Matching Items (20)
Filtering by
- Creators: School of International Letters and Cultures
- Creators: School of Life Sciences
- Creators: Ali, Souad T.
Description
Mayer-Rokitansky-Küster-Hauser (MRKH) is a rare Disorder of Sexual Development (DSD) that results in the lack of a uterus and vagina in women. Receiving this diagnosis during adolescence can cause various forms of psychological distress in patients and families.<br/>Specifically, this condition could affect a women’s gender identity, body image, romantic relationships, family relationships, and psychological wellbeing. Parents are also put in a stressful<br/>position as they now have to navigate the healthcare system, disclosure, and the relationship with their child. This study aims to expand the knowledge of psychosocial adjustment by studying body<br/>image, gender identity, and mental health in individuals living with MRKH as well as parental disclosure, parental support systems, and parental perceptions of their child’s mental health.
ContributorsLaloudakis, Vasiliki (Author) / Wilson, Melissa (Thesis director) / Fontinha de Alcantara, Christiane (Committee member) / Baimbridge, Erica (Committee member) / Department of Psychology (Contributor) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
This study is a feminist historiography of Al-Raida, a Lebanese feminist journal introduced in 1976 by the Institute for Women's Studies in the Arab World at the Lebanese American University. This study recovers foundations of modern Lebanese feminist discourses as they are articulated in the journal by employing Foucauldian CDA as a means to trace discourse strands, or conversations, which include Family Planning, development, politics and narratives of the Lebanese civil war. This study explores, by situating each discourse strand within dominant and local historical contexts, the shifting rhetorical function of the journal through various historical moments. Tracing the dominant discourse strands within the first decade of the journal, this study rhetorically analyzes the ways in which arguments are positioned, research studies are presented, and methodologies are employed to forge viable solutions to Middle Eastern women's issues. First, the study traces the conversation on Family Planning in Lebanon and its relevance to the economic and social situation during the late 70s. Second, the study presents the shift in the early 80s towards a discourse on development and explores how Al-Raida presents the issue of development, attempts to define it, and in doing so outlines some of the concerns at this time, including illiteracy, access to health care, access to paid employment, and women's access to developmental opportunities. Third, the study presents the discourse in the mid-80s on the civil war in Lebanon and highlights Al-Raida's rhetorical function by documenting trauma and war narratives through personal interviews, testimonies, and ethnographies. The shift in the methodologies of the research articles published in the first decade, from quantitative studies towards qualitative studies, indicates the journal is rhetorically situated within both the dominant international discourse and within the local context, exhibiting an ability to respond to the nuances in the local Lebanese women's movement while simultaneously maintaining international visibility.
ContributorsKhoury, Nicole (Author) / Goggin, Maureen D (Thesis advisor) / Ali, Souad T. (Thesis advisor) / Roen, Duane (Committee member) / Arizona State University (Publisher)
Created2012
Description
What is known about the lives, and especially the private lives, of English women in the early modern era is not at all satisfactory in terms of sources, scope, or understanding. Because the act of writing and reading was already exclusive to the upper classes, what sources do survive are not representative of the majority of the female population, leading to more speculation on behalf of historians. The sources which do survive, by and large focus on the role of religion and spirituality in a woman's life, since it was the most acceptable reason for an early modern woman to be writing about. However, I hoped to prove how women were interested in more than just self-improvement through religious devotion, thereby demonstrating that early modern English women were as complex and rich in personality and interests as a modern woman might consider herself to be. After a brief introduction and explanation of the research process, this project then begins to individually analyze the three women who were chosen for study based on their mutual practice of keeping a diary during their lives in early modern England. These women were Elizabeth Freke, Lady Sarah Cowper, and Mary, Countess Cowper, all of whom operated within the feminine social hierarchy during this period, but each of whom demonstrated a particular interest beyond that of marriage and family, including economics, religion, and politics. I believe that each woman analyzed proved how unique and varied the lives of early modern English women were through their writings.
