Thesis advisor: Susan Kelly-Weeder / Background: Sexual minority youth experience many sexual health inequities compared to heterosexual youth. Research conducted over the past several decades has concluded that both parent-adolescent sex communication and school-based sex education are effective in reducing levels of sexual risk behavior in heterosexual youth. A much smaller number of studies have examined the experiences and effectiveness of sex education or PASC among sexual minority youth. Purpose: This three-manuscript dissertation seeks to extend understanding about the experiences of sexual minority and heterosexual youth with learning about sex and sexuality at school and at home and how these learning experiences affect sexual risk behavior. The purpose of this dissertation is to examine parent-adolescent sex communication from the perspective of sexual minority youth and their parents, assess the impact of different types of sex education on sexual intercourse and contraceptive behavior of sexual minority and heterosexual adolescent females, and revise and extend a scale designed to measure sexual minority youth perceptions of sexual-minority-inclusivity in sex education. Methods: In the first manuscript, we conducted an integrated review that described how parents and SGM youth perceive their sex communication experiences and synthesized findings about the associations between parent-adolescent sex communication and sexual health outcomes among SGM youth. In the second manuscript, we used National Survey of Family Growth data to describe the total sex education content received by an individual, examine the impact of different sex education types on sexual intercourse and contraceptive behavior of adolescent females, and examine differences by sexual identity. In phase one of the last study, we revised a scale to measure SMYA perceptions of sexual minority-inclusivity in school-based sex education received before the age of 18 years. Phase two involved implementing a pilot study to measure the reliability and conduct a Rasch analysis of the revised scale. Results: The integrated review results suggest that parent-adolescent sex communication was complicated by barriers to communication and was limited, heteronormative, and influenced by SGM disclosure. Parent-adolescent sex communication may improve sexual health outcomes, but adequate parental education/guidance is lacking. Secondary data analysis results suggest that compared to their heterosexual peers, sexual minorities were more likely to report no sex education and less likely to report receipt of abstinence-only education. Nearly all types of education had a statistically significant effect on sexual behavioral outcomes (intercourse in the past 12 months and type of contraceptive use) as compared to no sex education. Scale revision and psychometric analyses suggested that the new scale has strong psychometric properties, including reliability, content validity, and measurement precision. Conclusion: Overall, this dissertation has highlighted the ways that home and school-based sources of sexual health information do not currently meet the needs of SM youth. The sexual health education of SM youth is complicated by a lack of comfort, knowledge, and resources experienced by both teachers and parents. Qualitative studies suggest that both sources of sexual health information tend to be focused on heterosexual needs, leaving SMY feeling frustrated and invisible. This dissertation has also highlighted the need for quantitative measures to extend understanding of the impact of parent-adolescent sex communication and sex education on sexual minority youth. The revised scale presented in Chapter 4 provides a promising measurement tool to inform the development and evaluation of sexual minority-inclusive sex education programs. The results of this dissertation will ultimately contribute to the development of programs and interventions to support SM-inclusivity in school-based, family-based, and healthcare provider-based sexual health education. / Thesis (PhD) — Boston College, 2022. / Submitted to: Boston College. Connell School of Nursing. / Discipline: Nursing.

