Transcript Slide 1
Gender Norms Theory Training
For Minority Institutions
Copyright TrueChild, Inc. 2011 1
1. INTRODUCTIONS
2. Background 3. Six Degrees of Gender 4. Gender Norms 5. Connect to Sex & Health 6. Other Health Connections 7. Gender Transformative 8. Assessment Tools 9. Exercises 2
What We Do
Thought Leadership That Brings a Gender Transformative Analysis
TrueChild
To Serving At Risk Youth In US Policies & Programs
Gender norms & gender equity are the key to improving life outcomes.
g 3
T rue C hild 1.
Translate research & knowledge on gender into toolkits & resources 2.
Provide onsite training, technical support and hand-holding 3.
Partner with CBOs to develop model pilot programs that are G/T 4 Copyright TrueChild, Inc. 2010 g 2
Riki Wilchins, M.A.
Executive Director • • • •
25 years advocating gender justice for at-risk youth 3 books on gender norms’ impact on youth Focused on intersection of gender+race+sex/or+class 70 Under 30 first human rights report documenting fatal violence against Af-Am transgender women
• •
Profiled in NYTimes TIME’s “100 Civic Innovators for the 21 st Century.”
g 5
Beverly Guy-Sheftall, PhD
Director, Women’s Center Spelman College • • • • • • •
Prof. English & Women’s Studies Founder Women’s Research & Resource Ctr. Founder SAGE: Journal on Black Women A pioneer of feminism in Black community, & bringing Af Am focus to Women’s Studies Kellogg & Woodrow Wilson fellowships Spelman Presidential Faculty Award Expert in LGBT issues at HBCUs
g 6
Icebreaker
•
Your name
•
Where you’re from
•
What drew you to this work
•
One thought about masculinity & femininity
7
Quick Gender Questionnaire
1.
2.
3.
It’s the male who should decide what type of sex to have. Taking care of children is really a woman’s job. Men just need sex more than women do.
4.
5.
6.
7.
8.
A real man is pretty much always ready to have sex. If a woman doesn’t keep up her looks, a man will naturally look elsewhere.
Homosexuals make me uncomfortable.
There are times when a woman may deserve to be hit by her man. If someone insults me, I defend my reputation, with force if I have to. 9.
I would never have a gay friend. 10. It disgusts me when I see a man acting like a woman.
11.
It freaks me out when I see someone and can’t tell if they’re male or female 12. A man who cries is not a real man.
13.
A woman shouldn’t make more money than her man. 14.
15.
A woman isn’t a real woman without a man. It’s up to the woman to negotiate safer sex and condom use.
8
1. Introductions
2. BACKGROUND
3. Six Degrees of Gender 4. Gender Norms 5. Connect to Sex & Heath 6. Other Health Connections 7. Gender Transformative 8. Assessment Tools 9. Exercises 9
Background: Politics
A Little History (1970-2000) Women’s Rights
challenges social roles
Gays Rights
challenges gender norms & ideas abt sex
Transgender Rights
challenges ideas of bodies, M/F 10
Background: Theory
Queer Theory & Deconstruction
Intersection of feminism & gay rights Social construction of difference of the body The body as political, text on which meaning is written Creates inequity, marginalization, silences, erasure 11
Background: Theory
Race Critical Studies Questioning Race, Questioning Bodies
12
Background: Theory
Feminist Theory & Manhood Studies in the Black Community
13
Background: Theory
Deconstructing The Other: Queerness & Race
14
The Other: Queerness & Race Of color + gay + macho?
15
Gender & Health: The Research
16
Gender & Health: The Programs
Integrated Gender Equity approach to…
Infant & Maternal care Fatherhood Basic Health & Vulnerability Intimate Partner Violence Male-on-Male Violence Repro health/Preg/HIV rs 17
The US Disconnect
Astounding as it may seem, the central role of… gender roles in [reproductive health] has been largely ignored…” “Studying sex in a gender vacuum.”
Gender and Sexual Risk Reduction: Issues to Consider
H Amaro – 1996 - Proceedings of the National Latino HIV/AIDS
Love, sex, and power. Considering women's realities in HIV prevention
H Amaro - 1995 - Cited by 691 Am Psychol. 1995 Jun;50(6):437-47.