ContributorsVetterl, Victoria Lee (Author) / Warnicke, Retha (Thesis director) / Looser, Devoney (Committee member) / Department of English (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor) / School of Politics and Global Studies (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Although the number of women earning college degrees and entering the workforce is increasing, a gender gap persists at top leadership positions. Women are faced with numerous challenges throughout the talent pipeline, challenges that often drive women out of the workforce. This paper looks at the power of mentoring and how women, particularly young women, have the potential to overcome these challenges through a successful mentoring relationship. We use examples of successful mentoring programs at the corporate and university level to support the development of a mentoring program at the high school level. Our paper presents the research and development process behind the Young Women in Leadership (YWiL) Workshop, a half-day event that focused on bringing awareness to the importance of mentoring and leadership at the high school level while providing young women with the confidence and knowledge to begin to establish their own mentoring relationships.
ContributorsRust, Brenna (Co-author) / Myers, Sheridan (Co-author) / Desch, Tim (Thesis director) / Kalika, Dale (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor) / School of Accountancy (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor) / WPC Graduate Programs (Contributor) / W. P. Carey School of Business (Contributor)
Created2015-05
Description
Women. War. What is the relationship between women and war? As evidenced by movies, popular memoirs and journals, there is a definite relationship between men and war. However, this definite relationship has created a problematic and a complex relationship between women and war. The two historical events that are considered as the ‘turning points’ for women are the French Revolution and World War I are compared in this thesis. The popular perception of women’s legacy of the French Revolution is that the Revolution cultivated the ideas of Republican Motherhood and the Cult of Domesticity while World War I catapulted women to the public sphere. These two contrasting legacies are compared to see if French women’s lived experiences, memories, and writings verify these popular perceptions. Or, do the writings of the French women present a different argument? The thesis compares the writings and the lived experiences of the French women through three different themes: the argument for political rights, victimization and agency, and gendered connections (the development of sisterhood for the Revolution) or gendered divides (women’s role on the home and war front). In addition, these three themes come together to show how it is difficult to come up with a collective, public memory.
ContributorsYu, Heajin (Author) / Thompson, Victoria (Thesis director) / Hopkins, Richard (Committee member) / Fuchs, Rachel (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2014-05
Description
This thesis investigated the impact of word complexity as measured through the Proportion of Whole Word Proximity (PWP; Ingram 2002) on consonant correctness as measured by the Percentage of Correct Consonants (PCC; Shriberg & Kwiatkowski 1980) on the spoken words of monolingual Spanish-speaking children. The effect of word complexity on consonant correctness has previously been studied on English-speaking children (Knodel 2012); the present study extends this line of research to determine if it can be appropriately applied to Spanish. Language samples from a previous study were used (Hase, 2010) in which Spanish-speaking children were given two articulation assessments: Evaluación fonológica del habla infantil (FON; Bosch Galceran, 2004), and the Spanish Test of Articulation for Children Under Three Years of Age (STAR; Bunta, 2002). It was hypothesized that word complexity would affect a Spanish-speaking child’s productions of correct consonants as was seen for the English- speaking children studied. This hypothesis was supported for 10 out of the 14 children. The pattern of word complexity found for Spanish was as follows: CVCV > CVCVC, Tri-syllables no clusters > Disyllable words with clusters.
ContributorsPurinton, Kaitlyn Lisa (Author) / Ingram, David (Thesis director) / Dixon, Dixon (Committee member) / Barlow, Jessica (Committee member) / Barrett, The Honors College (Contributor) / Department of Speech and Hearing Science (Contributor) / School of International Letters and Cultures (Contributor)
Created2013-12
Description
Japanese animated film director Hayao Miyazaki is famous for his numerous film featuring female protagonists. These protagonists have been examined for their conformance and deviance with regard to widespread stereotypes of masculine and feminine traits. Miyazaki's female characters tend to exhibit nuanced and varied traits, with a balance of traditionally masculine and feminine characteristics. They also tend to demonstrate and moralize on larger social issues such as environmentalism and gender equality, advancing ideals for both Japanese and Western feminism. The status of these female protagonists as cultural icons is contrary to wider film trends that exclude women from the spotlight except when they conform to rigid gender roles.