Diversity and inclusivity in the business world has gained larger focus from media and customers over the past 60 years, however a large focus has been aimed at gender, ethnicity and race whilst other types of diversity have not been as researched. The inclusivity of people with disabilities in the regular labor market has been neglected to a large extent. All people should be included in the workplace which can be seen as a reflection of society as a whole, especially in regard to the Swedish model of government agency assistance from the company Samhall. In this study we have combined frameworks from diversity management, critical disability theory and justice theory to create a study examining how the developmental opportunities of people with disabilities are affected by assumptions and fairness. This study was conducted with the help of Samhall's regional office in Västerbotten and Örnsköldsvik. Samhall employs 26 000 people in Sweden with the goal of creating meaningful work for people with reduced working ability, developing their skills to be ready for the regular labor market. This study was designed from a managerial perspective, and we therefore decided to use a qualitative approach by interviewing six managers from Samhall using a semi-structured format. We wanted to gain insight on how society and other companies interact with Samhall, and how they work with development to reach their final goals. Due to the limited number of studies about people with disabilities from a social standpoint we were able to establish a research gap. Many of the current studies from a social perspective are focused on developmental perspective from young ages, or the perspective is from a medical standpoint. Studies with people with disabilities as a part of diversity management have yet to be created to any greater extent. By further including a perspective of equality and justice in this we were able to address issues of conflict as well, as a part of developmental work. The interviewees from Samhall are managers with varying amounts of experience within Samhall and varying experiences working with people with disabilities before their work in the organization. The managers also had varied job assignments which were able to contribute to a more diverse perspective on everything from daily interactions with society to policy creation and medical paperwork. In our study we researched six different assumptions about disabilities including the social model of disability, valuing diversity, rights, voices, language and transformative politics. From diversity management we used instrumental and terminal values to help us understand the developmental work. Finally, we used a framework of equality categorization including equality rule, relative justice and objective justice to compare how things work within and outside of Samhall and see what the employees respond to in the best way and to further cultivate development for the employees. We did a thematic analysis to be able to compare the answers of our different interviewees and find out what really works and to see what the current situations truly look like. The research showed that assumptions do affect people with disabilities, however, not to the same extent as previous literature suggests. Furthermore, we discovered that the instrumental values used in the developmental work for people with disabilities in Samhall can be transferred to other companies as well, and therefore hopefully intrigue and incentivize more employers to take the step of hiring from Samhall and people with disabilities in general. The fairness aspect of our research also provided insight in how to prioritize and how this can aiding and resolving conflict.

After over 25 years of decline, the global poverty rate has started to increase driven by the COVID-19 pandemic, taking millions back into poverty, most of them live in Sub-Saharan Africa. Low-income consumers are underserved and do not have the means to pay for or access to goods or services which are required for a minimum standard of living. These consumers struggle to find essential goods, the products do not always meet their needs or are too expensive for them to afford and the products' benefits are not easily understood. Yet the spending power and demand from consumers at the bottom of the economic pyramid in emerging markets and developing countries are motivating for global consumer goods companies. Not only does the opportunity presents financial benefit but is a social obligation to democratise new product innovations across markets. The 4As Framework (Affordability, Acceptability, Availability and Awareness) encompass factors which help manufacturers to better reach and serve low-income consumers. This framework is applied in this research to understand products meet their needs of low-income consumer across these four factors; and how designers employ human centred design to design products for low-income consumers against these factors. Human Centred Design has been employed to develop solutions to complex problems with great empathy to users and stakeholders for many years but has been gaining popularity with business and social ventures since the early 2000s. By interviewing consumers and designers, this study delved into understanding (1) the motivations and challenges of designing products for low income consumers, (2) how human centred design was being employed in the design of consumer goods for this group against the 4As framework and (3) how products currently meet the needs of low-income consumers, against the 4As framework. It was found that designers were consistently motivated by designing products for this consumer group which they believed served them. However, the constant evolution of needs, and needing to design for an affordable price were challenges. It was also found that some human centred design practices were prominent but there was more consistency needed in application, particularly when dealing with acceptability, affordability and awareness.