18
US Disconnect: Programs
19
US Disconnect: Campus Health
20
1. Introductions 2. Background
3. SIX DEGREES OF GENDER
4. Gender Norms 5. Connect to Sex & Health 6. Other Health Connections 7. Gender Transformative 8. Assessment Tools 9. Exercises Girl Effect 21
Six Degrees of Gender
Gender Identity
An inner sense of one’s self as masculine or feminine, male or female
Gender Expression
How we express a sense of being masculine or feminine through clothing, preferences, and behavior.
[Examples?]
22
Six Degrees of Gender
Sex
Physical primary (genitals, chromosomes) & secondary (body hair, bones) characteristics (1% of Burn Chart)
Sexual Orientation
Sexual attraction to males or females, men/women 23
Six Degrees of Gender
Gender Roles
How each sex is subject to different expectations and pressures, which results in feminine or masculine behaviors and attitudes
[Examples?]
Gender Traits
Having physical and emotional characteristics considered feminine or masculine
[Examples?]
24
Gender Norms
Socially-constructed and highly regulated expectations, norms, scripts for male-female behavior, characteristics, and roles In sex, who has sex with whom, how, why, and what it means, & under what circumstances (also GBV)
25
Woman
Six Degrees of Gender
Gender Identity GenderQueer/Bigender Man Feminine Gay Female Gender Expression Androgynous (Riki/Justin) Sexual Orientation Bisexual Sex Intersex Straight Male
26
Intersex?
Castor Semenya
Variety of common conditions where anatomy not typical F/M
Girl born with testicular tissue as part of ovaries Boy with an extremely small penis Boy with a scrotum divided so that it’s’ more labia. Baby with some cells XX and some XY Girl born with a noticeably large clitoris. Cheryl Chase 27
Transgender?
Umbrella term for:
Crossdressers Transsexuals Drag people Genderqueer youth Boychix, boyz, boy-identified dykes, trykes, grrrlz, etc.
28
29
Transgender Effects on Health
Much more likely to: Be victims of assault, partner violence Be forced from home, school Be estranged from adult authority figures Be forced to do sex work for food, shelter Be profoundly depressed Use drugs, have generally impaired health 30
Gender Non-conforming Students Effects on Health
Less likely to have access to health care More likely to be mistreated by med profs More likely to avoid health care system More likely to wait until catastrophic 31
32
1. Introductions 2. Background 3. Six Degrees of Gender
4. GENDER NORMS
5. Connecting to Sex & Health 6. Other Health Connections 7. Gender Transformative 8. Assessment Tools 9. Exercises 33
Gender Norms Socially-constructed expectations, norms, scripts for male-female behavior, characteristics, and roles
Gender: What society makes out of bodies & sex.
34
Gender Norms
•
External punishments & rewards
o o External pressure (They’ll call me a sissy if I don’t have sex early, often) External rewards (If I have sex early, often they’ll think I’m a Real Man) •
Internal punishments & rewards
o Internal pressure (I’m a sissy if I don’t have sex early, often) o Internal rewards (If I have sex early, often that means I’m a Real Man).
35
Gender Norms
•
Define male-female relations esp. power dynamics
•
Highly binary: promote difference and opposition
•
Presented as
o
Natural
o
Inevitable
o o
Universal Timeless
(Nature’s law
(
crying babies, math) (Boys will be boys) (everyone is like this) ( always been this way)
.
36
Theory of Gender & Power
Pervasive effects: Gender division of labor
•
Relegated to “women’s work” – lower value, recognition
•
Un-under-paid nurturing: child/elder/sick care, housekeeping
•
Favor male income-generating work, achievement
•
Higher status, $ for male-oriented work
(programming, surgeons)
.
37
Gender & Power
Gender division of labor – health effects
• • •
Women have less leverage in sexual relationships Less likely to have insurance, access health care More likely to be financially dependent
• •
Often less likely to be educated
(changing)
Make more risk-taking compromises to hold men
•
Lower income linked to higher HIV rate .
38
Gender & Identity
Pervasive effects: Gender division of identity Structures semantic space in which M/W can think of themselves
•
Structures images, media, normative ideals
•
Language available to speak gender fluidity
•
Structure social spaces
•
Creates reinforcing language (stud, slut, ho, thug...)
39
Overview: Norms & Health
Harmful traditional gender ideas place women’s & men’s health at risk:
Women’s less opportunity to control/improve their wealth and health.
