My ILP for CSUMB Integrated Studies program

1. ISSM: Multicultural Sexual
Health Education
Integrated Studies Special Major
Individual Learning Plan
Collaborative Health and Human Services
Kinesiology
Samantha Beardslee
August 23, 2013
Advisors
___________________________________________________________________
Director, Integrated Studies
Date
___________________________________________________________________
Dr. Barbara Sayad, Collaborative Health & Human Services
Date
___________________________________________________________________
Dr. Kent Adams, Kinesiology
Date
Anticipated Graduation: December 2013

2. ILP Quick Reference Table
Achievement
Process
Anticipated
Completion

1. ISSM MLO 1 Individualized Learning Plan
ISSM 300
Fa 2010

2. ISSM MLO 2 Capstone
ISSM 400
Sp 2013
I
3. ISSM MLO 3 Interdisciplinary Tools
Sp 2013

Fa 2011

5. ISSM MLO 5 Linguistics
ISSM 390
ISSM 395 
SBS 379 
LS 362 
LING 392
Sp 2013

6. ISSM MLO 6 (KIN MLO 2) Research Methods
STAT 100 
Fa 2008

7. ISSM MLO 7 (KIN MLO 7) Service Learning
KIN 471S
Fa 2013
IC
MLO List
4. ISSM MLO 4 Understanding Cultural Roots
KIN 366 
KIN 363/L 
KIN 367 
KIN 464 
PH 430 
9. ISSM MLO 9 (CHHS MLO 3) Cross-Cultural Competency PH 430
PH 420
10. ISSM MLO 10 (CHHS MLO 10) Professional Ethics
CHHS 350

8. ISSM MLO 8 (KIN MLO 8) Subject Matter Competency
11. ISSM MLO 11 (HCOM MLO 4) Philosophical Analysis
Catalog Year
General Education
Course
Sp 2013

