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- Creators: Debussy, Claude, 1862-1918
Description
Recent studies have investigated reproductive coercion, a form of intimate partner violence (IPV) defined as when one partner attempts to control another through pregnancy; however, research has focused only on female victim-survivors. Accordingly, the purpose of this three-paper dissertation was to explore the context of male- and female-perpetrated reproductive coercion via interview data from perpetrators of this abuse. The objective of the first paper was to gain a more complicated understanding of male-perpetrated reproductive coercion, with attention to why the phenomenon only sometimes co-occurs with other forms of IPV. A multiple case study analysis framework was used to interpret interview data from men who self-identified as having perpetrating reproductive coercion (n=5). Several men attempted to impregnate non-consenting partners because they perceived value in fatherhood, or the label of "family man." Many justified their behavior by positioning themselves as the rightful "head of household" and minimized their actions by noting their partners' love for their children. The purpose of the second paper, a close narrative analysis of one male participant's interview (n=1), was to gain deeper understanding of how enactment of a certain type of masculinity influences articulations of power within an intimate relationship. Four interview excerpts were organized into stanzas, which were analyzed for narrative disjuncture as well as minimizations and justifications of coercive behavior, with the finding that desire for biological offspring and enactment of power and control may both be tied to a need to perform masculine identity. Finally, the aim of the third paper was to develop an understanding of the contexts in which women perpetrate reproductive coercion. A modified grounded theory approach was used to interpret interview data from women who self-identified as having perpetrated reproductive coercion (n=8), and an initial explanatory model was developed to illustrate a pathway leading to this behavior. Pregnancy appeared to be a means to end (meeting a critical unmet need) more than an end in itself. Preliminary findings suggest that differences exist between female- and male-perpetrated reproductive coercion. Generalizable research that investigates the function of gender in the perpetration of reproductive coercion can inform the development of targeted, gender-appropriate interventions.
ContributorsThaller, Jonel (Author) / Messing, Jill T (Thesis advisor) / Jackson, Kelly F (Committee member) / Durfee, Alesha (Committee member) / Arizona State University (Publisher)
Created2014
ContributorsDebussy, Claude, 1862-1918 (Composer)
ContributorsDebussy, Claude, 1862-1918 (Composer)
ContributorsDebussy, Claude, 1862-1918 (Composer)
ContributorsDebussy, Claude, 1862-1918 (Composer)
ContributorsDebussy, Claude, 1862-1918 (Composer)
Description
In spite of numerous legal interventions and a fairly strong legal capacity compared to other neighboring countries, Zimbabwean law enforcement and judiciary have failed to overcome Intimate Partner Violence (IPV). This research examines the role of customary law in the continued prevalence of IPV among Zimbabwean women, particularly, the subtle ways in which customary law legitimates the ideals of patriarchal domination in the communal and legal handling of IPV cases. The study utilized qualitative methodology in the form of structured interviews as well as pre-interview questionnaires. Eighteen women who identified as IPV survivors or victims were recruited using snowball sampling method whereby each person interviewed was asked to suggest additional people who were either present victims or survivors of IPV. Five lawyers from Chinhoyi, ten lawyers from Harare, ten police officers from Chinhoyi and ten police officers from Harare were identified using judgement or purposive sampling where subjects are chosen due to availability. The research established that IPV is a way in which abusers exercise their assumed patriarchal rights over women. Likewise, police officers are also influenced by attitudes and mentalities acquired from customary law in the way they handle IPV cases which resultantly leads to secondary victimization of IPV victims. The research concluded that much work still needs to be done by the judiciary, law enforcement and the community to combat the prevalence of IPV in Zimbabwe.
ContributorsMarekera, Shantel (Author) / Durfee, Alesha (Thesis advisor) / Adelman, Madelaine (Committee member) / Kittilson, Miki (Committee member) / Arizona State University (Publisher)
Created2019
Description
Sexual assault at colleges and universities in the United States is a significant health and human rights issue that impacts somewhere between one-in-four and one-in-five students. Despite the alarmingly high burden, overall rates of disclosing to crisis, health, and victim services, and reporting to schools and law enforcement remain low. In order to buffer students from associated short- and long-term harm, and help them reestablish safety and pursue justice, empirically-supported, innovative, and trauma-informed secondary prevention strategies are needed. To address this pressing issue, the current study used a trauma-informed, feminist community research approach to develop and design a prototype of an internet-based decision aid specifically tailored to assist students at Arizona State University who experience sexual assault with making informed choices about reporting and seeking care, advocacy, and support on and off campus. Results from preliminary alpha testing of the tool showed that: 1. It is feasible to adapt decision aids for use with the target population, and 2. While aspects of the tool can be improved during the next phases of redrafting and redesign, members of the target population find it to be acceptable, comprehensible, and usable.