ContributorsNevitt, Stephanie Nicole (Author) / Facinelli, Diane (Thesis director) / Creamer, John (Committee member) / Whitesman, Linda (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Politics and Global Studies (Contributor)
Created2013-05
Description
Medieval Arthurian stories typically feature noble knights as their main characters, and follow these knights on various quests as they work to fulfill their destiny. Although women do not get to appear as the central characters in these stories, they are oftentimes afforded magical abilities that provide them with a great deal of power and influence. This thesis investigates the role of magical women, including fairies and sorceresses, in medieval Arthurian literature. I explore the conditions under which medieval authors permitted women characters to have power, magical or otherwise; for each of five different magical women appearing in Arthurian stories written between the 12th and 15th centuries, I discuss their different abilities, motivations, and major actions. Even when these fairies are fairly powerful and autonomous in their choices, their motivations are typically related to the interests of the male man character. Their relationship to the heroes of their respective stories determines their characterization. I argue that there are three major tropes that these characters fulfill: fairy caretakers, fairy lovers, or evil sorceresses.
ContributorsDardis, Cora Shea (Author) / Cruse, Markus (Thesis director) / Barca, Lisa (Committee member) / Historical, Philosophical & Religious Studies (Contributor) / School of International Letters and Cultures (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
This short documentary on the Equal Rights Amendment features attorney Dianne Post and State Representative Jennifer Jermaine, and it examines the fight for passage at the federal and state level. This film attempts to answer the following questions: What is the ERA? What is its history? Why do we need it? How do we get it into the Constitution of the United States of America?
The text of the Equal Rights Amendment (ERA) states that “equality of rights under the law shall not be denied or abridged by the United States or by any state on account of sex.” The amendment was authored by Alice Paul and was first introduced into Congress in 1923. The ERA did not make much progress until 1970, when Representative Martha Griffiths from Michigan filed a discharge petition demanding that the ERA move out of the judiciary committee to be heard by the full United States House of Representatives. The House passed it and it went on to the Senate, where it was approved and sent to the states for ratification. By 1977, 35 states had voted to ratify the ERA, but it did not reach the 38 states-threshold required for ratification before the 1982 deadline set by Congress. More recently, Nevada ratified the ERA in March 2017, and Illinois followed suit in May 2018. On January 27th, 2020, Virginia finalized its ratification, making it the 38th state to ratify the Equal Rights Amendment.
Supporters of the ERA argue that we have reached the required goal of approval by 38 states. However, opponents may have at least two legal arguments to challenge this claim by ERA advocates. First, the deadline to ratify was 1982. Second, five states have voted to rescind their ratification since their initial approval. These political and legal challenges must be addressed and resolved before the ERA can be considered part of the United States Constitution. Nevertheless, ERA advocates continue to pursue certification. There are complicated questions to untangle here, to be sure, but by listening to a variety of perspectives and critically examining the historical and legal context, it may be possible to find some answers. Indeed, Arizona, which has yet to ratify the ERA, could play a vital role in the on-going fight for the ERA.
The text of the Equal Rights Amendment (ERA) states that “equality of rights under the law shall not be denied or abridged by the United States or by any state on account of sex.” The amendment was authored by Alice Paul and was first introduced into Congress in 1923. The ERA did not make much progress until 1970, when Representative Martha Griffiths from Michigan filed a discharge petition demanding that the ERA move out of the judiciary committee to be heard by the full United States House of Representatives. The House passed it and it went on to the Senate, where it was approved and sent to the states for ratification. By 1977, 35 states had voted to ratify the ERA, but it did not reach the 38 states-threshold required for ratification before the 1982 deadline set by Congress. More recently, Nevada ratified the ERA in March 2017, and Illinois followed suit in May 2018. On January 27th, 2020, Virginia finalized its ratification, making it the 38th state to ratify the Equal Rights Amendment.
