Matching Items (2)
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- All Subjects: gender roles
- All Subjects: Sex Offenders
- Creators: Arenas, Lauren
- Creators: Coffman, Courtney Elizabeth
- Member of: Theses and Dissertations
- Member of: ASU Electronic Theses and Dissertations
Description
While there is a good amount of research focused on sex offenders as a whole, only a limited number of studies examine variations within these offenders, how people view the variations, and why their opinions may differ. This study focuses on the interconnections among gender norms, rape myth acceptance, and the perception of sex offenders by administering an online student survey. The survey measured rape myth acceptance and adherence to traditional gender roles to see how they affected perceptions of sex offenders. Perceptions were measured using vignettes that were varied by gender and the situation described. Results showed that higher rape myth acceptance would decrease the blameworthiness of the offender, that the offender was seen as more blameworthy when the offender was a male, and that women tended to see the offender as more blameworthy than men did. The type of sexual situation did not have an impact on blameworthiness, nor did adherence to gender roles. The findings support past research that suggests that rape myth acceptance can impact people’s opinions about offenders in sexual situations and specifically that these opinions differ depending on the gender of the offender. With some offenders being viewed as more blameworthy than others, it is necessary to examine sex offense laws to see how they may disproportionately affect some offenders and implement harsher punishments than the public may deem necessary.
ContributorsArenas, Lauren (Author) / Spohn, Cassia (Thesis advisor) / Fradella, Henry F. (Committee member) / Stolzenberg Roosevelt, Stacia (Committee member) / Arizona State University (Publisher)
Created2018
Description
Reading aloud is an experience that provides children with cognitive and social emotional
benefits. Fathers are often not a part of this experience due to outdated gender roles that have led
to the classification of reading as a feminized activity. This review discusses the literature
surrounding the cognitive and social-emotional benefits of reading aloud to children. In addition
to academic literature, this paper takes into account the experiences of educators and parents
shared through social media and literacy organizations external to academia due to their presence
on the front lines of the reading aloud. This paper is divided into five sections, each of which
addresses a different domain of the read aloud practice. The first section is a personal narrative in
which the author shares a story surrounding her experience with read alouds to provide context
on why this topic was chosen for her undergraduate thesis. Section two addresses the importance
of read alouds in a child’s literacy journey and serves as a framework for the remainder of the
review. Section three discusses the vitality of the participation of fathers in the practice and
includes the explanation of the feminization of reading and the implications of the lack of fathers
within the read aloud experience. Section four discusses the implications of fathers taking an
active role in reading aloud. Lastly, section five serves as a resource pool for fathers, including
tips, a guide to community resources, and sample book lists.
Keywords: read aloud, gender roles, educator, literacy, parents, fathers
benefits. Fathers are often not a part of this experience due to outdated gender roles that have led
to the classification of reading as a feminized activity. This review discusses the literature
surrounding the cognitive and social-emotional benefits of reading aloud to children. In addition
to academic literature, this paper takes into account the experiences of educators and parents
shared through social media and literacy organizations external to academia due to their presence
on the front lines of the reading aloud. This paper is divided into five sections, each of which
addresses a different domain of the read aloud practice. The first section is a personal narrative in
which the author shares a story surrounding her experience with read alouds to provide context
on why this topic was chosen for her undergraduate thesis. Section two addresses the importance
of read alouds in a child’s literacy journey and serves as a framework for the remainder of the
review. Section three discusses the vitality of the participation of fathers in the practice and
includes the explanation of the feminization of reading and the implications of the lack of fathers
within the read aloud experience. Section four discusses the implications of fathers taking an
active role in reading aloud. Lastly, section five serves as a resource pool for fathers, including
tips, a guide to community resources, and sample book lists.
Keywords: read aloud, gender roles, educator, literacy, parents, fathers
ContributorsCoffman, Courtney Elizabeth (Author) / Giorgis, Cyndi (Thesis director) / DeBiase, Jessica (Committee member) / Educational Leadership & Innovation, Division (Contributor) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2020-12