DOCSLIB.ORG

Sexuality Education Policy Implementation in Two Rural Midwestern Communities: a Comparative Case Study Adam Foley Iowa State University

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Sexuality Education Policy Implementation in Two Rural Midwestern Communities: a Comparative Case Study Adam Foley Iowa State University Iowa State University Capstones, Theses and Graduate Theses and Dissertations Dissertations 2013 Sexuality education policy implementation in two rural midwestern communities: A comparative case study Adam Foley Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/etd Part of the Bilingual, Multilingual, and Multicultural Education Commons, Education Policy Commons, and the Public Health Education and Promotion Commons Recommended Citation Foley, Adam, "Sexuality education policy implementation in two rural midwestern communities: A comparative case study" (2013). Graduate Theses and Dissertations. 13603. https://lib.dr.iastate.edu/etd/13603 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. Sexuality education policy implementation in two rural midwestern communities: A comparative case study by Adam Foley A dissertation submitted to the graduate faculty in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Major: Education Program of Study Committee: Warren Blumenfeld, Major Professor Ellen Fairchild Isaac Gottesman Patricia Leigh Joel Geske Iowa State University Ames, Iowa 2013 Copyright © Adam Foley, 2013. All rights reserved ii TABLE OF CONTENTS Page LIST OF FIGURES ................................................................................................... vi LIST OF TABLES .................................................................................................... vii ACKNOWLEDGEMENTS ...................................................................................... viii ABSTRACT .............................................................................................................. ix CHAPTER 1 INTRODUCTION .......................................................................... 1 Significance of the Study .................................................................................... 1 Purpose of the Study ........................................................................................... 6 Research Questions ............................................................................................. 8 Key Terms ....................................................................................................... 8 Delimitations ....................................................................................................... 12 Background and Context to this Dissertation ...................................................... 14 Discussing my Positionality ................................................................................ 21 Organization of the Dissertation ......................................................................... 27 CHAPTER 2 SEXUALITY RESEARCH FOUNDATIONS .............................. 28 Richard von Krafft-Ebing .................................................................................... 29 Magnus Hirschfeld .............................................................................................. 31 Sigmund Freud .................................................................................................... 32 Henry Havelock Ellis .......................................................................................... 37 Robert Latou Dickinson ...................................................................................... 39 Critiques of Sexology .......................................................................................... 39 Alfred Kinsey ...................................................................................................... 41 Masters and Johnson ........................................................................................... 45 CHAPTER 3 LITERATURE REVIEW ............................................................... 49 Sexuality Education Policy History .................................................................... 51 Sexuality Education Curricula ............................................................................ 160 K-12 Educators and Sexuality Education ............................................................ 178 Missing Multiculturalism in the Curriculum ....................................................... 180 History of U.S. Educational Policy ..................................................................... 192 Education Policy Implementation Research ....................................................... 205 iii Urban and Rural School Distinctions .................................................................. 217 Rural Education Context and Policy ................................................................... 220 Rural Sexuality Education ................................................................................... 227 Sexuality and Sexuality Education in Iowa ......................................................... 231 CHAPTER 4 METHODS ..................................................................................... 237 Epistemological Underpinnings .......................................................................... 238 A Theoretical Framework ................................................................................... 239 Specific Applications of Social Cognition .......................................................... 260 Methodological Approach ................................................................................... 264 Sample Selection ................................................................................................. 269 Description of Sample ......................................................................................... 271 Methods of Data Collection ................................................................................ 288 Interview Coding ................................................................................................. 294 The Soundness of the Research ........................................................................... 295 Ethical Issues ....................................................................................................... 299 Conclusion ........................................................................................................ 300 CHAPTER 5 RESULTS ....................................................................................... 301 Participant Demographics ................................................................................. 302 Defining Sexuality Education with Participants ................................................. 303 Data Analysis ...................................................................................................... 304 Values and Beliefs of Implementing Agents ....................................................... 306 Community Context ............................................................................................ 312 Implementing Agent Interaction ......................................................................... 320 Organization and Administration of Sexuality Education .................................. 323 Summary ........................................................................................................ 338 CHAPTER 6 DISCUSSION ................................................................................ 341 Conclusions ........................................................................................................ 341 Policy Recommendations ................................................................................. 359 Practice Recommendations ................................................................................. 363 Limitations ........................................................................................................ 366 Implications for Future Research ........................................................................ 368 Summary and Conclusion ................................................................................... 370 REFERENCES .......................................................................................................... 373 APPENDIX A ........................................................................................................... 440 APPENDIX B ........................................................................................................... 441 iv APPENDIX C ........................................................................................................... 455 APPENDIX D ........................................................................................................... 466 APPENDIX E ........................................................................................................... 468 APPENDIX F ........................................................................................................... 470 APPENDIX G ........................................................................................................... 474 APPENDIX H ........................................................................................................... 477 APPENDIX I ........................................................................................................... 478 APPENDIX J ..........................................................................................................
