Understanding Human Sexuality 12th Edition Hyde Solutions Manual Download

Understanding Human Sexuality 12th
Edition Hyde Solutions Manual

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CHAPTER 6: CONCEPTION, PREGNANCY,
AND CHILDBIRTH
Lecture Outline
Are You Curious?

Questions are posed regarding the effects of ingested substances on a fetus, post-childbirth
sexual activity, and the effects of STIs on reproduction.
1) Conception
a) The sperm comprises a head, containing the chromosomal material, a midpiece, and a
tail, which flagellates to move the sperm forward.
b) Following ejaculation during intercourse, sperm attempt to reach the ovum in the
fallopian tube. Of the original 300 million in the ejaculate, roughly 2,000 will reach the
fallopian tube. Here the sperm surround the egg and secrete hyaluronidase to dissolve
the egg’s outer gelatinous layer, the zona pellucida.
c) The fertilized egg is called a zygote and travels from the fallopian tube to the uterus for
implantation in the uterine lining.
d) Chances of conception improve when intercourse is timed to coincide with ovulation,
male sperm count is high, and the woman remains on her back for approximately 30
minutes following intercourse.
2) Development of the conceptus
a) The embryonic period encompasses the first eight weeks of post-conception
development. The embryo develops from three initial layers: the endoderm, mesoderm,
and ectoderm.
b) Other cells called the trophoblast form the beginnings of the placenta, which serves as
the exchange site between the woman and fetus. The placenta also secretes hormones
that regulate the process of pregnancy.
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c) The umbilical cord contains two arteries and one vein that allow the exchange of oxygen
and nutrients between woman and fetus.
d) Amniotic fluid cushions the fetus during pregnancy.
e) Development of the fetus typically proceeds in cephalocaudal order. During the first
trimester, the embryo begins to develop a central nervous system and extremities, as
well as kidney, lungs, intestines, and more. The gonads are formed and differentiated by
the end of the trimester.
f) The second trimester is often announced by “quickening,” or fetal movement. The fetal
heartbeat can be detected during this phase.
g) The third trimester is marked by increased fatty deposits and rapid growth. The fetus
also typically turns to a head-down position in preparation for birth.
3) Pregnancy
a) Stages of pregnancy
i) Symptoms of pregnancy in the first trimester typically include a missed menstrual
period, breast tenderness, frequent urination, and sometimes nausea.
(i) It is important to test for pregnancy as soon as possible, to begin a proper prenatal
regimen or to ensure a safer abortion.
(ii) Pregnancy tests are available as home kits, but these often yield a high proportion
of both false negatives and false positives. The accuracy of these tests is explained
and clarified. Physicians, Planned Parenthood, and family planning clinics also
perform pregnancy tests that generally yield more accurate results.
(iii)There are a number of stereotypes about pregnant women and emotional well-
being. Research indicates that social class and women’s attitudes toward the
pregnancy may affect emotional states. Depression is more common in low-
income women and women who do not desire the pregnancy. The correlation
between maternal stress and ADHD in boys and girls, as well as autistic traits in
boys at age 2, is presented.
ii) During the second trimester, many of the early physical symptoms decrease, but new
physical problems, such as constipation or edema, may occur.
(i) The breasts are prepared for nursing, and colostrum may come from the nipple.
(ii) The likelihood of depression tends to decrease if the woman is married or
cohabiting; however, women who have had previous pregnancies may indicate
more distress.
iii) In the third trimester, the expanding size of the uterus puts pressure on other organs.
(i) Weight gain is more noticeable and balance may be affected.
(ii) Braxton-Hicks contractions may prepare the uterus for labor.
(iii)Lightening occurs, meaning the baby’s head drops in the pelvis.
(iv) Social support is associated with well-being, levels of anxiety, and reported
insomnia.
iv) The father’s experience during pregnancy is affected by cultural considerations and
may be affected by stage-specific hormone differences.
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4) Sex during pregnancy
Although sex has traditionally been viewed as potentially unsafe in U.S. culture, current medical
opinion indicates that sexual activity is generally safe until up to four weeks before delivery, in
fact, statistics note that intercourse and orgasm in the third trimester is quite common. A
woman’s shape in the third trimester presents challenges in position for intercourse, but the side-
to-side position is suitable. Other types of manual or oral sexual activities may be enjoyed at this
time, although cunnilingus should be approached with caution.
