Since 2013, over half of all gender-selective women's colleges in the United States have adopted admission policies that outline varying biological, social, and legal criteria for who may apply to their institution. In effect, these policies opened the gates to admission, driven by the goal to be more inclusive to transgender applicants, especially trans* women. This dissertation examines if and how these policies enact missions of social justice, diversity, and inclusion through the informal practices, production, and regulation of gender on campus. How do gender-selective women's colleges go from trans* admitting to trans* serving? Through a nine-month ethnography of trans* admission policies at two gender-selective women's colleges, including 126 interviews with students, alumni, faculty, staff, and administrators; archival document analysis regarding trans* and queer history on campus; and participant observation of events and spaces on campus with trans* students, my objective is to describe the world that takes shape when gender and feminism become institutionalized, routine, and used as descriptions to both include and exclude. I contend that the impact of these admission policies is not limited to the application process, but rather the experiences of matriculated students are shaped by the gendered norms and discourses structured within the policies themselves. Findings suggest that despite the fact that these policies, formally, allow for transgender students to apply and enroll to gender-selective women's colleges, institutionalized commitments to inclusion obscure and even intensify existing gender inequality, particularly for students who do not fit within normative ideals of the "right way to be trans*" including those who are low-income, non-white, and trans* men. Because the feminist missions of these colleges continue to reaffirm an ideal of cisgender womanhood on campus, the extent to which these inclusion policies were able to make fundamental structural changes in how gendered power, resources, and opportunities are distributed was limited at best. As such, this dissertation is a call to think about gender as an institutional product; not simply in terms of the politics that are attached to the experiences, bodies, and identities, but in the very constitution of gender as a social category. As an ethnography of how these categories become comprehensible, admissible, and livable, this dissertation complicates our understanding of how policies work, how gender is reinforced in the women's college setting, and how to transform institutional practices through a trans* justice framework. / Doctor of Philosophy / Since my graduation from Smith College in 2013, over half of all gender-selective women's colleges in the United States have publicly adopted admission policies outlining up to fourteen different combinations of biomedical, social, and legal criteria for who may apply to their institutions. In effect, these policies define fourteen different ways to be a "woman" that honor both the experiences and identities of students as well as the histories, traditions, and missions of gender-selective women's colleges. While I am proud of my alma mater for adopting such a policy, I have been struck by the ensuing tensions and debates that occurred among students and my fellow alumni about who belonged within our community. My time at Smith equipped me with new concepts, identities, and possibilities of what community means by being with people of other sexes, genders, races, sexualities, abilities, socio-economic statuses, and mindsets. Gender in this feminist space, in other words, was about so much more than a singular common experience of biology. Hence, the trans* policy raised more questions than answers for me: How do my trans* peers experience the woman-centered atmosphere of gender-selective women's colleges? In what ways do these policies and other institutional practices support these students? Through this dissertation, I sought to understand the experiences of trans* students enrolled in two gender-selective women's colleges by mapping the implementation and impact of trans* inclusion on campus. I wanted to know how these policies—and gender-selective women's colleges more broadly—shape institutionalized feminist missions of social justice. Over the span of nine-months, I spent time at two gender-selective women's colleges, one with a policy that admits trans* women, men, and non-binary students and another that limits trans* admission to trans* women, and conducted 126 interviews with students, alumni, faculty, staff, and administrators; archival document analysis regarding trans* and queer history on campus; and participant observation of events and spaces on campus with trans* students. I found that despite the fact that these policies, formally, allow for transgender students to apply and enroll to gender-selective colleges, the institutional commitments to inclusion obscured and even intensified existing gender inequality particularly for students who do not fit within normative ideals of the "right way to be trans*" including those who are low-income, non-white, and trans* men. Because the feminist missions of these colleges continue to reaffirm an ideal of cisgender womanhood on campus, the extent to which these inclusion policies were able to make fundamental changes to support transgender students was limited at best, and violent at worst. This does not suggest that there was no hope. Rather, students found ways to navigate these formal policies, resources, and spaces to create safer environments for their community, surviving and thriving in environments that were antithetic-to-hostile to their inclusion. As a result, I conclude that the implementation of a singular policy is not an adequate solution to full inclusion. Rather, we must consider how policy and practice may limit inclusion through intersections of race, class, sexuality, ability, and other axes of identity. As such, this dissertation is a call to think about how gender-selective women's colleges can go from trans* admitting to trans* serving.