Load more

Recommended publications
  • The Complexities of Sex Education in Utah
    1 The Complexities of Sex Education in Utah Grace Sponaugle Occidental College, Urban & Environmental Policy Professor Cha, Professor Matsuoka, & Professor Shamasunder April 8, 2019 Sponaugle 2 Abstract Utah has a state-wide policy of abstinence education. Abstinence education programs have been proven to be ineffective at delaying the initiation of sex and changing sexual risk behaviors (Santelli et al., 2017), correlating with high rates of teen pregnancies and STIs ​ ​ ((Stanger-Hall & Hall, 2011)(McCammon, 2017)). Limiting the standards by which sex ​ ​ education programs are deemed “effective” to disease and pregnancy prevention, neglects the holistic view of sexual health as defined by the CDC. Therefore, in an attempt to understand the broader implications that sex education has had on youth in Utah, this study examined, through a survey and interviews, the social, cultural, and educational influences that youth in Utah attributed to their sex education. Additionally, this study analyzed how these influences have played a role in the youth’s self perception of their sexual knowledge and sexual health. This research revealed that abstinence education is inherently limited, calling for Utah to expand its sex education framework beyond abstinence education and embrace a comprehensive model for sex education. Sponaugle 3 Acknowledgements First, I would like to thank Professor Cha, Professor Matsuoka, and Professor Shamasunder for their help and guidance not only on the completion of my thesis, but also throughout my journey at Occidental College. Additionally, I would like to thank everyone that participated in the survey and interviews. None of this would have be possible without your support and interest in my project.
    [Show full text]
  • Thematic Review: American Gay Rights Movement Directions and Obje
    Name:_____________________________________ Class Period:______ Thematic Review: American Gay Rights Movement Although the topic of homosexuality continues to ignite passionate debate and is often omitted from history discussions due to the sensitivity of the topic, it is important to consider gays and lesbians when defining and analyzing modern American identity. The purpose of this activity is to review the struggle for respect, dignity, and equal protection under the law that so many have fought for throughout American history. Racial minorities… from slaves fighting for freedom to immigrants battling for opportunity… to modern-day racial and ethnic minorities working to overcome previous and current inequities in the American system. Women… fighting for property rights, education, suffrage, divorce, and birth control. Non- Protestants… from Catholics, Mormons, and Jews battling discrimination to modern day Muslims and others seeking peaceful co-existence in this “land of the free.” Where do gays and lesbians fit in? Once marginalized as criminals and/or mentally ill, they are increasingly being included in the “fabric” we call America. From the Period 8 Content Outline: Stirred by a growing awareness of inequalities in American society and by the African American civil rights movement, activists also addressed issues of identity and social justice, such as gender/sexuality and ethnicity. Activists began to question society’s assumptions about gender and to call for social and economic equality for women and for gays and lesbians. Directions and Objectives: Review the events in the Gay Rights Thematic Review Timeline, analyze changes in American identity, and make connections to other historically significant events occurring along the way.