Prevents women frm accessing critical health information & services
Leads to poor reproductive, maternal, child health outcomes
Norms of strong, dominant invulnerable male hurts men’s health.
Gender-based violence: major contributor to poor health outcomes
Refrain from seeking health information (sign of weakness)
Refuse contraception and forbid female partners to use it
40
Masculinity: It’s a Guy Thing
Boys will be boys!?
Many masculinities…
41
Masculinity + Race + Class
Racial society promotes specific kinds of gender
42
Gender + Race + Class
Gender + Race + Class
44
Manliness: It’s also a Girl Thing
45
Attributes of Masculinity
• • • • • • •
Strong Dominant Silent Tough Self-reliant Powerful Boisterous
• • • • • • •
Healthy Risk-loving Aggressive Heterosexual!
Despise homosexuals Virile Knowledgeable.
46
Masculinity: Breaking It Down
The “Man Box” We’re in this box, and in order to be in that box, you have to be
strong
, you have to be
tough
, you have to have a lot of
girls
, you gotta have
money
, you have to be a
player
to
dominate
or a
pimp
, you gotta to be in
control
, you have other men, and you know if you are not any of those things, then people call you soft or weak or a p*ssy or a chump or a f*ggot and nobody wants to be any of those things.
So everybody stays inside the box.
Byron Hurt 47
Femininity: It’s a Girl Thing
Many femininities…
48
Femininity: Also a Boy Thing
49
It’s a Girl Thing
Attributes of Tradtl Femininty
• • • • • •
Soft Dependent Submissive Deferential Pretty, thin Maternal
• • • • • •
Nurturing Emotional, sensitive Heterosexual!
Social Obedient Virginal, naïve.
50
It’s a...Some-thing! Major 21
st
Century Pop Stars
51
Gender Norms Change
And gender norms change…
52
People Also Change How would you feel if:
• A somewhat butch young woman came on to you?
How would you feel if:
• A somewhat soft cute young guy came on to you? 53
Highly Regulated
What are you called when you cross gender lines?
Male Female
54
Homosexual Phobia
55
Homosexual Phobia
56
Gender Norms Are Structural
Schools, Campuses, Hospitals, Agencies all create, regulate, reinforce their own gender regimes…
Approach young women as victims, helpless, vulnerable Reward males for boisterousness (and punish girls) Assume all young women want babies, families Tolerate gendered harassment or teasing of females Have men in top positions, use women as care-takers Segregate males/female needlessly….
57
Gender Norms Are Structural
Continued…
Treat boys/girls differently when needs are the same Treat boys/girls the same when their needs are different Team males/females up against one another Use gender to stigmatize (
ok girls
,
let’s be ladylike
”) Assume hetero-normativity Shame boys for crying, passivity, unathletic (
Man up
!).
58
Gender Norms Are Structural
Health programs can reinforce gender stereotypes Abstinence only programs frequently:
Present boys and girls as structurally different and opposed Teach stereotypic sexual psycho: boys=rationale, girls=emotional “Boys may use love to get sex/Girls sex to get love” 59
Gender Norms Are Structural
Church messages can reinforce gender stereotypes
60
Norms: The Good, the Bad & The Ugly
Not these… …these: Strong Aggressive Dominant Tough Loner Good provider Protective Women & children first Good in times of danger Independent judgment.
61
Under-Resourced Environments
•
Codes especially narrow
•
Strong peer pressure on “the street”
•
Harsh punishment for transgression
•
Few ways to constructively display masculinity/femininity
62
Under-Resourced Environments
•
Throw the ball
•
Have lots of girls
•
Get lots of money
Don McPherson Former NFL Quarterback “We don’t teach our boys to be men -- we teach them not be women or homosexual.”
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1. Introductions 2. Background 3. Six Degrees of Gender 4. Gender Norms
5. CONNECT TO SEX & HEALTH
6. Other Health Connections 7. Gender Transformative 8. Assessment Tools 9. Exercises 64
Connect to Sex
•
Global effects on sexuality & HIV vulnerability.
•
Traditional masc/fem: “Gateway Attitude”
65
Connect to Sex
Gender Intensification Period
• Late adolescence – Early teens • Interest in norms accelerates • Belief intensifies… • And solidifies (increasingly harder to change) • Accept primitive gender ideals as literally true • Peer pressure/norms/acceptance crucial.
