UVM Theses and Dissertations
Format:
Print
Author:
Bird, Celia
Dept./Program:
Nursing
Year:
2012
Degree:
MS
Abstract:
Background: Beginning in fourth grade, children in Vermont receive puberty education which can positively impact self-perception and health behaviors. Nursing theory emphasizes the importance of integrating cultural knowledge in ways that are useful to people of specific cultures. The purpose of this pilot study is to begin to assess the cultural congruence of the fourth grade puberty education curriculum in the Burlington school district with the beliefs of Somali-Bantu students.
Methods: Aqualitative community based participatory research methodology was used. The main points of the fourth grade puberty curriculum were read to a focus group of Somali-Bantu high school students. They answered interview questions to assess the alignment of their beliefs with the lesson points. The data were analyzed using Leininger and MacFarland's ethnographic data analysis method to discover prominent themes.
Results: Three themes were developed from the data: 'Appropriate Age', at what age should students learn about puberty; 'Who's Teaching Whom', girls should be taught by women, and boys by men; and 'Role of Puberty Education', responsibility of being an adult. Only the theme of 'Appropriate Age' was found to be congruent with the current puberty curriculum.
Conclusions: Adaptations to the curriculum and continued discussion among students and teachers are needed to address the lack of congruency between Somali-Bantu beliefs and the current puberty curriculum. Suggested changes include separating boys and girls, and discussing in the classroom what students learn from their families about increasing responsibility in becoming an adult. Further study is required with parents, male students, and other ethnic group in this and other school districts. While puberty education cannot address every culture, it can be better designed to meet diverse student needs.
Methods: Aqualitative community based participatory research methodology was used. The main points of the fourth grade puberty curriculum were read to a focus group of Somali-Bantu high school students. They answered interview questions to assess the alignment of their beliefs with the lesson points. The data were analyzed using Leininger and MacFarland's ethnographic data analysis method to discover prominent themes.
Results: Three themes were developed from the data: 'Appropriate Age', at what age should students learn about puberty; 'Who's Teaching Whom', girls should be taught by women, and boys by men; and 'Role of Puberty Education', responsibility of being an adult. Only the theme of 'Appropriate Age' was found to be congruent with the current puberty curriculum.
Conclusions: Adaptations to the curriculum and continued discussion among students and teachers are needed to address the lack of congruency between Somali-Bantu beliefs and the current puberty curriculum. Suggested changes include separating boys and girls, and discussing in the classroom what students learn from their families about increasing responsibility in becoming an adult. Further study is required with parents, male students, and other ethnic group in this and other school districts. While puberty education cannot address every culture, it can be better designed to meet diverse student needs.