5) Nutrition during pregnancy
An adequate diet is critical during pregnancy, as the fetus draws off many nutrients from the
woman. Poor diet is associated with higher incidence of miscarriage, stillbirth, and protracted
labor. The impact of daily consumption of artificially sweetened soft drinks includes preterm
delivery.
6) Effects of substances taken during pregnancy
Chemical substances that may cross the placental barrier and cause defects are referred to as
teratogens. Common teratogens are antibiotics, alcohol, cocaine, steroids, cigarettes, and a
number of over-the-counter medications.
a) Some antibiotics may cause fetal damages. Women who become pregnant should always
let their physician know before prescribing antibiotics.
b) Alcohol abuse during pregnancy is associated with impairments in motor skills, reaction
time, and play complexity. Fetal Alcohol Syndrome is the leading preventable cause of
mental retardation and may also result in such physical malformations as growth
deficiencies, limb and heart malformations, and small eye openings.
c) Cocaine use is associated with premature birth, low birth weight and sometimes smaller
head circumference, as well as deficits in cognitive functioning.
d) Steroid use may be linked with low birth weight, cleft palate, and stillbirth. Other
synthetic hormones, such as DES, may also produce adverse effects.
e) Psychiatric medications have varied risks involved and should be discussed with the
OB/GYN caring for the pregnant woman.
f) Other substances, such as smoking, have been linked with preterm delivery, low birth
weight, cardiovascular anomalies and increased risk of asthma and childhood cancers.
One study found an increased risk between such cancers and paternal smoking.
Secondhand smoke should also be avoided.
g) New theories suggest that drugs taken by men before conception may also cause birth
defects.
7) Birth
There is a great degree of variation among women in the labor process. Common patterns in the
three stages are discussed.
a) In the first stage, uterine contractions are regular and produce effacement and dilation of
the cervix.
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b) The cervix is fully dilated in the second stage, and the baby moves down the birth canal
and ultimately exits the mother’s body. Episiotomies are commonly performed in the
United States, although the advisability of this practice is debatable.
c) In the third stage, the placenta and fetal membranes are expelled. The episiotomy or any
tears are sutured.
d) Cesarean section deliveries constitute approximately one-third of births in the United
States. This surgical procedure involves incisions made to the abdominal and uterine
walls to remove the baby. Vaginal delivery after Cesarean (VBAC) is possible in many
cases, although typically only one in four women successfully delivers in this way.
e) Childbirth options
i) Prepared childbirth involves relaxation and controlled breathing, as well as general
information about labor and delivery to ameliorate the difficulties associated with fear
of the unknown. Research indicates that childbirth training results in decreased length
of labor, birth complications, and anesthetic use.
ii) Use of anesthesia has become routine, particularly in the last century. Common forms
include tranquilizers and spinal anesthesia. While these are often effective in
combating pain, anesthesia can inhibit effective use of the body in pushing, and it
may cross the placenta to affect the baby.
iii) Though there is risk if an unforeseen emergency arises, home births are increasing in
popularity, due in part to the pronounced medicalization of birth in hospitals.
Hospitals are attempting to counter this image, affording a more relaxed environment.
iv) The philosophies between advocates for home birth and those who remain against it
are discussed.
8) The postpartum period
a) Physically, a woman’s body undergoes a radical shift in hormonal balance as estrogen
and progesterone levels drop dramatically after birth and hormones facilitating
breastfeeding increase.
b) Psychologically, between 50 and 80 percent of women experience some degree of
depression and mood swings. More severe and protracted symptomology is classified as
postpartum depression. Extreme cases, affecting less than one percent of women, are
categorized as postpartum psychosis, in which a woman experiences disorganized
behavior and hallucinations. A number of risk factors are associated with severe
depression.
c) Attachment to the infant begins in pregnancy and continues postpartum. Research has
not found support for the “critical period” of bonding.
d) Sex within the first two weeks postpartum is not advisable due to risk of infection or
hemorrhage. There is generally a degree of discomfort when coitus is initially resumed.
9) Breastfeeding
a) Prolactin stimulates milk production, while oxytocin stimulates the breasts to eject milk
and is produced in response to the infant’s sucking of the breast. Substances can be
passed from mother to infant via breast milk.
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b) The American Academy of Pediatrics and National Institutes of Health both advise
breastfeeding due to the ideal combination of nutrients and antibodies present in breast
milk. It also quickens shrinkage of the uterus and postpartum weight loss.