Fa 2010

2010
Requirement

2008
Year Declared Graduating Major
Sp 2013
2008
Year Entered CSUMB
HCOM 405
Fa 2011
Units Semester
Completed
University Learning Requirements (ULR)
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3. English Communication
3.35 Fa 2005
Ethics
EWRT 1A
PHIL 4
2.68 Sum 2008
Science Content
BIOL 13
3.35 Win 2007
Science Methods
BIOL 13
Win 2007
Mathematics Communication
MATH 10
3.35 Fa 2004
Artistic/Creative Expression
ARTS 2B
2.68 Fa 2005
Literature/Popular Culture
EDUC 58
2.68 Sp 2005
Democratic Participation
POLI 1
2.68 Sp 2008
U.S. Histories
HIST 17A
2.68 Sum 2008
Community Participation
SPCH 7
2.68 Win 2005
Vibrancy
HUMI 16
2.68 Sp 2005
Graduation Learning Outcomes (GLO)
Culture and Equity
LS 362
3 Sp 2011
Language
SPAN 201
4
Sp 2009
Service Learning (Community
Participation)
Upper Division Service Learning
Technology/Information
August 23, 2013
KIN 471S
3 Sp 2011
CST 101
4 Sp 2010
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4. Samantha Beardslee
Table of Contents
I. STATEMENT OF PURPOSE............................................................................................ 5
II. AUTOBIOGRAPHY ......................................................................................................... 7
III. MAJOR LEARNING OUTCOMES (MLOS) ............................................................. 10
MLO EVALUATION TABLE ................................................................................................... 13
IV. GRADUATION PLAN .................................................................................................. 15
V. COURSE MATRIX ......................................................................................................... 17
COURSE SCHEDULE .............................................................................................................. 17
VI. CAPSTONE PROJECT PROPOSALS........................................................................ 18
CAPSTONE OPTION 1: RESEARCH PAPER: STI AWARENESS IN ASIAN AMERICAN
COMMUNITIES ...................................................................................................................... 18
CAPSTONE OPTION 2: HPV PREVENTION/AWARENESS/FUNDRAISER EVENT ....................... 18
VII. FACULTY ADVISORS ............................................................................................... 19
ADVISOR/CONSULTANT LIST ................................................................................................. 19
VIII. ETHICS STATEMENT………………………………………….……..........………20
IX. BIBLIOGRAPHY........................................................................................................... 22
X. CONCLUSION................................................................................................................. 27
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5. I.
Statement Of Purpose
We live in a society where so many socially imposed taboos regarding sex keep people
from knowing what is true, safe, healthy and common practice. Too many people are afraid
to ask questions. In order to combat this social issue, I would like to study human health and
sexuality, communication, education and cultural diversity. Along with hunger, sex is one of
the major motivating forces for us; it is a source of pleasure and of procreation. However, it
has been shrouded in mystery for many due to misunderstandings and lack of communication
surrounding it. Improving knowledge and communication about sex will undoubtedly
improve quality of life, relationships, and overall happiness in humanity.
Originally, I lacked hope of turning human sexuality studies into a major or career
because I was unaware of such a possibility. Then, I met a fellow sexuality student at
CSUMB who showed me how to achieve my academic goals in sexuality, and who also
introduced me to Dr. Barbara Sayad. Dr. Sayad has shown me there is so much unknown in
the field of sexuality studies that it is a worthy and challenging academic profession. Her
support and my added confidence in the academic field have guided my desires to become a
college sexuality educator. Later, I met Dr. Debian Marty who taught me the importance of
learning how to approach ethical dilemmas within our loving, committed and sexual
relationships. I hope to always live what I learn and teach in an ethical fashion.
To further support my academic studies, I have taken a few other helpful classes. Patterns
and Dynamics in Relationships, for instance, was a class which added to my understanding of
how the family unit functions and how lovers work together. Philosophy & Sexualities has
helped me understand the ethical issues surrounding love, sex, and marriage. It is important
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6. to understand these issues if I am ever to be able to communicate effectively with people of
diverse perspectives. I have also completed lower division and upper division human
sexuality classes to attain a better understanding ofthe various topics within sexuality
education. Additionally, I have completed a global women’s health class to provide me with
a better understanding of worldwide health disparities and the cultural differences in
approaching healthcare. By the time I graduate, I will have taken service learning in the
Kinesiology department to gain practical experience with a person’s wellness, several
cultural diversity classes to open my mind outside my own culture, several public health
classes, and two leadership classes, including one class that taught me methods of behavior
change and how to run a support group.
After I complete my undergraduate studies I would like to advance to the graduate
program in human sexuality studies at San Francisco State University. My alternate plan is to
obtain a Master of Public Health at a different institution, possibly San Jose State University.
Following this path, I would like to achieve a doctorate degree so I may one day become a
part of a university faculty. There are also a few academic organizations that might help me
to network within my field, such as the American Association of Sexuality Educators,
Counselors and Therapists and the Society for the Scientific Study of Sexuality. Between my
undergraduate studies and my experience gained through graduate studies and other
organizations, I am sure to receive a solid career foundation for sexual health education, at a
university or elsewhere.
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7. II.
Autobiography Statement
Voltaire once said, “It is an infantile superstition of the human spirit that virginity
would be thought a virtue and not the barrier that separates ignorance from knowledge.” The
idea of being ignorant never appealed to me, and I have always quested to become more
knowledgeable in every new subject available to me. It is this natural desire that caused me
to choose the topic of human sexuality to study in college.
When I was a young child, I remember asking my mother what sex was and she
answered in more detail than most parents would with such a young child. However, I
believe she did me a service. She removed the mystery for me, making the subject less taboo
in my mind. Knowing what sex was did not cause me to be more interested in actually
experimenting with it personally, but it did teach me there would be many more confusing
things to be deciphered and interesting things to be learned in the subject of sexuality.
When I was about eight years old, my sister and I went into foster care. In foster care
I lived with a nice, conservative Christian foster family. They treated me like their own
daughter, and I was very fortunate to have them. Sexuality, however, was something never
discussed, but my foster mother was at least willing to help me feel comfortable upon my
first menstrual cycle. I was always baffled at the taboo surrounding something so natural and
so innately human as reproduction.
When I was sixteen years old, my sister and I moved in with our biological father. It
was the first time I felt completely at home where I belonged since I was a young child. At
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8. home, our father placed a high value on curiosity and the attainment of knowledge, and if I
ever wanted to ask about something regarding dating he gave me straight, academic answers.
Around the same time, my sister was taking a human sexuality class in college. I took the