66
Connect to Sex: Young Men
Beliefs
• Sex is adversarial • Pregnancy validates manhood • Woman’s responsibility to prevent conception • Must control of female partners • Can’t help themselves (hydraulic model) • Need lots of women (hydraulic model) • Always ready for sex • Risk-taking sign of masculinity • Must bear pain, sickness in silence • Homosexuality is shameful, unmanly • 1 st penetrative sex = manhood (penetrative/vaginal the standard).
67
Connect to Sex: Young Men Behavior
• Earlier sex • Less intimate sex • Lots of partners (incl. sex workers) • Avoid condoms, avoid erection loss • Risky behavior • Brag about sexual conquests • Dominate women (violently if nec.) • Family planning women’s problem • Premium on younger women.
68
Connect to Basic Health
• Avoid doctors (sickness=weakness, dependency) • Suffer physical pain in silence • Fear ignorance, don’t asking health questions • Don’t cry, show emotion (heart disease, hypertension ) • Have few v. close friends, social support system • Risk-taking behavior (cars, etc.) 69
Connect to Sex: Young Women
Beliefs
• Must have a man!
• Revere virginity & sexual purity OR… • …Girls should be hyper-sexual for men • Pregnancy validates womanhood, revere motherhood • Defer to men’s sexual prerogatives (booty calls, trains, etc.) • Aren’t supposed to want much sex • Premium on older, stronger men.
70
Connect to Sex: Young Women
Behavior
• Fear to negotiate, insist on condom • Pregnancy validates womanhood • Docile, obedient, dependent • Get pregnant to hold onto a man • Don’t assert their own desires • Go out with much older men • Defer to male sexual prerogatives • Drawn to “bad boys” • Don’t carry condoms • No condoms w/ main boyfriend.
• Anal sex to preserve virginity • Don’t discuss sex (esp. w/ men) • Tolerate male infidelity & IPV Disney 71
Connect to Basic Health
Other Areas?
• Depression • Eating disorders • Lower quality of care • Complaints taken less seriously • Prioritize health of others • Care for family member.
72
1. Introductions 2. Background 3. Six Degrees of Gender 4. Gender Norms 5. Connect to Sex
6. OTHER HEALTH CONNECTIONS
7. Gender Transformative 8. Assessment Tools 9. Exercises 73
Secondary Connections
Tied to gender norms & sexuality
•
Alcohol & Drug Abuse
•
Sexual Coercion, IPV & Girlfriend Abuse
•
Down-low and MSMs.
74
Drugs & Alcohol
•
To look manly (girls to look cool)
•
Lower inhibition
•
Increases power imbalance
•
Negates condom negotiation, planning
•
More sexual risk-taking
•
Injection drugs & HIV.
75
Sexual Coercion/IPV
•
Control of woman central to public manhood
•
Public disrespect loss of manhood
•
Justified as rational, effectual male response to female insubordination (usually intimate partner)
•
Men as victims.
76
Sexual Coercion/IPV
•
Effects on women
Less like to use, negotiate condoms More likely to engage in prostitution Lower self-efficacy, self-esteem, depression More likely to seek, tolerate high-risk abusive men •
Higher rates of
HIV STIs Unplanned pregnancy Rape •
Not an incident but a sustained pattern of gender relations.
77
Hyper-Sexualization
•
Young Af-Am women esp may feel pressured by male partners:
o Booty calls o Trains o 3-ways etc.
Feminine norms of women of color and the “stripper culture” (life on the pole)
78
On the DL
•
Rooted in pressures to “man up”
o o Be straight, homosexuality = effeminacy Only white men are “gay” •
Homophobia in comm. of color, churches
•
Linked to unplanned and riskier sex
o Planning = admission of gayness o Keeps denial going.
79
DL Sexual Impacts
•
Lying to intimate partners abt risky behaviors
•
Less likely to be sexually prepared
(info, condoms) •
Higher substance abuse to:
• Lower inhibition • Impair memory • Remove responsibility for sex •
Less like to get tested
•
More likely hide HIV+ status.
80
MSMs
•
Manliness=health vulnerability is unmanly
o Avoid discussing HIV, STIs o Avoid condom negotiation o Only receptive is gay in some cultures •
Lower condom use – fear of loss of erection
o During negotiation o When putting on o During use •
Barebacking: manly, risk- taking...
