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Gender differences in children's disclosures and legal narratives of sexual abuse

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Legal narratives obtained from forensic interviews of twenty sexually abused children were analyzed concerning gender differences in disclosure patterns and narrative elaboration. Quantitative analysis of the children's disclosure of

Legal narratives obtained from forensic interviews of twenty sexually abused children were analyzed concerning gender differences in disclosure patterns and narrative elaboration. Quantitative analysis of the children's disclosure of sexual abuse revealed that boys made prompted disclosures to caretakers, primarily mothers. Girls more often made purposeful disclosures, and revealed the abuse to caretakers as well as other supportive individuals. Quantitative analysis of the children's forensic interviews revealed that girls provided more coherent, elaborate, structured, and contextually detailed narratives than boys did. Children's accounts of their disclosures were qualitatively analyzed. Results indicated that fear was the primary reason children delayed abuse disclosure. Qualitative analysis also found that the children's narratives revealed several common themes including themes of force and resistance. Implications for legal interventions on behalf of children and the effectiveness of abuse prevention programs were discussed.

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Date Created
  • 2011

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A mapping of historical discourses in STEM advocacy literature

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Efforts to privilege STEM (Science, Technology, Engineering, and Mathematics) disciplines, initiatives, and industries in American discourse are arguably the foremost expressions of scientific authority in contemporary educational policy. Citing a

Efforts to privilege STEM (Science, Technology, Engineering, and Mathematics) disciplines, initiatives, and industries in American discourse are arguably the foremost expressions of scientific authority in contemporary educational policy. Citing a diverse body of STEM literature, I discuss the histories and rationales that sustain the promotion of STEM. In doing so, I appropriate two concepts -Michel Foucault's Regime of Truth and Hayden White's Emplotment- for the purpose of analyzing the complex interests embodied by STEM discourse. I argue that the Sputnik Narrative is the prevailing story in STEM advocacy discourse. I claim that STEM advocates typically emplot this history as a Romance. Furthermore, I classify two major bases of appeal (rationales) that appear within this literature to justify STEM projects and proposals, "competition" and "equity." Throughout my writing, I cite discursive strategies for challenging and reimagining STEM history. My goal in indicating these sites of narrative possibilities is broaden the discursive field to new, perhaps liberating possibilities.

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Date Created
  • 2014