opportunity to borrow her textbook so I could learn more about this subject that so few
people were willing to talk about in depth. I read more of the textbook than my sister did. I
learned that many people choose not to talk about sexual health at great length because they
either do not know much, or they are not confident in the knowledge they do have. This was
the first time I had come across a subject I could read about for hours without becoming tired
or bored. I did not know, however, I could pursue an academic career studying it.
After high school, I went to a community college and it was my turn to enroll in a
human sexuality class. Because I had read most of my sister’s textbook a couple years prior,
there was little new academic information to learn in the class. However, it was my first
experience being in an environment where topics in sexuality were discussed freely and in
groups. I was in a classroom filled with students from many different backgrounds. I loved
the diversity and the group conversations. I loved how comfortable it was. I still did not
know, however, I could pursue this as a career.
All throughout community college, I spent time trying to determine what I was
passionate about studying. I changed my major many times and never figured out what I
really wanted to study, so I realized I just had to settle on something I found interesting
enough. After completing my general education and associates degree in Liberal Arts, I
transferred to CSU Monterey Bay to study the environmental sciences. I spent almost two
years at CSUMB taking math and science classes. Although I do not regret taking these
classes, I was becoming depressed about taking a major I was so dispassionate about.
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9. Around this time, I learned from a friend about the integrated studies program. He was
studying human sexuality. This was my first exposure to the idea I could truly major in the
subject I loved to read about the most.
After careful contemplation, I decided to change my major to integrated studies
despite knowing it would be like starting over and would draw out my educational
experience even further. There are no institutions that offer human sexuality studies as an
undergraduate major, which is why I am so grateful for the Integrated Studies Special Major
program at CSUMB.
Knowledge is such a special tool to have, especially in a subject that contains so
much false information and mythology in mainstream society. It is my deep desire to not
only study sexuality to lessen my own ignorance, but to also share this knowledge with
others. In this diverse society, it is important for me to learn how to communicate well with
diverse populations. This is why I am studying multicultural sexual health education. Like
Voltaire, I too would like to replace ignorance with knowledge.
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10. III.
Major Learning Outcomes (MLOs)
MLO Descriptions
1. Goal Setting and Developing an Area of Concentration and an Individual Learning
Plan(ISSM MLO 1)
Students will be able to define their personal, career and educational goals; formulate their
Area of Concentration within Integrated Studies Special Major; identify their Major
Learning Outcomes; and develop a comprehensive Learning Plan that will enable them to
achieve their Major Learning Outcomes within a reasonable period of time and that is
realistic in terms of the learning resources and learning experiences available to them at
CSUMB.
MLO Achievement Process: ISSM 300
2. Capstone(ISSM MLO 2)
Capstone is taken the term in which students graduate. Some students take this course
twice, depending on the need for time to develop the capstone and integrate its work with
other work, internships, service, and academic engagement of the student. The capstone is
a final project meant for the student to demonstrate integrative practical knowledge of the
field studied.
MLO Achievement Process: ISSM 400
3. Interdisciplinary Tools: Leadership, Theory, and Practice(ISSM MLO 3)
Students are provided with the intellectual background of disciplinary coherence and are
offered a cohort learning experience throughout the academic program. Students learn
interdisciplinary leadership and try to create a set of knowledge, skills, abilities and
experience in order to make a difference in the world. Students are preparing to play
leadership roles for their communities and organizations. Students are provided with the
theory and practice of leadership across sectors, increasing the cultural fluency of
engagement with different cultures that is required for work in today’s world.
MLO Achievement Process: ISSM 390 & ISSM 395
4. Understanding Cultural Roots (ISSM MLO 4)
Students understand multicultural concepts of diverse groups by examining equity issues
& perspectives among immigrants, including their historical struggles & power
determinists for social, economic & political stratification associated with race, gender,
sexual orientation & abilities. Students learn to recognize and analyze the ethical problems
inherent to symbolic representations of self, gender and power, and demonstrate from an
anthropological position how these behaviors are a universal phenomenon.
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11. MLO Achievement Process: SBS 379, LS 362
5. Linguistics and Language Development (ISSM MLO 5)
Students understand principles of linguistics, language structure, language development,
acquisition, phonics and language use, and apply those concepts to real world literacy.
Students gain a better understanding of ESL students and how to ease their transition to
English.
MLO Achievement Process: LING 392
6. Research Methods (KIN MLO 2)
Students demonstrate the ability to use diverse methods of inquiry to analyze a
kinesiology related issue. This includes acquiring, evaluating, interpreting, synthesizing,
applying, documenting and presenting scientific and social science knowledge.
MLO Achievement Process: STAT 100
7. Service Learning (KIN MLO 7)
Students demonstrate the ability to share the relevance and importance of the kinesiology
discipline and its services. Students work collaboratively with culturally, linguistically,
technologically and economically diverse populations in the context of issues related to
social responsibility, justice, diversity, pluralism and compassion.
MLO Achievement Process: KIN 471S
8. Subject Matter Competency in Kinesiology Wellness Concentration (KIN MLO 8)
Students complete up to 30 units in the Wellness concentration. This coursework is
typically completed simultaneously with the Core Curriculum during the junior and senior
years.
MLO Achievement Process: KIN 366, KIN 363, KIN 363L, KIN 367, KIN 464, CHHS
360/PH 420
9. Cross-Cultural Competency (CHHS MLO 3)
Students demonstrate knowledge of the complexities that underlie values andassumptions
about nationality, race, class, gender, sexual orientation, language, culture,physical and
cognitive disabilities, age, religion, ethnicities, cultural histories andenvironmental and
species rights. Students compare their own cultural values andrelationships across cultures
with the values and relationships of other cultural groups.Students demonstrate knowledge
of power privilege and discrimination and struggles forequity within the United States’
cultural, ethical and hierarchical systems. Studentsdemonstrate their cultural competency
through the use of social science methodology anddialogue. Students demonstrate
knowledge of environmental justice and its effect onhumanity and the earth.
MLO Achievement Process: PH 420, PH 430
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12. 10. Professional Ethics (CHHS MLO 10)
Students demonstrate the ability to articulate the values and ethics which are the
foundation for health and human services practice, to recognize areas of conflict between
the professional values and the student’s own and to clarify conflicting values in the
delivery of health and human services.
MLO Achievement Process: CHHS 350
11. Philosophical Analysis (HCOM MLO 4)
Students develop the ability to understand why and how beliefs, values, assumptions and
communication practices interact to shape ways of being and knowing.
MLO Achievement Process: HCOM 405
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13. MLO Evaluation Table
MLO
Achievement Process
Anticipated
Completion