    [Show full text]
  • Smithsonian Miscellaneous Collections
    BULLETIN PHILOSOPHICAL SOCIETY WASHINGTON. VOL. IV. Containing the Minutes of the Society from the 185th Meeting, October 9, 1880, to the 2020! Meeting, June 11, 1881. PUBLISHED BY THE CO-OPERATION OF THE SMITHSONIAN INSTITUTION. WASHINGTON JUDD & DETWEILER, PRINTERS, WASHINGTON, D. C. CONTENTS. PAGE. Constitution of the Philosophical Society of Washington 5 Standing Rules of the Society 7 Standing Rules of the General Committee 11 Rules for the Publication of the Bulletin 13 List of Members of the Society 15 Minutes of the 185th Meeting, October 9th, 1880. —Cleveland Abbe on the Aurora Borealis , 21 Minutes of the 186th Meeting, October 25th, 1880. —Resolutions on the decease of Prof. Benj. Peirce, with remarks thereon by Messrs. Alvord, Elliott, Hilgard, Abbe, Goodfellow, and Newcomb. Lester F. Ward on the Animal Population of the Globe 23 Minutes of the 187th Meeting, November 6th, 1880. —Election of Officers of the Society. Tenth Annual Meeting 29 Minutes of the 188th Meeting, November 20th, 1880. —John Jay Knox on the Distribution of Loans in the Bank of France, the National Banks of the United States, and the Imperial of Bank Germany. J. J. Riddell's Woodward on Binocular Microscope. J. S. Billings on the Work carried on under the direction of the National Board of Health, 30 Minutes of the 189th Meeting, December 4th, 1880. —Annual Address of the retiring President, Simon Newcomb, on the Relation of Scientific Method to Social Progress. J. E. Hilgard on a Model of the Basin of the Gulf of Mexico 39 Minutes of the 190th Meeting, December iSth, 1880.
    [Show full text]
  • Pdf American Sexualities
    Leslie Fishbein Spring 2014 American Studies Department 1 Ruth Adams Building 018 F.A.S., Rutgers University Wednesday: 2:15-5:15 P.M. AMERICAN STUDIES 01:050:284:02: AMERICAN SEXUALITIES BOOKS REQUIRED FOR PURCHASE 1. Beth Bailey, Sex in the Heartland. Cambridge: Harvard University Press, 2002. ISBN- 13: 978-0674009745. $26.50. 2. Alison Bechdel, Fun Home: A Family Tragicomic (2007): Mariner Books; Reprint edition (June 5, 2007). ISBN-13: 978-0618871711. $14.95. ACKNOWLEDGEMENTS: The design of this course has been assisted by advice from George Chauncey of the Department of History of Yale University and from Marc Stein of the Department of History of York University in Toronto. COURSE DESCRIPTION: An historical survey of American sexualities and sexual cultures from the colonial era through the present, this course will focus on primary source documents and on classic texts that have helped to shape the emerging field of sexuality studies. Particular attention will be paid to the ways in which politics, race, religion, ethnicity, age, region, and gender have influenced American sexual cultures and the efforts to regulate them. The course will employ an interdisciplinary approach to its subject, examining artifacts from visual culture such as cartoons, photographs, paintings, and film as well as printed sources. LEARNING GOALS: Departmental learning goals: • Students will be able to describe the methods of American Studies and synthesize the debates that have shaped the field. • Students will learn to investigate American culture and society across time and space by examining history, politics, literature, and the arts. • This course will contribute to the department’s long-term goal that students learn to articulate ideas in well-organized oral presentations and clearly written prose.
