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- Creators: Fahs, Breanne
- Creators: School of Life Sciences
Description
Menstruation curricula in elementary schools presents an opportunity to better examine the early teachings about menstruation, as this is often the first time that young people learn about gender difference within school sanctioned curricula. A closer examination of this pedagogical moment from the perspective of educators helps us to understand the dissemination of the shame narrative present in menstrual socialization. Six teachers were interviewed about their experiences with administering the menstrual health curriculum in elementary schools across a large southwest metropolitan area. A discourse analysis of these interviews was completed in order to find themes of language used surrounding menstrual health curriculum. Themes of shame, legislative restrictions on sex education curriculum and personal narratives surrounding menstruation are discussed in addition to the current neo-liberal structure of public health curriculum. Future research into alternative modes of education on menstruation is proposed.
ContributorsGonzalez, Jaqueline Jean (Author) / Fahs, Breanne (Thesis director) / Grzanka, Patrick (Committee member) / Barrett, The Honors College (Contributor) / School of Humanities, Arts, and Cultural Studies (Contributor) / School of Social and Behavioral Sciences (Contributor)
Created2014-05
Description
Abstract As we move forward in education reform in the globalized 21st century, the United States must visit new ways to teach science in high school classrooms. The goal of this investigation is to analyze the current research literature for the best and most promising teaching strategies and techniques in secondary education biology classrooms that promote academic excellence for all students. Looking at policy and school reform literature in science education to establish the context of the current system, the paper will not focus on the political as or systematic changes needed to ground an overall successful system. However, because of their inherent effect on the education system, the political aspects of education reform will be briefly addressed. The primary focus, by addressing the emphasis on standardization, inflexibility of instruction and lack of creativity specifically in high school biology classrooms, seeks to clarify small changes that can influence students' academic outcomes. The United States is performing on such a poor level in science and math proficiency that it cannot match students abroad and this is seen through test scores and the production of competent graduates. This investigation serves to organize literature from education researchers and showcase best and promising teaching and learning practices that catalyze academic excellence for all students in our pluralistic, democratic and complex schooling and societal contexts.
ContributorsHildebrandt, Kevin Andrew (Author) / Ovando, Carlos (Thesis director) / Schugurensky, Daniel, 1958- (Committee member) / Fischman, Gustavo (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor) / School of International Letters and Cultures (Contributor)
Created2013-05
Description
American youth are not well exposed to animal- and nature-related careers. This is especially important to consider due to the recent push to be more environmentally conscious. In addition, youth are spending less time outside and more time in front of screens. This is driving down biophilia strength. The combination of a weaker connection with nature and more screen time has been connected to a new condition named Nature-Deficit Disorder. In order to expose youth to animal- and nature-related careers while attempting to combat the growing presence of Nature-Deficit Disorder, a three day teaching program named Wild Careers was created. This program was presented to teens in December 2015 through a partnership with the education department of Arizona Animal Welfare League. The curriculum was centered on highlighting relevant careers and background information. Topics such as animal welfare and conservation were taught as cornerstones during the program due to their encompassing importance to the career fields in question. It was felt to be important to inform participants about the context of these fields through specially planned activities and guest speakers. Participants were challenged to conduct online research, think critically, and get hands-on during this program. Wild Careers also exposed the participants to animals and the relevant species management stories. The surveys given before and after the presentation of the created curriculum provided evidence that supported an increased understanding of careers and enjoyment of participants. I propose that other non-formal teaching environments should be created that target exposing youth to animals, nature, and related careers.
ContributorsTaubel, Samantha Kay (Author) / Smith, Andrew (Thesis director) / Minteer, Ben (Committee member) / Arthur, Emilie (Committee member) / Division of Teacher Preparation (Contributor) / School of Sustainability (Contributor) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
In what has been coined the postfeminist era, successes of the second wave feminist movement have been distorted by sociopolitical and economic structures to proclaim that sexism and inequality no longer exist within liberal American society, and thus feminism as a movement is no longer necessary. While theoretical and quantitative work has examined women’s relationship with feminist identity, limited research exists on women’s subjective, qualitative accounts of feminist identity. Furthermore, there is a dearth of research on women’s subjective identification across the spectrum of feminist identity, particularly from non-college and non-white populations. Using thematic analysis this study critically analyzed 20 qualitative interviews from a community sample of women in a large Southwest city (Age range: 18-52; Mean age: 35.35, SD: 12.0). Narratives revealed four themes surrounding women’s identification with feminism and conceptions of sexuality: 1) Feminist self-labeling associated with a collective identity 2) Empowerment as a personal endeavor 3) Female empowerment and relationships with men and 4) Investments in femininity and sexual empowerment. This data supports the notion that feminist ideals of equality and agency have been distorted by postfeminist and neoliberal ideology to prevent women from identifying as feminists. Additionally, data postulate that this distortion has permeated ideologies of feminist women, thereby discouraging collective action for change.
ContributorsCarlyle, Madison S (Author) / Fahs, Breanne (Thesis advisor) / Swank, Eric (Committee member) / Przybylo, Ela (Committee member) / Arizona State University (Publisher)
Created2017