1. Goal Setting and Developing an Area
of Concentration and an Individual
Learning Plan (ISSM MLO 1)
2. Capstone (ISSM MLO 2)
ISSM 300
Fall 2010

ISSM 400
Spring 2013
I
3. Interdisciplinary Tools: Leadership,
Theory, and Practice (ISSM MLO 3)
4. Understanding Cultural Roots (ISSM
MLO 11)
5. Linguistics and Language
Development (ISSM MLO 10)
6. Research Methods (KIN MLO 2)
ISSM 395; ISSM 390
Spring 2013

SBS 379; LS 362
Fall 2011

LING 392
Spring 2013

STAT 100
Fall 2008

7. Service Learning (KIN MLO 7)
KIN 471S
Fall 2013
8. Subject Matter Competency in
Wellness (KIN MLO 8)
9. Cross-Cultural Competency (CHHS
MLO 3)
10. Professional Ethics (CHHS MLO
10)
11. Philosophical Analysis (HCOM
MLO 4)
KIN 366; KIN 363/L; KIN
367; KIN 464; PH 430
PH 430; PH 420
Fall 2011

Spring 2013

CHHS 350
Spring 2013

HCOM 405
Spring 2011

My first fiveMajor Learning Outcomes (MLOs) are in ISSM, and their primary
function is to help me to successfully integrate my knowledge gained from the various
combined majors so I can become more prepared to pursue a career in my field of study.
Although the first three MLOs are predetermined requirements by the ISSM program, the
fourth and fifth were created by myself to ensure a well-rounded and foundational
understanding of culture and language. These MLOs are to train me in cultural efficacy and
in the English language acquisition process. Their primary function is to help me apply
everything I have learned to better relate with other cultures to and develop more effective
communication. The sixth, seventh and eighth MLOs are in Kinesiology, and their primary
function is to train me in research, subject matter competency and practical application in the
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14. health and wellness aspects of human sexuality, through service learning. The ninth and
tenth MLOs are in CHHS, and their primary function is to give me a general understanding
of how public health promotion works in a diverse culture, and how to approach ethics from
a multicultural public health platform. The eleventh MLO is in Human Communications
(HCOM), and its primary function is to help me learn the best ways to communicate and
solve problems within loving relationships, and also to learn ethics, sensitivity and
effectiveness in teaching others what I have learned in the Kinesiology MLOs. All eleven
MLOs are meant to provide me with an education aimed at my preparation for graduate
studies in human sexuality and for teaching human sexuality studies to diverse groups of
university students.
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15. IV. Graduation Plan
Catalog Year
General Education
Year Entered CSUMB
Year Declared Graduating
Major
2008
2008
2010
Requirement
Course
Units Semester
Completed
University Learning Requirements (ULR)
English Communication
Ethics
EWRT 1A
PHIL 4
Science Content
BIOL 13
Science Methods
BIOL 13L
Mathematics Communication
Artistic/Creative Expression
Literature/Popular Culture
MATH 10
ARTS 2B
EDUC 58
Democratic Participation
POLI 1
U.S. Histories
HIST 17A
Community Participation
SPCH 7
Vibrancy
HUMI 16
3.35 Fall 2005
2.68 Summer
2008
3.35 Winter
2007
0.00 Winter
2007
3.35 Fall 2004
2.68 Fall 2005
2.68 Spring
2005
2.68 Spring
2008
2.68 Summer
2008
2.68 Winter
2005
2.68 Spring
2005
Graduation Learning Outcomes (GLOs)
Culture and Equity
LS 362
Language
SPAN 201
Service Learning
KIN 471S
Technology/Information
CST 101
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3 Spring
2011
4 Spring
2009
3 Fall
2013
4 Spring
2010
15

