27. Attempts to reclaim the term âslutâ have been criticized on several fronts. The first is that it continues to define women in terms of their sexual behavior. The second is that it creates new pressures for girls and women to conform to changing sexual norms. This second aspect has been referred to as the:
lesbian imperative
pleasure imperative
slut imperative
liberation imperative
30.
According to Jessica Fields in âKnowing Girls: Gender and Learning in School-Based Sexuality Education,â in what ways was the meaning of âknowingâ differently gendered for girls and boys in the sexual education classroom?
Girls experienced embarrassment and vulnerability when female bodies were presented and discussed in class because knowledge of female bodies was equated with knowing the specific female bodies in the classroom
Girlsâ answering a question incorrectly during class was perceived as an indication that they were sexually inexperienced
Girlsâ answering a question correctly during class was perceived as an indication that they were sexually promiscuous
Both a and c
27. Attempts to reclaim the term âslutâ have been criticized on several fronts. The first is that it continues to define women in terms of their sexual behavior. The second is that it creates new pressures for girls and women to conform to changing sexual norms. This second aspect has been referred to as the:
| lesbian imperative | ||
| pleasure imperative | ||
| slut imperative | ||
| liberation imperative |
| 30. According to Jessica Fields in âKnowing Girls: Gender and Learning in School-Based Sexuality Education,â in what ways was the meaning of âknowingâ differently gendered for girls and boys in the sexual education classroom?
|
