educational inquiry protocol for what I call the "Oral-Theorizing Interview" (OTI), derived from philosophical, historical, and social scientific methods (Given 2008, Yow 2005, Van Manen 1990, Marshall and Rossman 1995, Martinich 2005) while utilizing a feminist lens (Lather 1991, Crenshaw 1991, Collins 2000, Martin 1985), I identify and name problems that defined women's medical mis-education for BWHBC founders: Deference, Isolation, Inferiority, Knowledge, Experience, and Control. My analysis of their thinking about their work on these problems formulates the "Isolation-Knowledge Remedy," the "Inferiority-Experience Remedy," and the "Deference-Control Remedy." Suggesting these remedies' possible vii applicability to schooling, this study recommends utilizing the OTI to examine the new thinking of more racially and sexually diverse contemporary women’s health movements' leaders to construct educational wisdom needed if sexuality and health education in diverse public schools is to honor the intentions of Title IX for all. viii Chapter One: “Very little understanding of our own health care needs”: Introduction And so the women…realized that they had very little understanding of our own healthcare needs at all. Joan Ditzion In 1969, women’s health activism of the “second wave”1 feminist movement was building momentum in the United States. Women were beginning in great numbers to question the status quo and to create for themselves opportunities to improve not only their own lives, but the lives of all women. The women who would come to be known as the Boston Women’s Health Book Collective (BWHBC) were no exception. The members of the BWHBC met at a women’s conference in Boston and bonded in a discussion group on women’s health. In speaking to each other about their experiences with the medical establishment, the women realized how much about their bodies had been kept from them and how much they needed to learn for their own well-being. “We had all
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