This project concerns various 20th-century rhetorical strategies for sexual liberation. First, I examine the work of Alfred C. Kinsey through the theories of Louis Althusser and Michel Foucault. In the second chapter I look at Kinsey's Female volume and argue that he uses the mid-century concern for marriage as a strategy for sexual liberation. Next, I trace the ways in which four female, post-Kinsey writers use Kinsey (explicitly or implicitly) for their own particular strategies for sexual liberation. Finally, my conclusion asks how we can develop an effective strategy for this new century. / Master of Arts

This study aimed to investigate teachers' perceptions of and pedagogical strategies in teaching about desire and pleasure, with a particular focus on emotions. The study examined which emotions teachers experience before and during teaching about desire and pleasure, which emotions are perceived as desirable, how these emotions are conceptualised and which pedagogical strategies teachers use to manage their own and the students' emotions. The study used a qualitive approach based on interpretative phenomenology. The methods used for data collection were semi-structed interviews with seven teachers working in a secondary school, an upper secondary school and an upper secondary school for students with intellectual disabilities. The methods used for analysis was interpretative phenomenological analysis. The main result of the study showed that desire and pleasure is a sensitive topic and both teachers and students felt emotions of shame, fear and discomfort. The study also showed how teachers experience emotions such as wonder and pride. The result of the study highlights the demanding emotional work of teachers when they use pedagogical strategies to manage their own and the student’s emotions. These strategies aim to create conditions for maintaining education about desire and pleasure despite those emotions that arise and to challenge and consolidate boundaries in conversations about sex and sexual practices. The result of the study indicates how sexual education about sexuality, desire and pleasure needs to address the students’ vulnerability and integrity and simultaneously needs to an open climate where students can learn about sexuality, desire and pleasure.

Hierdie studie is toegespits op die samestelling van 'n seksopvoedingsprogram vir skole in Suid-Afrika. Snelle verandering binne sosiale strukture in die samelewing en die blootstelling van die jeug aan kultuur- en godsdiensvreemde seksopvoeding. idees noodsaak die dringendheid van Seksopvoeding word vanuit verskillende waardestelsels aangebied. Die gevolgtrekking is dat beproefde waardes 'n integrale deel van die seksopvoedingsprogram moet uitmaak. Die kind moet begelei word tot seksuele volwassenheid deur gebruik te maak van opvoedkundig-verantwoordbare beginsels en metodes sodat die kind effektief weerstand kan bied teen bederwende invloede uit die samelewing. Die ouers is die aangewese bran van seksopvoeding aan hulle kinders maar weens hulle onbetrokkenheid neem die skoal die verantwoordelikheid op hom. Dit is egter belangrik dat die skoal die ouers as vennote aanvaar. Ten slotte word riglyne verskaf vir die samestelling van 'n seksopvoedingsprogram. / This dissertation considers the composition of a sex education program for schools in South Africa. Rapidly changing social structure within society and the exposure of the youth to foreign cultural and religious ideas necessitate the urgency of sex education. Sex education is presented from different value systems. The conclusion reached is that values must be an integral part of the sex education program. The child must be accompanied to responsible sexual adulthood by means of educationally accountable principles in order that he/she may be able to withstand the demoralizing influences from society effectively. The parents are the appropriate sex educators of their children but, due to their being unconcerned the school accepted this responsibility. It is however of importance that the school accepts the parents as partners. In conclusion guidelines are presented for the compiling of a sex education program. / Psychology of Education / M. Ed. (Voorligting)

Hierdie studie is toegespits op die samestelling van 'n seksopvoedingsprogram vir skole in Suid-Afrika. Snelle verandering binne sosiale strukture in die samelewing en die blootstelling van die jeug aan kultuur- en godsdiensvreemde seksopvoeding. idees noodsaak die dringendheid van Seksopvoeding word vanuit verskillende waardestelsels aangebied. Die gevolgtrekking is dat beproefde waardes 'n integrale deel van die seksopvoedingsprogram moet uitmaak. Die kind moet begelei word tot seksuele volwassenheid deur gebruik te maak van opvoedkundig-verantwoordbare beginsels en metodes sodat die kind effektief weerstand kan bied teen bederwende invloede uit die samelewing. Die ouers is die aangewese bran van seksopvoeding aan hulle kinders maar weens hulle onbetrokkenheid neem die skoal die verantwoordelikheid op hom. Dit is egter belangrik dat die skoal die ouers as vennote aanvaar. Ten slotte word riglyne verskaf vir die samestelling van 'n seksopvoedingsprogram. / This dissertation considers the composition of a sex education program for schools in South Africa. Rapidly changing social structure within society and the exposure of the youth to foreign cultural and religious ideas necessitate the urgency of sex education. Sex education is presented from different value systems. The conclusion reached is that values must be an integral part of the sex education program. The child must be accompanied to responsible sexual adulthood by means of educationally accountable principles in order that he/she may be able to withstand the demoralizing influences from society effectively. The parents are the appropriate sex educators of their children but, due to their being unconcerned the school accepted this responsibility. It is however of importance that the school accepts the parents as partners. In conclusion guidelines are presented for the compiling of a sex education program. / Psychology of Education / M. Ed. (Voorligting)

The purpose of this study was to identify how the leading male characters in the Netflix series Sex Education were represented through a qualitative content analysis. The theories used in this thesis are Stuart Hall’s representation theory and R.W Connell's theory of hegemonic masculinity. They were further applied to the essay in order to investigate whether the chosen male characters were portrayed in a stereotypical or an unconventional way. The analysis part of the study was created through an analysis tool by Selby and Cowdery. By adapting and using essential parts of the chosen analysis methods, Mise-en-scèneand TheThree-stage Model,we were able to gradually break down a total of 12 sequences from the first two seasons of the series. Findings from this study showed that there were several carriers of Connell's concept of hegemonic masculinity. But there was seldom a complete representation of the various categories of masculinity. Our study also shows that all four of the chosen characters showed signs of stereotypical traits but were given deeper, more groundbreaking personalities as the show progressed.

