This study is a directed content analysis that employs a memetic framework done in order to determine what discourses are evident in, how diversity is represented in, and how intersectionality is represented in two sex education texts, and to compare the relevant frequencies. Theories from the dominant schools of thought concerning sex education and sexuality are enumerated, compared, and contrasted. A historiography of sex education in the United States is provided to establish context for the sampled texts. A explanation of the content analysis process in general and the methodology specifically used in this study is discussed followed by the results of the content analysis along with a discussions of the implications of the data is presented. The texts selected for this study were done so on the basis that they were representative of the conceptualization of the intuitions that created them and used them; specifically the San Francisco Unified School District and the Roman Catholic Magisterium. It is suggested in this study that the sampled texts have striking similarities and stark differences. All coding, categorical, and thematic definitions are provided in the text and in the appendix.
| Identifer | oai:union.ndltd.org:LSU/oai:etd.lsu.edu:etd-06142016-151819 |
| Date | 21 July 2016 |
| Creators | Mitchell, Nicholas Ensley |
| Contributors | Mitchell, Roland, Hendry, Petra, Fasching-Varner, Kenneth, Edwards, Renee |
| Publisher | LSU |
| Source Sets | Louisiana State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lsu.edu/docs/available/etd-06142016-151819/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached herein a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to LSU or its agents the non-exclusive license to archive and make accessible, under the conditions specified below and in appropriate University policies, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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