    [Show full text]
  • Perceptions of a School-Based Sexuality Education Curriculum: Findings from Focus Groups with Parents and Teens in a Southern State
    Perceptions of a School-Based Sexuality Education Curriculum: Findings from Focus Groups with Parents and Teens in a Southern State S. Alexandra Marshall, Heather K. Hudson, and Lorraine V. Stigar Abstract School-based sexuality education is widely supported by most Americans. However, there is debate over the topics that should be taught. Also, a better understanding of desires adolescents and parents have for equipping youth to make healthy decisions is needed. This study gathered perceptions from parents and students about the sexuality education curriculum being implemented in selected, priority high schools in Arkansas. Separate parent and student focus groups were conducted at four of the fifteen priority high schools with high rates of sexually transmitted infection (STI) and teen pregnancy. Common themes included: 1) sex education should be comprehensive and is currently inadequate; 2) characteristics valued in friendships are not currently reinforced in schools leaving a disconnect for students when it comes to healthy romantic relationships; 3) students feel ill-equipped to pursue healthy dating relationships and lack realistic role models for healthy dating relationships; and 4) many teens are believed to be in abusive dating relationships. A comprehensive sexuality education curriculum is recommended to better address all relationship types and equip students to make healthy decisions in the context of their relationships. *S. Alexandra Marshall, PhD, MPH, CPH, CHES® Introduction Assistant Professor Sex education delivered through Department of Health Behavior and Health schools is widely supported by most Education, Americans (Heller & Johnson, 2013; Kaiser University of Arkansas for Medical Sciences, Family Foundation (KFF), 2004; Landry, Little Rock, AR 72205 Darroch, Singh, & Higgins, 2007; Planned Email: [email protected] Parenthood, 2014).
    [Show full text]
  • Shaming and Suppression of Female Sexuality
    THE AMERICAN ACADEMY OF CLINICAL SEXOLOGY SHAMING AND SUPPRESSION OF FEMALE SEXUALITY AN IN DEPTH LOOK AT THE EVOLUTION OF HUMAN SEXUALITY, GENDER ROLES, FEMALE LIBERATION, AND LONG TERM EFFECTS OF SHAMING OF FEMALE SEXUALITY A DISSERTATION SUBMITTED TO THE AMERICAN ACADEMY OF CLINICAL SEXOLOGY IN CANDIDACY FOR THE DEGREE OF DOCTOR OF PHILOSOPHY BY INGRID D.THRALL ORLANDO FLORIDA ii Copyright © 2017 by Ingrid D. Thrall All Rights Reserved iii ACKNOWLEDGEMENTS I would like to thank my committee members; Dr. Claudia Rieman, for her guidance and support, and most of all for inspiring and encouraging me to pursue my doctoral degree at The American Academy of Clinical Sexology; Dr. Julia Breur for her input and for encouraging me to enjoy the process; Dr. William Granzig for his ubiquitous reassurance, sharing of his vast knowledge, and challenging me to think outside the box. I would like to thank my husband Ed for his unwavering love and support of all my endeavors and always believing in me. I would like to thank my son Jonathan for his faith in me in my pursuit of my passion and for allowing me to inspire him to pursue his own journey in the field of Psychology. I would like to thank each and every woman who took the time to participate in the survey. Without these wonderful women this project would not have been possible. iv VITA Ingrid D. Thrall is a graduate of Nova Southeastern University where she earned a Master of Science degree in Mental Health Counseling Psychology. She is a member of AASECT.
