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Is knowledge power? A comparative te...

McEachern, Morna E.

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Is knowledge power? A comparative textual, historical and practical study of 'sex ed' policy and 'teen pregnancy' in Canada and the U.S.A.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Is knowledge power? A comparative textual, historical and practical study of 'sex ed' policy and 'teen pregnancy' in Canada and the U.S.A./
Author:	McEachern, Morna E.
Description:	171 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3793.
Contained By:	Dissertation Abstracts International71-10A.
Subject:	Canadian Studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3421880
ISBN:	9781124227870

Is knowledge power? A comparative textual, historical and practical study of 'sex ed' policy and 'teen pregnancy' in Canada and the U.S.A.
McEachern, Morna E.

Is knowledge power? A comparative textual, historical and practical study of 'sex ed' policy and 'teen pregnancy' in Canada and the U.S.A. - 171 p.

Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3793.

Thesis (Ph.D.)--University of Washington, 2010.

In modern welfare states, teen pregnancy, a social phenomenon that is inextricably linked with poverty, inequality, and race, is considered an indicator of social wellbeing. The teen pregnancy rate in the U.S.A. is the highest of modern welfare states, more than twice that of Canada, its culturally similar neighbor. There is evidence that comparative studies of culturally similar countries can reveal factors that are useful in informing policy reform. Sexual activity is a precursor of teen pregnancy, and public schools are a dominant site for sexual health education in both countries. Yet no studies have compared the 'sex ed' policy approaches of these two countries. Addressing this gap, this study compares sexual health education policy exemplars from the Canada and the U.S.A., focusing on the language in which these policies are framed with three research questions: (1) What does the political symbolism in the language of two policy exemplars reflect, implicitly and explicitly, about Canadian and U.S. approaches to 'sex ed'? (2) How do Canadian and U.S. 'sex ed' policies and discourses about 'teen pregnancy' converge and diverge over time? (3) How do Canadian and U.S. high school principals, as front-line policy implementers, describe 'teen pregnancy' and its relationship to 'sex ed'? What does the political symbolism of their discourse reveal about Canadian and U.S. 'sex ed' policy practices? In order to support pregnant and parenting teens, this dissertation addresses these questions through a critical feminist epistemology and a comparative, historical, qualitative and interpretive methodology. The contributions of the study fall in three areas: (1) it breaks new ground in comparing sexual health education policies in the U.S.A. and Canada; (2) it shifts the focus from individual outcomes of teen pregnancy to policy and policy frames related to preventing unintended teen pregnancy; (3) in so doing, it potentially sheds light on factors that differentially influence in the discourse about 'sex ed' and 'teen pregnancy' in the two countries.

ISBN: 9781124227870Subjects--Topical Terms:

1020605
Canadian Studies.

Is knowledge power? A comparative textual, historical and practical study of 'sex ed' policy and 'teen pregnancy' in Canada and the U.S.A.
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245 1 0 $a Is knowledge power? A comparative textual, historical and practical study of 'sex ed' policy and 'teen pregnancy' in Canada and the U.S.A.
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500 $a Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3793.
500 $a Adviser: Susan P. Kemp.
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520 $a In modern welfare states, teen pregnancy, a social phenomenon that is inextricably linked with poverty, inequality, and race, is considered an indicator of social wellbeing. The teen pregnancy rate in the U.S.A. is the highest of modern welfare states, more than twice that of Canada, its culturally similar neighbor. There is evidence that comparative studies of culturally similar countries can reveal factors that are useful in informing policy reform. Sexual activity is a precursor of teen pregnancy, and public schools are a dominant site for sexual health education in both countries. Yet no studies have compared the 'sex ed' policy approaches of these two countries. Addressing this gap, this study compares sexual health education policy exemplars from the Canada and the U.S.A., focusing on the language in which these policies are framed with three research questions: (1) What does the political symbolism in the language of two policy exemplars reflect, implicitly and explicitly, about Canadian and U.S. approaches to 'sex ed'? (2) How do Canadian and U.S. 'sex ed' policies and discourses about 'teen pregnancy' converge and diverge over time? (3) How do Canadian and U.S. high school principals, as front-line policy implementers, describe 'teen pregnancy' and its relationship to 'sex ed'? What does the political symbolism of their discourse reveal about Canadian and U.S. 'sex ed' policy practices? In order to support pregnant and parenting teens, this dissertation addresses these questions through a critical feminist epistemology and a comparative, historical, qualitative and interpretive methodology. The contributions of the study fall in three areas: (1) it breaks new ground in comparing sexual health education policies in the U.S.A. and Canada; (2) it shifts the focus from individual outcomes of teen pregnancy to policy and policy frames related to preventing unintended teen pregnancy; (3) in so doing, it potentially sheds light on factors that differentially influence in the discourse about 'sex ed' and 'teen pregnancy' in the two countries.
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