16. California State University Graduation Requirements
Bachelor of Arts
Minimum semester units = 120
Minimum upper division semester units = 40
Units
174.32
70
General Education
Minimum semester units = 39
Minimum upper division semester units in general education = 9
97.27
0.00
Major
Minimum semester units = 24
Minimum upper division semester units in major = 12
0.00
~52
Required Residence at CSUMB
Minimum semester units at CSUMB = 30
Minimum upper division semester units at CSUMB = 24
Minimum upper division semester units in major at CSUMB = 12
Minimum upper division GE/ULR units at CSUMB = 9
109
70
~52
11
Graduation Requirements
ELM
EPT
GWAR
U.S. History
U.S. Constitution
California State and Local Government
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Individual Learning Plan, Samantha Beardslee
Passed


Fa 2013



16

17. V. Course Matrix
Course Schedule
Name
ULR/MLO
Spring 2013
ISSM 390
ISSM 400
PH 420
ISSM MLO 3
ISSM MLO 2
ISSM MLO 7 (CHHS
MLO 3)
ISSM MLO 8 (CHHS
MLO 10
ISSM MLO 11
CHHS 350
LING 392
Total Units
Fall 2013
KIN 471S
CHHS 302
Complete incomplete in Capstone
Total Units
August 23, 2013
ISSM MLO 5 (CHHS
MLO 7)
GWAR
ISSM MLO 2
Individual Learning Plan, Samantha Beardslee
Units
3
3
4
3
4
17
3
4
0
7
17