81
MSMs
•
Receptive anal sex = feminine = under-reporting
•
Internalized homophobia
o Avoid caressing, kissing, mutual oral o Focus on penetration o o Stranger-to-stranger hook-up Avoidance of relationships o Hyper-masculinity •
Promiscuity = manliness.
82
1. Introductions 2. Background 3. Six Degrees of Gender 4. Gender Norms 5. Connect to Sex 6. Secondary Factors
7. GENDER TRANSFORMATIVE
8. Assessment Tools 9. Exercises 83
Gender Transformative
“The foundation for any educational curriculum for engaging young men in HIV prevention should be critical reflections on societal constructions of gender norms and sexuality, including the impact of rigid masculine stereotypes on young men’s behaviors and vulnerability.”
84
Gender Transformative
Programs that…
1. Make participants aware of gender norms 2.
Challenge them to think critically about them 3.
Redefine them in more gender equitable ways 4. Address men as change agents, not villains, by-standers, or allies.
Geeta Gupta 85
Gender Transformative
Gender Continuum -- Geeta Gupta/Anne Eckman
86
Gender Exploitative
Employ traditional gender norms
o Men as aggressors, in control, etc.
o Women as weak, mothers only, etc.
Mine existing power imbalances
o Solidify them
May work in short run but…
o May be unsustainable o Harmful long-term consequences.
87
Gender Exploitative: Examples
•
Use violent, predatory images of male sexuality.
•
Women as powerless, victims, disease vectors
88
Gender Neutral
Gender analysis is assumed unnecessary, irrelevant
Assumes neutrality is acceptable
Ignores gendered contexts to sex, health, relations
Neutrality reinforces and reproduces gender injustices
Neutrality exploits inequalities , reinforces stereotypes.
89
Gender Sensitive
Gender norms introduced only to reach goals
‘Gender-by-numbers’ w/ ‘inclusion of women’
No gender analysis of power, inequality, or norms
90
Gender Transformative
Create more equitable gender relationships
Challenge harmful gender norms
Integrated fully into programs, materials, policy
Engage men fully as equal partners (not allies, villains)
91
Gender Empowering
Aims to equalize power imbalance
Address structural inequality
Empowers vulnerable to address power imbalance.
92
1. Introductions 2. Background 3. Six Degrees of Gender 4. Gender Norms 5. Connect to Sex & Health 6. Other Health Connections 7. Gender Transformative 8.
ASSESSMENT TOOLS
9. Exercises 93
Organization Assessment Tool
1.
2.
3.
4.
Serves both male & female clients Implements new staffer intake training about gender norms & sexuality 5.
6.
7.
8.
Has both men and women in staff, management & board positions Has gender non-conforming/LGBTQ on staff, management & board Has HR policies that address “
gender identity & expression
Has policies dealing with IPV/GBV ” Offers women/men same services when needs are same Offers men/women different services when needs are different 9.
Has mission that includes transforming gender norms 10. Has mission that envisions gender justice & empowering clients.
11. Has full buy-in on G/T work from Board and leadership.
94 TinyRev
Program, Policy & Materials Assessment Tool
1.
2.
3.
4.
5.
6.
Distinguish between sex and gender, and explain gender norms & sex Address impact of both internal & external gender norms Challenge clients to think critically about gender norms Engage males as co-equals (not villains, bystanders, allies) Engage women as co-equals (not victims, vectors) Gender mainstreaming (make women’s concerns integral to all services) 7.
8.
Address IPV/GBV with both male & female clients Address labor and power imbalances in safer sex 9.
Encourage men to have healthy relationships with family & offspring 10. Avoid gender stereotypic images & messages of women & men 11. Address healthy, pleasurable sex, not just disease prevention and HIV 12.
Directly challenges homophobia, heteronormativity 13.
Include LGBT & gender-nonconforming images, messages 95
Staff Assessment Tool
Management & Staff understand…
1.
2.
3.
4.
Gender concepts and definitions Gender-based power imbalances Gender-based violence and IPV Alternative and non-conforming genders + LGBTQ
Management & Staff are committed to…
7.
8.
9.
Challenging compulsory heterosexuality & heteronormativity Engaging men as full partners (not villains, bystanders, allies) Engaging women as full clients (not victims or vectors) 10. Challenging systems of gender inequity and power imbalance 11. Challenging gender norms of masculinity, femininity 96
Client Assessment Tool
Gender Equitable Men Scale
1.