    [Show full text]
  • THE SURGEON GENERAL and the BULLY PULPIT Michael Stobbe a Dissertation Submitted to the Faculty of the University of North Carol
    THE SURGEON GENERAL AND THE BULLY PULPIT Michael Stobbe A dissertation submitted to the faculty of the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctor of Public Health in the Department of Health Policy and Administration, School of Public Health Chapel Hill 2008 Approved by: Ned Brooks Jonathan Oberlander Tom Ricketts Karl Stark Bryan Weiner ABSTRACT MIKE STOBBE: The Surgeon General and the Bully Pulpit (Under the direction of Ned Brooks) This project looks at the role of the U.S. Surgeon General in influencing public opinion and public health policy. I examined historical changes in the administrative powers of the Surgeon General, to explain what factors affect how a Surgeon General utilizes the office’s “bully pulpit,” and assess changes in the political environment and in who oversees the Surgeon General that may affect the Surgeon General’s future ability to influence public opinion and health. This research involved collecting and analyzing the opinions of journalists and key informants such as current and former government health officials. I also studied public documents, transcripts of earlier interviews and other materials. ii TABLE OF CONTENTS LIST OF TABLES.................................................................................................................v Chapter 1. INTRODUCTION ...............................................................................................1 Background/Overview .........................................................................................1
    [Show full text]
  • Sex Education in Schools
    SEX EDUCATION IN SCHOOLS EDITED BY MELODY ALEMANSOUR, AUSTIN COE, AUSTIN DONOHUE, LAURA SHELLUM, AND SOPHIE THACKRAY I. INTRODUCTION ................................................ 467 II. VARIATIONS IN STATE SEX EDUCATION POLICY ..................... 468 A. CURRENT STATUS OF SEX EDUCATION POLICY BY STATE . 468 B. RECENT CHALLENGES AND PROPOSED CHANGES TO STATE STATUTES 478 C. DISTRIBUTION OF FEDERAL FUNDING FOR ABSTINENCE-ONLY PROGRAMS .............................................. 479 D. DISTRIBUTION OF FEDERAL FUNDING FOR COMPREHENSIVE SEX EDUCATION PROGRAMS .................................... 481 III. LEGAL CHALLENGES TO SEX EDUCATION PROGRAMS . 483 A. OBJECTIONS TO LAWS THAT REQUIRE SEX EDUCATION . 483 B. LEGAL OBJECTIONS TO LIMITS ON SEX EDUCATION . 488 IV. POLITICAL CONTEXT AND SOCIAL SCIENCE DEVELOPMENTS. 492 A. THE EFFECTIVENESS OF SEX EDUCATION PROGRAMS. 492 B. TREATMENT IN THE 2016 PRESIDENTIAL ELECTION CYCLE. 497 C. TREATMENT BY THE TRUMP ADMINISTRATION . 498 V. CONCLUSION ................................................. 498 APPENDIX A............................................... 500 APPENDIX B............................................... 504 I. INTRODUCTION The teaching of sex education in the public-school system is a controversial topic. As a result, state statutes regulating sex education as well as methodologies used in sex education curricula vary widely. Topics covered by the law include general health education, sexually transmitted diseases (ªSTDsº), HIV/AIDS, contraception, abortion, and human sexuality. The
    [Show full text]
  • LGBT History
    LGBT History Just like any other marginalized group that has had to fight for acceptance and equal rights, the LGBT community has a history of events that have impacted the community. This is a collection of some of the major happenings in the LGBT community during the 20th century through today. It is broken up into three sections: Pre-Stonewall, Stonewall, and Post-Stonewall. This is because the move toward equality shifted dramatically after the Stonewall Riots. Please note this is not a comprehensive list. Pre-Stonewall 1913 Alfred Redl, head of Austrian Intelligence, committed suicide after being identified as a Russian double agent and a homosexual. His widely-published arrest gave birth to the notion that homosexuals are security risks. 1919 Magnus Hirschfeld founded the Institute for Sexology in Berlin. One of the primary focuses of this institute was civil rights for women and gay people. 1933 On January 30, Adolf Hitler banned the gay press in Germany. In that same year, Magnus Herschfeld’s Institute for Sexology was raided and over 12,000 books, periodicals, works of art and other materials were burned. Many of these items were completely irreplaceable. 1934 Gay people were beginning to be rounded up from German-occupied countries and sent to concentration camps. Just as Jews were made to wear the Star of David on the prison uniforms, gay people were required to wear a pink triangle. WWII Becomes a time of “great awakening” for queer people in the United States. The homosocial environments created by the military and number of women working outside the home provide greater opportunity for people to explore their sexuality.