18. VI. Capstone Project Proposals
Capstone Option 1: Research Paper: STI Awareness in Asian American
Communities
This could involve researching the history of Asian sexual culture and how it influences the
sexual attitudes of Asian Americans.
Capstone Option 2: HPV Awareness Event/Fundraiser
This capstone project would entail raising awareness for HPV prevention while raising
money to begin a fund to help provide HPV vaccinations for lower income CSUMB students.
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19. VII. Faculty Advisors
Advisor/Consultant List
Advisor/Consultant
Major
Dr. Barbara Mossberg
ISSM
Dr. Barbara Sayad
CHHS
Dr. Kent Adams
KIN
August 23, 2013
Comments
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20. VIII. Ethics Statement
It is my sincere hope to become a sexuality educator someday. In the field of
sexuality, it is especially important to consider certain ethical guidelines due to the sensitive
nature of the subject. Valuing communication above most other things particularly
encourages me to be aware of and adhere to the following ethical standards in the field of
sexuality education.
The first ethical guideline for a sexuality educator is to make no judgments; every
student comes from a different background with different ideas surrounding sexuality in
private or in society. Similarly, the instructor should also encourage students to be respectful
toward one another.
Next, a sexuality educator should exercise care not to say anything or act in a way
that a student could misconstrue as sexual harassment. It would be doubly unethical to
knowingly employ sexual harassment toward a student or colleague. In addition, a sexuality
educator should not engage in dating or sexual activity with a student or colleague.
The last few ethical guidelines for a sexuality educator pertain mostly to the general topic of
scholarly education. First, an educator should attempt to present unbiased information, or at
the very least, present all sides of an issue being covered. Second, an educator should
continuously update his or her knowledge base with constant education and re-education.
This is especially important for sexuality education because of how often new studies are
done. Third, an instructor should pre-screen guest speakers, ensure the speakers are aware of
the ethical guidelines and are presenting a relevant topic for the class. Finally, an instructor
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21. should maintain professional confidentiality, with the exception of compulsory reporting in
legal matters.
Failing to follow these ethical standards could potentially cause sexuality educators to
receive a negative reaction by mainstream society and stunt the growth and effectiveness of
sexuality education across the national community. My personal goal is to contribute to the
eventual achievement of positive communication surrounding sexual health and education.
Because of this goal, I pledge to follow the ethical guidelines for a sexuality educator.
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22. IX. Bibliography
Barash, D. P., & Lipton, J. E. (2009). Strange Bedfellows: The Surprising Connection
between Sex, Evolution and Monogamy. New York, NY: Bellevue Literary Press.
Benokraitis, Nijole V. Marriages and Families: Changes, Choices and Constraints. 6th ed.
Upper Saddle River: NJ: Prentice Hall, 2007. Print.
Carroll, Janell L., & Wolpe, Paul Root. Sexuality and Gender in Society. New York:
HarperCollins Publishers, 1996. Print.
Coogan, M. (2010). God and Sex: What the Bible Really Says. New York, NY: Twelve,
Hachette Book Group.
This book was written by the editor of The New Oxford Annotated Bible, so he has
spent a large amount of time studying the Bible. Over the centuries, Christians have
attributed particular beliefs regarding sexuality to the Bible. In this book, Coogan
covered several controversial topics within sexuality, from premarital sex, to same
sex relationships, to prostitution and rape. The author addressed each topic by telling
the reader what the common beliefs are surrounding that topic. Then he went on to
say what the Bible actually states, as well as provided cultural and language context
when applicable.
I chose to include this book in my bibliography because Christianity is the
most common religion practiced in the United States, and it is good to have an idea of
how sexuality is viewed, and the basis behind those views, within the context of the
most commonly practiced religion.
Easton, Dossie, & Liszt, Catherine A. The Ethical Slut: A Practical Guide to Polyamory,
Open Relationships & Other Adventures. 2nd ed. Emeryville, CA: Greenery Press,
2009. Print.
El Guindi, F. (1999). Veil: Modesty, Privacy and Resistance. Oxford, UK: Berg.
Veil is a book about head and face coverings worn by women throughout the world in
history and in present times. There is extensive discussion regarding burkas and other
forms of veiling, and provides religious and cultural context for many cultures that
practice veiling. It also contains much discussion on Western misunderstandings of
veiling and what it represents. Veiling can represent far more things to any given
cultural group than most Westerners would consider. I find this book is a welcome
addition to my understanding of women and views toward women within cultures I
am not personally familiar with. If I am ever to discuss sexual health with someone
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23. who chooses to veil, or chooses not to veil, it is best to be aware of the various levels
of reasons for doing so.
Gleick, J. (2008). Chaos: Making a New Science. London, England: Penguin Books, Ltd.
Chaos theory, the butterfly effect, fractals, and those who brilliantly thought of those
things are what this book is about. There is no other analogy that can better describe
what it means to be an integrated thinker, and this is core to the ISSM program. The
thought that there can be so many disjointed, seemingly unrelated ideas that can
beautifully self organize in such a way as to become a fractal of every other group of
