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ERIC Number: EJ837333
Record Type: Journal
Publication Date: 2006-Jul
Pages: 22
Abstractor: As Provided
Reference Count: 74
ISBN: N/A
ISSN: ISSN-1554-6128
Women's Bodies as a "Puzzle" for College Men: Grounded Theory Research
Koch, Patricia Barthalow
American Journal of Sexuality Education, v1 n3 p51-72 Jul 2006
The purpose of this study was to explore the level of college men's understanding about women's bodies (i.e., reproductive anatomy and physiology) in order to structure learning experiences of most relevance and interest to them. A grounded theory research design, using the constant comparative method, was used in order to gain a deeper understanding of young men's perspectives. Fifteen undergraduate males participated in three separate focus groups. The core variable that emerged was that women (and their bodies) are complex "puzzles" that are difficult to understand. Ignorance about women's bodies, particularly their genital/reproductive anatomy and menstruation, was a major theme. A range of negative attitudes towards menstruation was expressed. Confusion over how to deal with women's body image was another major theme. The men believed that women are too concerned with and negative about their body image. Some of the men acknowledged that they may contribute to the societal influences that influence women to feel negatively about their bodies. Most of the men felt that having some basic knowledge of women's bodies, and the experiences that they go through, would improve their relationships with women. The findings call for an integrative, holistic approach to teaching about women's bodies that includes the cognitive, affective, and behavioral domains of learning. (Contains 1 table and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A