Supporters of the ERA argue that we have reached the required goal of approval by 38 states. However, opponents may have at least two legal arguments to challenge this claim by ERA advocates. First, the deadline to ratify was 1982. Second, five states have voted to rescind their ratification since their initial approval. These political and legal challenges must be addressed and resolved before the ERA can be considered part of the United States Constitution. Nevertheless, ERA advocates continue to pursue certification. There are complicated questions to untangle here, to be sure, but by listening to a variety of perspectives and critically examining the historical and legal context, it may be possible to find some answers. Indeed, Arizona, which has yet to ratify the ERA, could play a vital role in the on-going fight for the ERA.
ContributorsSchroder, Jude Alexander (Author) / Adelman, Madelaine (Thesis director) / Mitchell, Kathryn (Committee member) / School of Politics and Global Studies (Contributor, Contributor, Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Sexual violence is a problem that is present in communities worldwide for individuals of every gender identity and religious communities are certainly not immune, including Muslim communities. This project will explore how sexual violence manifests in Muslim communities while also discussing how sexual violence is rooted in cultural patriarchy rather than the religion of Islam itself. Islam is a religion of radical gender equality. The religious discrimination against women that has been witnessed throughout the past fourteen centuries is actually the remnant of unequal gender dynamics found in pre-Islamic patriarchal culture. Sexual violence is explicitly prohibited in Islam, as evidenced by the Qur’an and ahadith (records of the Prophet Muhammad’s life) and has no place in the global Muslim community, referred to as the Ummah.
This paper also delves into feminism in Islam and argues that Muslim women should not be forced to choose between their faith and their human rights; rather, women should be able to obtain an education and should play an essential role in the interpretation of religious texts.
The purpose of this thesis project is twofold: to examine the intersection of Islam, women, and sexual violence prevention as well as to develop and apply a sexual violence prevention curriculum that can be implemented within Muslim communities. The textual analysis of this project will include discussions regarding the primary source of the Qur’an as well as the secondary sources of ahadith and existing literature written by Muslim scholars, primarily female Muslim scholars. This will allow for an analysis of how women are portrayed in Islam as well as how Islamic texts and traditions challenge the patriarchy and rape culture in which sexual violence manifests. Using this foundational knowledge, the goals of the sexual violence prevention curriculum will be to facilitate a discussion between Muslims regarding what sexual violence looks like and what rape culture is, create support networks for survivors, discuss what to do if a friend discloses that they are a survivor or victim of sexual violence, reduce roadblocks to reporting, and analyze literature on feminism in Islam in order to support a movement for sexual violence prevention.
This paper also delves into feminism in Islam and argues that Muslim women should not be forced to choose between their faith and their human rights; rather, women should be able to obtain an education and should play an essential role in the interpretation of religious texts.
The purpose of this thesis project is twofold: to examine the intersection of Islam, women, and sexual violence prevention as well as to develop and apply a sexual violence prevention curriculum that can be implemented within Muslim communities. The textual analysis of this project will include discussions regarding the primary source of the Qur’an as well as the secondary sources of ahadith and existing literature written by Muslim scholars, primarily female Muslim scholars. This will allow for an analysis of how women are portrayed in Islam as well as how Islamic texts and traditions challenge the patriarchy and rape culture in which sexual violence manifests. Using this foundational knowledge, the goals of the sexual violence prevention curriculum will be to facilitate a discussion between Muslims regarding what sexual violence looks like and what rape culture is, create support networks for survivors, discuss what to do if a friend discloses that they are a survivor or victim of sexual violence, reduce roadblocks to reporting, and analyze literature on feminism in Islam in order to support a movement for sexual violence prevention.
ContributorsHill, Samantha (Author) / Ali, Souad T. (Thesis director) / Frick, Kimberly (Committee member) / School of Politics and Global Studies (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2019-12