organized chaos is utterly mind opening.
It is this book about chaos that makes me feel the most connected to every
other student, practitioner, and professional in every other field in existence. My
studies may focus on multicultural sexual health communication, but with every new
thing I learn in life, I find it relatively easy to integrated it into my focus of studies.
Halwani, R. (2010). Philosophy of Love, Sex and Marriage: An Introduction. New York,
NY: Routledge.
This work created the foundation for my understanding of ethics as applied to
relationships. The sections of the book are separated into three main parts: Love, Sex
and Marriage. Many people tend to keep these things integrated within their minds.
However, looking at these aspects of life separately within the context of ethics
reminded me of how complex and challenging it can be to make the ethical choice in
any given relationship situation.
I believe that relationship ethics most directly influence individuals and those
who are closest to them, and the closer relationships tend to also involve decisions
regarding sexual health as well. For these reasons, I believe this book is fundamental
for anyone pursuing a career in sexuality studies, as I am.
Haritaworn, J., Lin, C., & Klesse, C. (2006). Poly/logue: A Critical Introduction to
Polyamory. Sexualities, 9(5), 519-525. doi: 10.1177/1363460706069963
Klesse, C. (2006). Polyamory and it's 'Others': Contesting the Terms of Non-Monogamy.
Sexualities, 9(5), 565-583. doi: 10.1177/1363460706069986
Kline, M.V. & Huff, R.M. (2007). Health Promotion in Multicultural Populations: A
Handbook for Practitioners and Students (2nd ed.). Thousand Oaks, CA: Sage
Publications, Inc.
This textbook is possibly the most useful book in my collection for my studies
because if one were to add the word “sexual” to the beginning of the title, that would
perfectly describe a main interest of mine for my undergraduate studies. The book
begins with descriptions of what it means to be healthy and it extensively covers
various behavior change models. It compares health beliefs of a variety of cultures
worldwide, and explains ways to communicate effectively and ways to encourage
effective communication within various ethnic groups. This book can guide almost
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24. every applicable aspect of my education at CSUMB; the exceptions are that it does
not cover skills for teaching in a university environment, and it is only a written
guide, as opposed to being a medium of experiential learning.
Kristof, N.D. & WuDunn, S. (2009). Half the Sky: Turning Oppression into Opportunity for
Women Worldwide. New York, NY: Vintage Books.
It would be nice to think all sexual problems can be solved the same way. The trouble
with that logic is that there are completely different kinds of problems people face
around the world, most of which are deeply rooted in culture and nestled within
contexts that are so much bigger and more complex that the roots must be dealt with
first.
This book gives true accounts of women throughout the developing world
who have gone through extensive oppression, such as sex trafficking, harassment, and
brutal violence, but then rose above the circumstances and helped other women to
avoid and to escape from the brutal cycles of oppression. This book is important to
my studies because women are often treated as sexual objects rather than as sexual
beings throughout the world, regardless of culture or class. It has provided me with a
deeper understanding of what some women have to go through, and I have developed
sensitivity to these issues because of it. I believe it will help me with cultural
sensitivity regarding sexual topics in communication and in promoting sexual health.
Levy, B.S. & Sidel, V.W. (Eds.). (2006). Social Injustice and Public Health. New York,
NY: Oxford University Press, Inc.
This book was a useful tool while I was participating in service learning. It covers
policies regarding public health in the U.S., and how health care is not as easily
accessible to every demographic. The textbook goes into detail regarding factors that
attribute to poor health and the health of the poor, including geographical, financial,
racial, physical, genetic, cultural, religious, social, and mental factors. There is almost
always more than one single factor that contributes to an individual’s or family’s
health and accessibility to health care. This information is important to me because it
is good to know which factors are most practical to target in order to encourage
sexual health practices and provide STI testing and pregnancy care for more
disadvantaged populations.
Martin, S. (1996). Picasso at the Lapin Agile in Picasso at the Lapin Agile and Other Plays
(pp. 1-78). New York, NY: Grove Press.
This play is about a group of now-famous individuals who, on an average day,
happened to gather and discuss who and what is genius, what is a beautiful creation,
and how these things are all tied together. Pablo Picasso, the art genius, and Albert
Einstein, the physics genius poke at each other until they both realize the things art
and physics have in common. Then, a strange visitor from the future who wears blue
suede shoes arrived and explained to everyone how important artists and scientists are
in the 20th century.
I like to think that everyone is both an artist and a scientist in some way.
However, many people would debate against that notion. One might say, “I am just a
film critic,” or “I only test video games.” I say, however, that there is a little bit of art
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25. and science in every field of work. When we see, read, hear, taste or do something
new, the artist within us makes a judgment on the aesthetic or appeal of that thing;
conversely, the scientist within ourselves seeks to understand the new thing. Picasso
at the Lapin Agile is important to my studies because its poignant theme resonates as
a constant reminder of the beauty and science of life, communication, humor,
teaching, health, relationships, interaction among cultures, and sexuality, to name
