Doctor of Philosophy (PhD)
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.
Document Availability at the Time of Submission
Release the entire work immediately for access worldwide.
Mitchell, Nicholas Ensley, "The Instruction of Eros: A Content Analysis of Sex Education Texts" (2016). LSU Doctoral Dissertations. 2316.