2.
3.
4.
5.
9.
It is the man who decides what type of sex to have. A woman’s most important role is to take care of her home and cook for her family. Men need sex more than women do. Women who carry condoms on them are “easy”. It is a woman’s responsibility to avoid getting pregnant. There are times when a woman deserves to be hit. 11. A man needs other women, even if things with his wife are fine. 12. If someone insults me, I defend my reputation, with force if I must. 13. A woman may need to tolerate violence to keep her family together. 14. I would be outraged if my wife asked me to use a condom. 15. I would never have a gay friend. 16. It disgusts me when I see a man crying or acting weak 17. A couple should decide together if they want to have children. 18. A woman can suggest using condoms just like a man can. 19. If a guy gets a woman pregnant, the child is the responsibility of both. 20. A man should know what his partner likes during sex. 21.
A father should be present in the lives of his children, even if he’s not w/ the mother.
22. It is important to have a male friend you can talk about your problems. Instituto PROMUNDO 97
Self Assessment Tool
General
1. I am committed to creating more healthy, equal and pleasurable sex 2. I am committed to more gender equitable relationships for men and women.
Heteronormativity
3. I check my own heteronormativity and integrate LGBTQ into my work 4. I am committed to challenging compulsory heteronormativity
Gender Norms
6. I am willing to model non-traditional masc/fem & gender non-conformity in work 7. I am committed to changing harmful gender norms of masculinity & femininity 8. I integrate gender transformative stance through-out my work (not segregated).
Gender Roles
9. I treat men as full partners & change agents (not villains, allies, bystanders) 10. I treat women as full partners & change agents (not victims, vectors) 11. I am familiar with culturally-relevant gender norms for my population.
Power & GBV
12. I think about power imbalances and division in my own relationships 13. I am sensitive to power imbalances in client relationships 98
12 Proven Group Exercises
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Create word webs for the “Girl/Woman Box” and “Boy/Man Box” Vote with Your Feet exercise using GEM scale or similar One time you were teased, harassed for not being real man/woman 2 ways your campus treats males/females differently How do your gr-parents feel abt stay-at-home dads/female combat soldiers? What do you friends think about gay men/lesbian women?
How would your school react if a teacher announced he was changing sex?
What images do you see in hip-hop about manhood/womanhood?
What names are boys/girls called for being sexually active or not?
Your parents’ reaction to a masculine female or effeminate male friend?
11. What names are boys/girls called for not being masc/feminine?
12. What do you think of a girl who carries a bunch of condoms? A guy? Why? Instituto PROMUNDO & Population Council 99
1. Introductions 2. Background 3. Six Degrees of Gender 4. Gender Norms 5. Connect to Sex 6. Secondary Factors 7. Gender Transformative 8. Assessment Tools 9.
EXERCISES
100
Assessment #1 - Program Design a 10 question survey to grade how Gender Sensitive a school-based R/H program is.
101
Assessment #2 – Student Design a 10-question survey to grade how Gender Sensitive a student participant or group of participants is.
102
Material Creation #1 -- Wellness
How could this campus’ vision of “What We Do” be more Gender Transformative?
103
Material Creation #2 – IPV
The next section is on gender norms and IPV. Write the next 4 paragraphs: 2 on masculinity & IPV and 2 on femininity & IPV.
104
Material Creation #3 - Condoms
Add the next 4 questions (with answers) about condom use/negotiation and gender norms.
105
Material Creation #4 - MSMs
Add 6 bullet points about gay men, gender norms, and HIV prevention that would resonate w/ your students
106
Material Creation #5
Add 6 bullet points about gay men, gender norms, and HIV prevention.
107
Material Creation #6
Write the first 3 paragraphs of this campaign’s brochure for your campus’ bus shelters.
108
Program Creation #1 - Pregnancy Create 1 exercise for the “Quien Es Macho?” section that challenges norms of manhood as they relate to teen pregnancy. Now create 1 exercise for codes of femininity as they relate to teen pregnancy.
109
Program Creation #2 - LGBT
You’re creating a new campus LGBTQ awareness program based on this book.
•
What is program name?
•
What is the tag line?
•
Create 1 exercise
110
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Let Every Child Shine 111