DISMANTLING RAPE CULTURE: A CRITICAL EXAMINATION OF ANDROCENTRISM IN AMERICA Katrina K. Pimentel B.S., California State University, Sacramento, 2012 M.A., California State University, Sacramento, 2014 DISSERTATION Submitted in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION in EDUCATIONAL LEADERSHIP at CALIFORNIA STATE UNIVERSITY, SACRAMENTO SPRING 2017 Copyright © 2017 Katrina K. Pimentel All rights reserved ii DISMANTLING RAPE CULTURE: A CRITICAL EXAMINATION OF ANDROCENTRISM IN AMERICA A Dissertation by Katrina K. Pimentel Approved by Dissertation Committee: _________________________________ Porfirio M. Loeza, Ph.D., Chair _________________________________ Rose Borunda, Ph.D., Committee Member _________________________________ Aaminah Norris, Ph.D., Committee Member _________________________________ Nathan Conkle, Ed.D., Committee Member SPRING 2017 iii DISMANTLING RAPE CULTURE: A CRITICAL EXAMINATION OF ANDROCENTRISM IN AMERICA Student: Katrina K. Pimentel I certify that this student has met the requirements for format contained in the University format manual, and that this dissertation is suitable for shelving in the library and credit is to be awarded for the dissertation. ___________________________, Graduate Coordinator _________________ Lisa Romero, Ph.D. Date iv DEDICATION This dissertation is dedicated to all those that have been muted and experienced oppression because of your gender or your failure to adhere to a narrowly defined definition and expectations. Moreover, this dissertation is dedicated to the 10% of boys and 20% of girls around the world that have been violated as a result of sexual violence (WHO, 2015), and the 20% of college women across the United States that have been sexually assaulted during some of the most profound times of your lives. v ACKNOWLEDGEMENTS It is most important to acknowledge my family, Richard, Shawna, Jonathan, and Nana for supporting me both emotionally and economically throughout my educational journey. I would like to express my deepest gratitude to my chair, mentor, and friend Dr. Porfirio M. Loeza. It is bittersweet that this dissertation culminates my doctorate program, as I have learned so much from you. You are the ‘Meta-Model’ as you see things as ‘TODO!’ (You must go off the road then come back to understand), and that influence is certainly reflected in this dissertation. Your dedication to helping students to succeed is commendable. Your authenticity is remarkable. You have left an indelible mark in my life. I would like to acknowledge my esteemed committee. Dr. Rose Borunda played a pivotal role on my dissertation, both scholarly and emotionally, as I embarked on and completed this culminating journey. Dr. Aaminah Norris, I am so grateful Dr. Loeza approached you at your first COE meeting after hearing your expertise. Your insights and insights were amazing and strengthened the meta-models that frame this research. Dr. Nathan Conkle I am so honored to of had your support. Much of my creativity was inspired by your creative energy and feedback on embracing imagery in this dissertation. vi I would like to acknowledge Dr. Carlos Nevarez for the opportunities he made available to me through the Journal of Transformational Leadership and Policy Studies. It is through him that I have learned that even with a doctorate degree, ‘I cannot get ahead of myself, as there is always room for improvement.’ Additionally, his emphasis on frameworks was influential in my producing the meta-models in this dissertation. I would like to thank Sally Monical for her amazing support. She gave me a life line several times in the program, and she truly is an amazing person! I would like to acknowledge the Doctorate in Educational Leadership Program, as it is their support of graduate assistantships that have allowed me to have an enhanced my doctorate education. Also, I would like to acknowledge the staff, Elizabeth Steiner for her influence in changing the culture in the doctorate office, and Kristi for her beautiful marketing and promotional resources. I would also like to thank my participants, Selena, Jessica, Amy, Carrie, Jake, Daryl, Jeffery, Adam, and the 108 survey respondents as without them this research would not be possible, and from them I learned so much. vii CURRICULUM VITAE Katrina K. Pimentel Phone: (916) 585-6682 [email protected] EDUCATION M.A. Education, Curriculum & Instruction California State University of Sacramento B.S. Gerontology California State University of Sacramento Ed.D. Dissertation, CSU, Sacramento Title: Dismantling Rape Culture: A Critical Examination of Androcentrismin America Committee Chair: Dr. Porfirio Loeza Committee Mbrs: Dr. Rose Borunda, Dr. Aaminah Norris, & Dr. Nathan Conkle M.A. Thesis, CSU, Sacramento Title: Person-Centered Care and the Resident-Care Aide (May 2014) This thesis focuses on the person-centered care approach delivered to older adults residing in assisted living with an emphasis on dementia-care. Of particular importance in the provision quality of dementia-care is the critical role of the Resident-Care Aide (R.C.A) and the challenges and opportunities within the organization was highlighted using Albert Bandura’s self-efficacy theory juxtaposed leadership. The research design used methods of ethnography which included participant-observation visits, a survey, and informal interviews with staff at an assisted living community with Memory Care in Northern California. The participants of this study included (N=7) R.C.A’s and the residents they cared for in the Memory Care neighborhood. Five substantive themes emerged from the research findings which include: consistent assignment equates to greater resident-knowledge and relationship; understanding the dining program improves viii the dining experience; embracing emergent leaders within the organization; ambiguity leads to lower family and staff satisfaction; and Resident-Care Aides find meaning in their work. Committee Chair: Dr. Porfirio M. Loeza Committee Reader: Dr. Cheryl Osborne PROFESSIONAL EXPERIENCES The Journal of Transformative Leadership and Policy Studies (JTLPS) Associate Editor for the CSU system-wide open access journal. January 2014 – Current. [Vol. 4.1; Vol. 5; Vol. 6.1] DEGREES Program, California State University Sacramento Research Assistant to aid in the retention, academic success and graduation of struggling students. July 2015 – Current. The Journal of Transformative Leadership and Policy Studies (JTLPS) Editorial Research Assistant for the CSU system-wide open access journal. January 2014 – August 2015. Reading Comprehension and Assessment Course/Practicum Provided reading tutoring to 6th grade student-Thomas Edison Elementary September 2012-December 2012 UC Davis Hospice, Sacramento Internship (236 hrs); supported the interdisciplinary team for patient and family Hospice care. February 2011 – May 2013. Co-Authored Publications: Title: Illuminating Personal Factors Contributing to the Trajectory of Student Dropouts and Stopouts Published: Volume 6.1, Journal of Transformative Leadership in Policy Studies Authors: Carlos Nevarez, PhD & Katrina Pimentel, EdD Candidate (February 2017) This report is the first of a series of two reports focused on examining the stopout and dropout phenomena at Sacramento State. For the purpose of this report, the data analysis ix and interpretation centers on highlighting personal issues influencing student departure. Personal issues are defined as the concern with students’ mental health, economic, social, and health concerns. The purpose of this study was to derive at a comprehensive understanding of what mediates students to stopout and dropout at Sacramento State. A guiding objective of this study was to develop a data driven framework to guide California State University, Sacramento (Sacramento State) in examining practices that serve to facilitate effectiveness in moving students toward degree completion. An important companion to the data analysis and interpretation is the sections on recommendations for action. It is our hope Sacramento State uses the captured sentiment, voices, and suggestions of student participants to improve degree completion, particularly among the most vulnerable students in order to inform policy for early prevention and creating effective pathways for increasing student success. Title: Factors Promoting Inclusion and Success for Underrepresented High School Students in STEM Published: Volume 4.1, Journal of Transformative Leadership in Policy Studies Authors: Randy Kilmartin, MA& Katrina Pimentel, MA (June, 2014) The focus of this study was to ascertain the best practices and policies for school leaders in recruiting, supporting, and retaining underrepresented students in Science, Technology, Engineering and Mathematics (STEM) courses while encouraging STEM related career fields. This report synthesizes empirical research at two comprehensive high schools in Northern California funded through the CSU Doctoral Research Fellowship. The policy implications from this study are central to promoting access and inclusion in STEM education and future career pathways. Schools need to market and advertise their STEM programs and begin recruiting within their school, particularly at the middle school level. It was clear from this research that the initial “curiosity” that is promoted by the STEM curriculum needs to be fostered so that students continue to be interested in STEM once they get to high school. Presentations: “Inquiry into Meaning and the Significance