ContributorsVillegas-Gold, Michelle (Author) / Hurtado, Ana Magdalena (Thesis advisor) / Gaughan, Monica (Thesis advisor) / Durfee, Alesha (Committee member) / Arizona State University (Publisher)
Created2018
Description
This study asks the question: does gender-based discrimination exists within Arizona State University's Army Reserve Officer Training Corps (ROTC), and if so, what are the effects of such discrimination? Within this study, discrimination is defined as: the treatment or consideration of, or making a distinction in favor of or against, a person or thing based on the group, class, or category to which that person or thing belongs, rather than on individual merit. The researcher predicted that this study would show that gender-based discrimination operates within the masculine military culture of Army ROTC at ASU, resulting from women's hyper-visibility and evidenced by their lack of positive recognition and disbelief in having a voice in the program. These expectations were based on background research claiming that the token status of women in military roles causes them to be more heavily scrutinized, and they consequentially try to attain success by adapting to the masculine military culture by which they are constantly measured. For the purposes of this study, success is defined as: the attainment of wealth, favor, or eminence . This study relies on exploratory interviews and an online survey conducted with male and female Army ROTC cadets of all grade levels at Arizona State University. The interviews and survey collected demographic information and perspectives on individual experiences to establish an understanding of privilege and marginalization within the program. These results do support the prediction that women in Army ROTC at ASU face discrimination based on their unique visibility and lack of positive recognition and voice in the program. Likewise, the survey results indicate that race also has a significant impact on one's experience in Army ROTC, which is discussed later in this study in regard to needs for future research. ASU Army ROTC includes approximately 100 cadets, and approximately 30-40 of those cadets participated in this study. Additionally, the University of Arizona and the Northern Arizona University Army ROTC programs were invited to participate in this study and declined to do so, which would have offered a greater sample population. Nonetheless, the results of this research will be useful for analysis and further discussion of gender-equality in Army ROTC at Arizona State University.
ContributorsAllemang, Lindsey Ann (Author) / Wood, Reed (Thesis director) / Switzer, Heather (Committee member) / School of Politics and Global Studies (Contributor) / School of Social Transformation (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
The number of undergraduate students participating in short-term experiences in global health (STEGHs) abroad has increased dramatically in recent years (Eyler 2002, Drain et al. 2007). These experiences, in tandem with classroom learning, are designed to help students master skills related to global health competencies, including cultural humility and sensitivity, collaborating with community partners, and sociocultural and political awareness. Although STEGHs offer potential benefits to both students and to sending institutions, these experiences can sometimes be problematic and raise ethical challenges. As the number of students engaged in STEGHs continues to increase, it is important to better understand the impact of these programs on student learning. Current ethical and best practice guidelines for STEGHs state that programs should establish evaluation methods to solicit feedback from students both during and on completion of the program (Crump et al. 2010). However, there is currently no established method for gathering this feedback because of the many different global health competency frameworks, types and duration of programs, and different models of student engagement in such programs. Assessing the quality of a STEGH is a profoundly important and difficult question that cannot be answered as succinctly and quantitatively as classroom performance, which has more standard and established assessment metrics. The goal of this project is to identify the most appropriate and useful assessment metric(s) for determining educational quality and impact for STEGHs at ASU by comparing a typical quantitative evaluation tool (pre-post survey with brief open-ended questions) to a more in-depth qualitative method (key informant interviews). In performing my analysis I seek to examine if the latter can produce a richer narrative of student experiences to inform ongoing program evaluations. My research questions are: 1. What are the current qualitative and quantitative evaluation methods available to assess student learning during short-term experiences in global health? 2. How can current methodology for assessing student experiences with short-term experiences in global health be adapted to collect the most information from students? 3. How do student knowledge and attitudes change before and after their short-term experience in global health? Why is understanding those changes important for adapting programs? My end goal would be to use these new, optimal assessment methods for gathering student perspectives and experiences to adapt pre-departure trainings and post-experience debriefings for study abroad programs, both of which I believe will lead to more sustainable partnerships and a healthier understanding of global health work for students.
ContributorsHale, Brittany Ann (Author) / Jehn, Megan (Thesis director) / Wutich, Amber (Committee member) / School of Human Evolution and Social Change (Contributor) / School of Social Transformation (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05