In 2015, TN had the 9th highest teen birth rate in the United States. School-based sex education programs have shown promise in curbing teen pregnancy rates. In TN public schools, sex education could be taught by teachers of subjects like biology, health education, or invited guests from ministries, or national or local nonprofit agencies. The content, rigor, and approach of sex education taught by these diverse groups of providers remains unknown. This pilot study tested a survey questionnaire and methodology, while providing information on the providers’ sex education practices and perspectives. We adapted validated measures from past sex education surveys to reflect the context of TN. The survey items were reviewed and refined by diverse groups of experts on school-based health education, teen pregnancy prevention programs, and adolescent health. The survey was created and distributed via a web-based tool. A recruitment email or letter with a weblink to the survey was sent to 3,249 potential sex education providers, from April to June 2017. Of all contacts, 509 completed the survey, yielding a response rate of 15.7%. Of those who completed the survey, 137 taught sex education in the 2015-2016 school year to any of grades 5 through 12 students. Survey responses were analyzed using descriptive tests. Abstinence (83.9%) was taught by most respondents, by grade 12, but far less respondents taught topics related to birth control (65.0%) and condoms: how to use condoms (22.6%), how to use and where to get other birth control (31.4%). Providers with more years of experience, and those who expressed that they had received enough training, were more likely to teach more number of topics, including controversial topics, such as condoms and birth control. Most providers indicated that sex education topics should be taught in earlier grades. This study identified the job titles of providers, content being taught, approach to teaching, and how providers would want to teach sex education. Identifying providers is crucial to designing sex education training programs, tracking program effectiveness, and changes in practices over time, to achieve the goal of curbing TN teen pregnancy rates through quality sex education.

High school youth in Grades 9-12 who are in public schools without comprehensive sexual health education (CSHED) are more likely to engage in high-risk sexual behaviors and have higher rates of HIV and sexually transmitted diseases than are their peers in schools with CSHED. The purpose of this correlational study was to explore the statistical relationship between the consistent implementation of CSHED, before and after the enactment of the Chicago Public Schools' (CPS) sexual health education policy, and the sexual risk behaviors of Chicago high school youth in Grades 9-12. The study was based on Antonovsky's salutogenic model of health and wellbeing. CPS students' sexual risk behaviors were analyzed using data obtained from the Youth Risk Behavior Surveillance System (YRBSS) for the years of 2007 and 2013. Logistic regression was used to estimate prevalence and odds ratios of each sexual risk behavior. The findings showed a complex pattern of and variances across the sexual risk behaviors analyzed. The prevalence of sexual behaviors among all students remained relatively stable. The prevalence estimates for students who drank alcohol or used drugs before the last sexual encounter and who were never taught about AIDS or HIV increased from 2007 to 2013. The likelihood of not using birth control pills before the last sexual intercourse encounter decreased among Black students; the likelihood that Hispanic/Latino students ever had sex, and had sex with 4 or more people in their life, decreased. The decrease of sexual risk behaviors indicates a positive influence by CSHED, while the increases indicate continuing challenges to the promotion of healthy sexual behaviors. These findings show the need for legislators and school administrators to increase support for the enactment of CSHED policy to help mitigate the sexual risk behaviors of high school youth.

This research contributes to understanding the attitudes of Russian politicians towards sex education in schools and the kind of argumentation styles they use to oppose it. The paper is based on a framing analysis of the arguments of two important opponents to sex education: Pavel Astakhov, a Russian politician and former Children’s Rights Commissioner from 2009 to 2016; and Yelena Mizulina, Chairman of the State Duma Committee on Family Affairs, Women and Children since 2008, using online media sources in a ten-year period (2011-2021). The analysis finds that Astakhov’s most used frames are the disapproval of children’s exposure to new, different attitudes, the interference in Russian traditions by the West and the spread of a gender discourse in Russia. Mizulina focuses mainly on the unfitness of teachers since sex education should only be addressed by parents, and on the “right age” to start talking about it with young people. From the results, both politicians seem to strongly oppose comprehensive sex education (CSE), but Astakhov proposes to adopt a type of abstinence-only curriculum (AO), while Mizulina tries to completely discourage sex education of any kind for school-aged children.

Student voice could improve the effectiveness of sex education curricula, student input, however, is generally limited or totally absent in sex education development. This dissertation explores student content preferences in sex education curricula and how school officials can incorporate student feedback to ensure content is relevant, relatable, and reliable. Results also show that adolescents are in favor of receiving social media-delivered sex education from local health departments. To build an adolescent following and greater awareness about SNS accounts that disseminate sex education, participants suggested LHDs 1) inform intended audiences about products by building offline connections 2) use promotions to create awareness 3) emphasize price during giveaways, publicize free services and 4) use the right people to motivate others to follow accounts.