    [Show full text]
  • Biodefense and Constitutional Constraints
    Georgetown University Law Center Scholarship @ GEORGETOWN LAW 2011 Biodefense and Constitutional Constraints Laura K. Donohue Georgetown University Law Center, [email protected] Georgetown Public Law and Legal Theory Research Paper No. 11-96 This paper can be downloaded free of charge from: https://scholarship.law.georgetown.edu/facpub/677 http://ssrn.com/abstract=1882506 4 Nat'l Security & Armed Conflict L. Rev. 82-206 (2014) This open-access article is brought to you by the Georgetown Law Library. Posted with permission of the author. Follow this and additional works at: https://scholarship.law.georgetown.edu/facpub Part of the Constitutional Law Commons, and the Military, War, and Peace Commons BIODEFENSE AND CONSTITUTIONAL CONSTRAINTS Laura K. Donohue* I. INTRODUCTION"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""" & II. STATE POLICE POWERS AND THE FEDERALIZATION OF U.S. QUARANTINE LAW """"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""" 2 A. Early Colonial Quarantine Provisions""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""" 3 """"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""" 4 """""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""&)
    [Show full text]
  • THE SURGEON GENERAL and the BULLY PULPIT Michael Stobbe a Dissertation Submitted to the Faculty of the University of North Carol
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Carolina Digital Repository THE SURGEON GENERAL AND THE BULLY PULPIT Michael Stobbe A dissertation submitted to the faculty of the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctor of Public Health in the Department of Health Policy and Administration, School of Public Health Chapel Hill 2008 Approved by: Ned Brooks Jonathan Oberlander Tom Ricketts Karl Stark Bryan Weiner ABSTRACT MIKE STOBBE: The Surgeon General and the Bully Pulpit (Under the direction of Ned Brooks) This project looks at the role of the U.S. Surgeon General in influencing public opinion and public health policy. I examined historical changes in the administrative powers of the Surgeon General, to explain what factors affect how a Surgeon General utilizes the office’s “bully pulpit,” and assess changes in the political environment and in who oversees the Surgeon General that may affect the Surgeon General’s future ability to influence public opinion and health. This research involved collecting and analyzing the opinions of journalists and key informants such as current and former government health officials. I also studied public documents, transcripts of earlier interviews and other materials. ii TABLE OF CONTENTS LIST OF TABLES.................................................................................................................v Chapter 1. INTRODUCTION ...............................................................................................1
    [Show full text]
  • What Makes Sexuality Education 'Comprehensive'
    1 3 List of Acronyms 5 Overview 7 Section 1: Understanding Sexuality Education 8 Defining terms 11 What is Comprehensive Sexuality Education? 13 What makes Sexuality Education ‘comprehensive’? 16 Section 2: Why Comprehensive Sexuality Education? 17 An overview of adolescents and young people in the context of SRHR in India 26 How can Comprehensive Sexuality Education help? 27 Myths and Facts 31 In summary: Key facts regarding CSE 32 Section 3: Sexuality Education: A Global Perspective 34 Global Agreements and Instruments related to SE 37 SE in the Sustainable Development Goals (SDGs) and the Post 2015 Agenda 39 The Revised International Technical Guidance on Sexuality Education (ITGSE) 41 Section 4: Sexuality Education in India 42 The journey of SE in India 46 Adolescence Education Programme 48 Structure and design of the AEP 53 Section 5: Analysing the Adolescence Education Programme 54 Addressing content: Sex and Sexuality 60 Reviewing implementation of the AEP 65 Section 6: SE Programmes Led by Non-Government Actors 66 NGO-led programmes 70 School-led SE programmes 73 Section 7: Looking Ahead 74 Some pointers to the way forward 80 Conclusion 2 AEP Adolescence Education Programme AIDS Acquired Immunodeficiency Syndrome ARROW Asian-Pacific Resource and Research Centre for Women ARSH Adolescent Reproductive and Sexual Health AYSRHR Adolescent and Youth Sexual and Reproductive Health and Rights CBSE Central Board of Secondary Education CEDAW Convention on the Elimination of All Forms of Discrimination Against Women CEDPA India, now called
    [Show full text]