Denna studie undersökte kvinnors upplevelser i sin yrkesroll och vilka strategier de använder för att anpassa sitt beteende för att balansera sin professionella roll med sin inre identitet. Genom semistrukturerade intervjuer med 10 kvinnor från två olika IT-företag undersöktes hur företagskulturen kan påverka kvinnors känslor om inkludering och karriärmöjligheter. Tidigare forskning hade visat att det fanns en rad olika utmaningar som kvinnor som arbetar inom mansdominerade branscher möts med i sin vardag. Utmaningarna varierar men i främsta hand visade det sig att kvinnorna har upplevt hinder kring traditionella könsnormer, bristande kvinnlig representation och osäkerhet om karriärmöjligheter. Empirin som samlades in från intervjuerna analyserades med hjälp av teorier och begrepp från Yvonne Hirdman, Erving Goffman och Arlie Hochschild för att förstå de personliga berättelserna om kvinnornas upplevelser. Tillämpning av genussystemet, det dramaturgiska perspektivet och emotionellt arbete tillät utforskning av kvinnornas tankar kring kön, identitet och företagskultur inom IT. Resultatet av den föreliggande studien indikerade att kvinnors upplevelse av sin professionella roll och identitet förändras över tid. För vissa av kvinnorna har diskussioner kring inkludering och jämställdhet kontinuerligt varit en fråga som har en stor inverkan på deras välmående på arbetsplatsen. Andra kvinnor framhöll en positivitet kring karriärmöjligheter, samtidigt har de flesta reflekterat över utmaningar med att balansera mellan familjeliv och arbetsliv. Slutligen har det noterats att kvinnors strategier för att hantera sin arbetsmiljö varierar, vilket beror på både individuella och strukturella faktorer.

No / This report contributes new insights into the growing body of literature on inclusive green economy approaches as a key means for eradicating poverty and advancing the evolving post-2015 sustainable development agenda. The report draws on a range of country experiences and a series of case studies commissioned through the UNDP-DESA-UNEP Joint Programme Supporting a Green Economy Transition in Developing Countries and LDCs: Building Towards Rio+20 and Beyond, with the generous support of the Government of The Netherlands. Its non-prescriptive findings are designed to inform country-led efforts to transition to greener, more inclusive economies in ways that deliver on poverty reduction.

Yes / This study aims to examine how inclusivity measures are understood and applied in game-based learning (GBL). It considers the perspectives of various stakeholders, such as educators, game designers, and students. The focus is on creating accessible and engaging games that meet the diverse needs and characteristics of players. The methodology adopted a combination of primary and secondary data sources to pursue these aims. The primary data collection involved focus groups with educators, game designers, and students. The study employed a participatory design approach, involving multiple stakeholders in the exploration of inclusivity measures. The data collected from the focus groups, along with findings from the literature review, helped in formulating a set of inclusivity metrics for educators to create educational games that cater to diverse student needs. The obtained results emphasize the limited state of analogue GBL accessibility in scholarly and professional literature, while emphasizing the existing frameworks to be adopted by educators, designers, and publishers. Stakeholder discussions revealed themes related to inclusivity measures, including motor, sensory, and cognitive needs of players. Game designers can enhance accessibility by considering these requirements and incorporating alternative communication channels, accessible cues, adaptable gameplay options, and diversified knowledge-based requirements. In addition to inclusivity, addressing instances of exclusion, managing teams effectively, promoting inclusive communication, and incorporating gameplay limitations, educational components, diverse perspectives, and real-world applicability are discussed as important in education game design, to this extent.

In today’s increasingly diverse and multicultural societies, the need for inclusive public spaces that bridge cultural boundaries becomes desirable. “Interlace” explores the fusion of Persian and Swedish architectural aesthetics within public space, aiming to foster cross-cultural dialogue and enhance social interaction.  This project seeks to blur the lines between cultures, creating a harmonious atmosphere where diverse communities feel a profound sense of belonging. Interlace delves into the atmospheric qualities of public space, emphasizing inclusivity and unity among individuals from diverse backgrounds. Drawing inspiration from traditional Swedish boat houses and Iranian architectural heritage, the design focuses on seamlessly blending elements while respecting the natural surroundings and existing architectural features. The outcome is an architectural proposal—a public sauna on a deck in the Stockholm archipelago—symbolizing the merge of two distinct cultures. By incorporating Persian geometric patterns and Swedish architectural techniques and local material resources, the design creates a tranquil and contemplative space conducive to social interaction and community engagement. Interlace delves into the atmospheric qualities of public space, emphasizing inclusivity and unity among individuals from diverse backgrounds. Drawing inspiration from traditional Swedish boat houses and Iranian architectural heritage, the design focuses on seamlessly blending elements while respecting the natural surroundings and existing architectural features. Interlace delves into the atmospheric qualities of public space, emphasizing inclusivity and unity among individuals from diverse backgrounds. Drawing inspiration from traditional Swedish boat houses and Iranian architectural heritage, the design focuses on seamlessly blending elements while respecting the natural surroundings and existing architectural features.

