Beausang C C, Razor A G
Indiana University School of Nursing, 1111 Middle Drive, NU451, Indianapolis, IN 46202-5107, USA.
Health Care Women Int. 2000 Sep;21(6):517-28. doi: 10.1080/07399330050130304.
A qualitative approach was used to examine young women's experiences of menarche and menstruation that were included in personal stories of growing up sexually. The personal experiences were examined by cross-case analysis to learn more about the narrators' attitudes toward menarche and their menstrual-related education. This was a secondary analysis using data collected for a study of common themes in the stories gathered in a 1998 study by Beausang. The data came from 332 stories written by students taking a sexuality course in a Midwestern community college. Of 227 stories written by women, 85 stories included menstrual experiences. Eleven narrators described menarche as a positive experience. In 10 of these stories, the mother was the primary teacher. The two most frequently identified sources of information by narrators were mothers and schoolteachers, with most narrators having a primarily negative view of their menstrual education regardless of the source. Problems with menstrual-related education were described as perceptions of unwillingness by teachers to discuss menstruation, time limits for education, unclear instruction leading to misconceptions, and the presence of peers in group learning situations that lead to embarrassment.
采用定性研究方法，考察年轻女性初潮和月经经历，这些经历包含在性成长的个人故事中。通过跨案例分析来研究个人经历，以更多地了解讲述者对初潮及其月经相关教育的态度。这是一项二次分析，使用的数据来自1998年博桑进行的一项研究中收集的故事中的共同主题研究。数据来自中西部社区大学一门性学课程的学生所写的332个故事。在女性所写的227个故事中，85个故事包含月经经历。11位讲述者将初潮描述为积极的经历。在其中10个故事中，母亲是主要的教育者。讲述者最常提及的两个信息来源是母亲和学校教师，大多数讲述者无论信息来源如何，对月经教育的看法主要都是负面的。与月经相关教育的问题包括：认为教师不愿意讨论月经、教育时间有限、指导不清晰导致误解，以及小组学习时同龄人在场导致尴尬。