only a few things important in my life.
McCullough, D. & Hall, D.S. (2009). Polyamory: What It Is and What It Isn’t. Electronic
Journal of Human Sexuality, 6. Retrieved from
http://www.ejhs.org/volume6/polyamory.htm
This is an article that has constantly helped me to explain polyamory to people who
do not understand it or have never heard of it. It provides the reader with a definition
of polyamory, a brief history of it, and then proceeds to describe the ethical values of
polyamory, and compares the values with those of monogamy. Although it does not
intrinsically add to my personal knowledge and educational growth, it has been a
valuable teaching tool throughout the last few years, and teaching is a primary focus
of my educational path.
Noel, M. (2006). Progressive Polyamory: Considering Issues of Diversity. Sexualities, 9(5),
602-620. doi: 10.1177/1363460706070003
Ogden, G. (2006). The Heart & Soul of Sex: Making the ISIS Connection. Boston, MA:
Trumpeter Books.
This book makes a groundbreaking correlation between spirituality and sexuality. Not
many professionals are willing to study this relationship as extensively as this author
has. What I like about the book is that it does not follow a specific religion in
discussing spirituality, but it instead has encouraged many people to explore the
correlation between one’s own spiritual and sexual health. One downside of the
author’s study, however, is that there were very few men who were willing to
participate in the survey used to collect information for analysis. Because of this,
there is not much information on the correlation between men’s sexuality and
spirituality.
This book is valuable to my studies in multicultural sexual health
communication because I realize that I will likely need to communicate about
sexuality within spiritual contexts in an unbiased way. This book has provided me
with a framework for discussions regarding sex and spirituality.
Paget, Lou. The Big O. New York: Crown Publishing Group, 2001. Print.
Reid, T.R. (2010). The Healing of America: A Global Quest for Better, Cheaper, and Fairer
Health Care. London, England: Penguin Books, Ltd.
This is a non-fiction account of a man who traveled around the world to discover how
several countries take care of their citizens’ health, and he compared their systems
with those of the U.S. along the way. Reid described each of the major forms of
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26. healthcare used throughout the world, and he used true and personal examples to
illustrate the workings of each system. Reading this book taught me more about
healthcare in the U.S., funding for healthcare services and the ideals many of us have.
A large aspect of my topic focus within ISSM is public health. I am interested
in health promotion, and I see a need for more accessible healthcare in this country,
especially for those who are poor, homeless, or those who are simply unaware of the
services that are offered in their localities. Planned Parenthood is a helpful
organization, but it is clear there are not enough facilities, or support for them,
nationwide. I hope to take what I have learned from this book to inform others about
U.S. healthcare policies and how to seek help.
Ritchie, A., & Barker, M. (2006). 'There Aren't Words for What We Do or How We Feel So
We Have To Make Them Up': Constructing Polyamorous Languages in a Culture of
Compulsory Monogamy. Sexualities, 9(5), 584-601. doi: 10/11771363460706069987
Ryan, C. & Jetha, C. (2011). Sex at Dawn: How We Mate, Why We Stray, and What It
Means for Modern Relationships. New York, NY: Harper Perennial.
This is an amazing book written by a psychologist and a psychiatrist who have
specialized in prehistoric and modern human sexual behavior. They took knowledge
from anthropology, archaeology, primatology, anatomy and psychosexuality in
constructing this book. The book is primarily about human nature and its role in
sexual behavior. It shows how unnatural monogamy actually is. This work is
extremely valuable to me for helping people to understand why they do what they do.
Although I am not a psychologist, I absolutely aspire to learn as much as I can in the
field of psychosexuality. I feel that it will add to my growing foundation to build my
teaching on.
Yarber, William, Sayad, Barbara J, & Strong, Bryan. Human Sexuality: Diversity in
Contemporary America. 7th ed. New York: McGraw-Hill, 2009. Print.
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27. X. Conclusion
There are many people who have supported me in my studies and have helped me
reach my academic goals. I would like to thank my mother and father, who have taught me
that every curiosity in life should be explored. Next, I would like to thank my elder sisters,
who are very supportive and perhaps equally fascinated by my field of study. Third,
although I have lost a few friends due to misunderstandings about my studies, almost all of
my friends have encouraged me to pursue the things that make me happy including my
educational training in human sexuality studies. I have already begun to positively affect my
friends toward knowledge and enlightenment in various topics in sexuality. Finally, I would
like to thank my institution CSU Monterey Bay and all of my instructors, especially Dr.
Sayad, Dr. Mossberg, Dr. Bynoe, Dr. Marty, and Pam Baker. It is because of them I have
developed a more focused path of study. Studying health and diversity within the context of
human sexuality studies is the perfect combination to help me achieve my academic and
career goals.
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28. (Info-References)
Informative Websites:
Graduation:
http://csumb.edu/student/services/graduation/index.html
ULR:
http://aes.csumb.edu/ulr/index.htm
A&R Forms:
http://csumb.edu/student/services/forms/
Articulation:
http://csumb.edu/academic/articulation/
ASSIST:
http://www.assist.org/
Admissions and Records
CSU Monterey Bay
100 Campus Center, Bldg. 47
Seaside, CA 93955
phone: 831.582.5100
fax: 831.582.3087
admissions@csumb.edu
http://csumb.edu/student/services/
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