This research has identified meanings attached by participants to the YMCA’s Christian basis within the context of volatile environments by engaging with voices in a qualitative, inductive, small-scale research project within the English YMCA. My proposition was that people working in the YMCA were appointed on the understanding that it was Christian-based, that the corporate and collective agreed means of association were located primarily in the Christian basis and that the YMCA attached significant meaning to its Christian basis whilst operating within an inclusive environment. Thematic descriptions of voices in communication were identified using a mixed set of research methods. The data were analysed in a between-method triangulation to produce adialectic towards meaning. Methods included: a literature review, interviews in a pilot study, a comparative historical review, facilitated groups, field visits and website surveys. I engaged various literary sources for interpretative perspectives on voices to differentiate participant’s relationships with the Christian basis in terms of audibility, affinity and attitude. The majority of participants felt that they had been appointed on the understanding that the YMCA is Christian-based, but very few had actually been given an opportunity, or felt it necessary, to make sense of it in their work. The Christian basis did not command a universally accepted meaning amongst participants. Instead, it was often perceived to have limited meaning, but with a degree of historical status attached to it. For the majority of participants, the actual corporate and collective agreed means of motivation was defined as care for young people within an inclusive environment and without any overt reference to the Christian basis and its meaning. However, where the Christian basis did feature locally it elicited communication that was complex, layered and variable in its nature. In these circumstances it produced powerful models of inclusive Christian service. The research identified three implications for further consideration: (a) ineffective communication between member YMCAs resulting in; (b) the creation of disjointed and remote islands of understanding about the Christian basis; and (c) in turn generating informal disassociations as a key factor in diminishing the value of the Christian basis within local member YMCAs.

The promotion of male educators in the early childhood care and education (ECCE) workforce has been pursued as a social policy in various countries around the world, yet this issue is virtually absent in ECCE literature and policy in South Africa. From certain child development, education and gender perspectives, more men in ECCE is seen as good for children, good for men, challenges gender stereotypes and enhances gender equity as well as the quality of ECCE. We know very little about male ECCE educators in South Africa. This study aims to shed light on their experiences and explore whether there is a need to promote gender inclusivity in ECCE in South Africa. Due to the virtual absence of this minority, a small sample of six male ECCE educators were purposively sampled in an in-depth, qualitative case study, using semi-structured interview schedule and face-to-face interviews. The study also explored the views of two key informants - academics working in early childhood and gender studies. Thematic content analysis of the data revealed some commonalities with previous studies. While some generalisations can be drawn the aim of the study was to gather contextualised accounts of these experiences and views on the broader social issues pertaining to the lack of men in the sector. The overall findings suggest that there is a need for existing and potential male educators to be encouraged, supported and made more visible. This requires network building by male educators themselves and support from the ECCE sector, Government and other stakeholders for programmes that promote attitude and institutional change.

Payment for Ecosystem Services (PES) has been seen as a strategy to reduce poverty while maintaining and increasing the supply of ecosystem services. Vietnam is the first country in Southeast Asia to implement PES as a law for forest protection. Several studies of PES in Vietnam have been done, where the positive results tend to come from provinces with higher payments. This also seem to correlate with the level of environmental awareness and engagement among local communities. In this study, interviews with NGOs and institutions were conducted with the purpose to investigate their perception of the understanding of PES on a local level, and how they are working for improvements. All interviewees recognized that there are problems with the top-down design of the policy and raised issues such as lack of communication, low and risky payments and low rates of engagement within local communities. The interviewees are working for improvements from different angles and levels. The effectivity approach has led to an overall higher understanding of PES in Vietnam, whilst a more fair approach might be needed to achieve a long-term change of behaviour.