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This project was designed to assess whether Arizona State University’s current Health and Counseling services perpetuate healthcare discrimination against its LGBTQIA+ student population: a pervasive problem that both researchers and patients have observed in the general healthcare landscape--on university campuses and beyond. A two-part online survey, including multiple-choice and free-response

This project was designed to assess whether Arizona State University’s current Health and Counseling services perpetuate healthcare discrimination against its LGBTQIA+ student population: a pervasive problem that both researchers and patients have observed in the general healthcare landscape--on university campuses and beyond. A two-part online survey, including multiple-choice and free-response questions, was administered to ASU students attending any of the four campuses in order to receive a wide range of student feedback from diverse populations and assess the queer and transgender healthcare experience on campus. This survey data was used to pinpoint gaps and/or problems in student care and to assess how these concerns might be addressed. Results showed that a number of participants experienced discrimination, including incorrect references to gender pronouns, name preferences, and sexual identity. In response to survey participants’ desire for clearer information about health care services, a prototype for a resource pamphlet and corresponding mock-up of an online platform were created. These prototype resources clearly outline information about the sexual, mental, and physical health resources provided by ASU and include supplementary off-campus programs to fill the gaps in university services. Additionally, these findings were used to create a prototype that could be used to help ensure healthcare workers are familiar with LGBTQIA+ specific healthcare needs.
ContributorsJocque, Meta Elizabeth (Co-author) / Sells, Emma (Co-author) / Miller, April (Thesis director) / Brian, Jennifer (Committee member) / Van Engen, Dagmar (Committee member) / Department of Psychology (Contributor) / School of Human Evolution & Social Change (Contributor) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
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This thesis takes the form of a nonfiction graphic novel to analyze how ideas about monsters are subverted in DreamWorks’s How to Train Your Dragon and Guillermo del Toro’s The Shape of Water, and how these subversions are queer acts. Both of these movies initially introduce the inhuman as something

This thesis takes the form of a nonfiction graphic novel to analyze how ideas about monsters are subverted in DreamWorks’s How to Train Your Dragon and Guillermo del Toro’s The Shape of Water, and how these subversions are queer acts. Both of these movies initially introduce the inhuman as something to fear, but later deliver messages of empathy and respect as the protagonists learn to communicate with and befriend the inhuman. Interestingly enough, these movies present contrasting opinions on whether monsters should be integrated into society or remain outcast; How to Train Your Dragon shows a society where dragons become normalized by the end and argues for the integration of monsters into society. Conversely, The Shape of Water concludes with the protagonist Elisa escaping society with the Amphibian Man, therefore arguing that the monstrous is to be kept separate from society at large. The act of personifying monsters elevates them to the same level of respect as humans. I maintain that the personification of monsters queers the definition of both person- and monsterhood by blurring the distinctions between the two. This is important because it allows humans to recognize not just the humanity of monsters, but the monstrosity in ourselves.
ContributorsPhillips, Kelsey (Author) / Van Engen, Dagmar (Thesis director) / Deacon, Deborah (Committee member) / Barrett, The Honors College (Contributor) / Dean, W.P. Carey School of Business (Contributor) / School of Art (Contributor)
Created2022-05
Description

In this thesis I examine two Afrofuturist, feminist pieces of speculative fiction: The Fifth Season by N.K. Jemisin and The Parable of the Sower by Octavia Butler. I analyze the two novels together and separately using a Black feminist framework to extract sustainable solutions for environmental justice. In close readings

In this thesis I examine two Afrofuturist, feminist pieces of speculative fiction: The Fifth Season by N.K. Jemisin and The Parable of the Sower by Octavia Butler. I analyze the two novels together and separately using a Black feminist framework to extract sustainable solutions for environmental justice. In close readings of the novels, I utilize multiple frameworks in my analysis, including Afrofuturism, Black Feminism, Intersectionality, and Ecofeminism. Applying Afrofuturist theory shapes the examination of how the oppressive systems within each novel’s society resemble that of the past and how they inform the future. This oppression is seen in the mistreatment of marginalized groups in both novels, including women, racial minorities, and orogenes and sharers. I further explore how these groups are suppressed and how this influences their interactions with the environmental crisis using Back feminist theory. Then, an ecofeminist lens is used in conjunction with Black feminism to uncover sustainable solutions from the novels to solve and mitigate the environmental crisis. My proposed solutions taken from these novels include empathy and embracing change.

ContributorsCarpenter, Nadia (Author) / Van Engen, Dagmar (Thesis director) / Kitch, Sally (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor) / School of Sustainability (Contributor)
Created2022-05