10) Problem pregnancies
a) Ectopic pregnancy occurs when the zygote implants somewhere other than the uterus,
typically in the fallopian tube. Ectopic pregnancies may end in a spontaneous abortion,
but, if unaddressed, are potentially fatal.
b) Pseudocyesis refers to cases in which women experience symptoms, such as nausea and
weight gain, but are not pregnant.
c) Hypertension involves elevated blood pressure.
d) Preeclampsia is a condition in which blood pressure elevates and edema is present.
e) Eclampsia involves elevated blood pressure, convulsions, possible coma and death.
f) Rubella can cross the placental barrier and impair fetal development. Herpes simplex
may be passed to a child in a vaginal delivery.
g) Methods of assessing potential birth defects include amniocentesis and chorionic villus
sampling.
h) Rh incompatibility is an unusual occurrence that can cause difficulties in second or later
pregnancies. Rhogam is a recent treatment that can combat the potentially lethal effects.
i) Spontaneous abortions (miscarriages) occur in an estimated 20 percent of pregnancies,
typically because the fetus is defective.
j) Babies born preterm are at increased risk of death and are more susceptible to
respiratory infections. Preterm birth is associated with poor prenatal care, substance
abuse, genital infections, pregnancy-induced hypertension, and increased risk of
disabilities. Preterm delivery impacts the intellectual and emotional behaviors in
children.
11) Infertility
a) Infertility refers to the inability to conceive. It is caused by male factors in 40 percent of
cases, female factors in an additional 40 percent, and a combination of the two in the
remaining 20 percent of cases.
i) PID, blockage of the fallopian tubes, and poor nutrition are examples of female
causes of infertility.
ii) Male infertility is typically the result of STDs, low sperm count, or poor sperm
motility (possibly due to smoking).
iii) Treatments include drugs to stimulate FSH production, and thus ovulation, or
surgeries to the fallopian tubes or testes.
12) New reproductive technologies
a) Artificial insemination involves placing semen in the vagina to facilitate conception.
b) Sperm banks allow for the freezing of sperm to be used at a later time for artificial
insemination.
c) In vitro fertilization refers to the process of uniting the egg and sperm outside the body
and implanting the fertilized egg in the uterus.
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d) Embryo transfer involves moving a fertilized egg (zygote) from the uterus of one female
to the uterus of another.
e) Test tube babies (in vitro fertilization) are the result of the union of egg and sperm
outside of the body. The fertilized egg (zygote) can then be implanted within the uterus
of a woman and carried to term.
f) There is now evidence that babies born as a result of ART are often lower in birth
weight, which is correlated with its own set of complications.
g) ZIFT and GIFT refer to a zygote being placed in the fallopian tube or a sperm and egg
being placed there respectively.
h) Cloning is the reproduction of an individual from a single cell taken from a donor. It
involves replacing the nucleus of the donor with one from the parent.
i) Considerable “folk wisdom” abounds concerning gender selection, but current
technologies can sort sperm containing female and male sex chromosomes.
j) The chapter ends with the Critical THINKing Skill: Evaluating alternatives in making a
healthcare decision.
Lecture Extension
Infertility Treatment and Coping Strategies
With between 15 and 20 percent of couples being diagnosed with some form of fertility problem,
the impact of treatments and failed attempts on emotional well-being is of growing interest,
particularly as reproductive assistance technologies improve. How do couples react when faced
with an unsuccessful attempt at pregnancy? Current research indicates that, rather than a
generalized negative reaction to such news, there is great variability in response, with some
degree of depression being common in the week immediately following a failed IVF attempt
(Berghuis & Stanton, 2002; Terry & Hynes, 1998). People’s coping strategies had an impact on
the adjustment during the weeks following the attempt at pregnancy, with approach-oriented
coping correlating with more positive mental health outcomes than avoidance or escapist
strategies (Berghuis & Stanton, 2002; Terry & Hynes, 1998). Berghuis and Stanton (2002)
additionally found that positive coping measures among females are associated with effective
strategies employed by their partners.
Sources:
Berghuis, J., and Stanton, A. “Adjustment to a dyadic stressor: A longitudinal study of coping
and depressive symptoms in infertile couples over an insemination attempt.” Journal of
Consulting and Clinical Psychology 70, no. 2 (2002), pp. 433-438.
Terry, D. and Hynes, G. “Adjustment to a low-control situation: Reexamining the role of coping
responses.” Journal of Personality and Social Psychology 74, no. 4 (1998), pp. 1078-1092.
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Discussion Questions
DQ1: Signs of pregnancy. What are the signs of pregnancy? Into what three categories can they
be placed? Are any of these signs clear and unambiguous? Which of these signs suggest that a
woman should get a pregnancy test?
