Blood money: The commodification of menstrual education in the United States【翻译】_intelligent menstrual care device 翻译

Acknowledgements
It seems fitting that throughout my journey in researching an inherently feminine subject,
I was surrounded by an amazing group of females who acted as my instructors, role-models,
support team, and cheerleaders. I am honored to have such strong and intelligent women who
have paved the way for research like mine to exist. First and foremost, I must thank my thesis
chair and academic soul mate, Dr. Ramona Capongero, who has watched this thesis grow for the
past year. Our meetings provided the constancy I needed in the hectic storm of grad school as she
pushed my thinking further, laughed at my horrible period-puns, and read, reread (and re-reread)
every draft. I’m forever grateful for her guidance in academia and beyond. I would also like to
thank my second reader, Dr. Amanda Allen, whose many resources on shame and feminist
theory provided the foundation on which this thesis was constructed.
Thank you to the many children’s literature faculty members near and far who have
supported me throughout my academic career. Particularly, Dr. Ian Wojcik-Andrews, Dr.
Annette Wannamaker, and Dr. Roberta Seelinger Trites.
Many thanks to Chelsea Bromley and Rachel Rickard, who played the role of my “cool
older sisters” throughout graduate school. Their close and long-distance support, advice, and
encouragement kept me sane and pushed me towards the finish line. I’d also like to thank my
sister, Marissa, who spent many late nights listening to countless drafts of papers and
presentations, and now knows much more than she ever wanted to about menstrual education.
Lastly, to my parents, who have loved me through my equally stressful stages of preteens
and twenties. Thank you for the encouragement, the belief, and the never-ending patience you
continue to show me as I chase down all of my crazy dreams.
iii
Abstract
A girl’s first menstrual cycle is often considered the first step of the seemingly ritualistic passage
into womanhood. However, most girls within the United States who experience menarche fail to
view it as a rite of passage, and instead see it as an event they must endure rather than celebrate.
Menstruation is a mystifying process for young girls, and the mystification is intensified through
the lack of open conversations between pre- and post-menarcheal females. While pedagogical
strategies in period education have evolved over time, the one constant within menstrual
education is silence. This thesis aims to write into the silence surrounding menstruation by
examining the complex nature of menstrual education—the cyclical history of shame, the
implementation of puberty self-help guides as surrogates for conversations, and new media
approaches to menstruation—in an effort to understand and justify the fears and concerns young
girls have towards their own impending menarche.
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Table of Contents
Acknowledgements .................................................................................................................... ii
Abstract .................................................................................................................................... iii
Table of Contents ...................................................................................................................... iv
Introduction—What’s Blood Got to Do With It? Why Menstrual Education Matters ...................1
Chapter 1—Cycles of Shame:
The History of Menstrual Education and Commodification in the United States ..........................6
Chapter 2—The Care and Keeping of You(teri):
The Role of Self-Help Guides in Menstrual Education .............................................................. 30
Chapter 3—Thinking Inside the Box:
Period Starter Kits, Preteen Packaging, and New Media in Menstrual Education ....................... 52
Conclusion—Breaking the Cycle: Where Do We Go From Here? ............................................. 76
Works Cited .............................................................................................................................. 79

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