DQ2: The period as a sign. The menstrual period is often perceived as a clear signal of
pregnancy. What other reason might cause a missed period? Why can’t a woman assume that she
is not pregnant if she menstruates?
DQ3: Spontaneous abortions. Define spontaneous abortion. What percentage of all pregnancies
is estimated to end in spontaneous abortion? Explain why this may be an underestimate or an
overestimate. What do scientists think causes spontaneous abortion?
DQ4: Myths and realities of pregnancy. A close friend confides in you that she is afraid of
pregnancy. She heard that pregnant women experience unpleasant physical (e.g., aches and
pains, fatigue, illness) and psychological (e.g., crying spells, depression) symptoms. She is
especially concerned that pregnancy might have a bad effect on her relationship with her partner.
What information would you give her about these fears?
DQ5: Sex and pregnancy. Is it safe for a woman in the first trimester to have intercourse? The
second trimester? The third? When is it recommended that pregnant women stop having
intercourse? What can be done to make intercourse more comfortable for a pregnant woman?
How soon after childbirth can sex be resumed?
DQ6: Discussing episiotomies. What is an episiotomy? What are the reasons given for
performing an episiotomy? Discuss arguments against performing an episiotomy. What evidence
exists either way?
DQ7: The Lamaze method. The Lamaze method is often touted as “natural childbirth.” What
about the Lamaze method is natural? What about it may be characterized as less than natural? Do
you think the method deserves its reputation?
DQ8: The postpartum period. What is the postpartum period? What kind of psychological
changes might a woman expect during this period? How many women experience these
changes? How long does it last? How often are the psychological changes severe? Are
postpartum psychological changes natural? Normal? What social factors contribute to the
incidence, length, and severity of these changes?
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DQ9: The politics of breastfeeding. What are the benefits of breastfeeding for the infant? For
the mother? Many women in America do not breastfeed or, if they do, they do so only for a short
time. What are the incentives to breastfeed? What are the disincentives to breastfeed? What
could we do to make breastfeeding more convenient for women?
Note to the instructor: In addition to the many benefits of breastfeeding discussed in the
textbook, it is interesting to point out the sexualization of the breasts (the idea that breasts serve a
primarily sexual, as opposed to reproductive, function) and the contradictions that mothers face
as a consequence. You may want to have this discussion in the context of Internet Activity 9
and/or Outside Activity 6.
DQ10: Infertility. How long should a couple try to get pregnant before worrying that they may
be infertile? What is the definition, then, of infertility? What are the common causes of infertility
in men? In women? Which of these causes are preventable? What can people do throughout their
lives to reduce their chances of experiencing infertility?
DQ11: Fertility and relationship issues. How might fertility problems hurt a healthy
relationship? Why might this happen? What can couples who are experiencing infertility do to
make sure their relationship survives their fertility problems?
DQ12: Stereotypes of birth. What is the most common story you hear about childbirth? What
part of childbirth is focused on? How is childbirth most often represented on TV? How is the
mother presented? The father? How does this contribute to our expectations about our own
experiences? How might it make childbirth more frightening or difficult?
DQ13: The challenge of fathering. What role would your male students envision for
themselves in parenting if they had a child? Do they believe they are adequately prepared for that
role? What role would your female students ideally like a partner to take in the parenting of
children?
DQ14: Emotions and pregnancy. Many of us are familiar with stereotypes about women’s
emotions during pregnancy. What do the data suggest about the physiologic effects on emotions
for women during this time? What do the psychological data suggest? What factors influence a
woman’s emotional state most dramatically? What kind of factors are they? Based on this
information, how might we best improve women’s well-being during pregnancy?
DQ15: The controversy over amniocentesis. What is amniocentesis? How, and for what, does
it test? Is amniocentesis recommended for all women? Why or why not? What is considered a
good reason to perform it? What ethical issues does amniocentesis present?
DQ16: Dads and drugs. Does substance use by the father have any effect on an unborn child?
What effects does it have? Can the substance use affect the child in more than one way? What
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advice would you give to a man who was planning to father a child in the near future? What kind
of research would you like to see about fatherhood and drug use?
DQ17: Pregnancy and drugs. What illegal drugs discussed in the textbook can cause birth
defects? What sort of problems result from the use of these drugs? What legal drugs can cause
birth defects? What are the problems that result from their use? If you compare the frequency
and intensity of problems from the use of illegal and legal drugs, which appears to be more of a
problem?
DQ18: Giving birth and taking control. Who has control over the birthing process in the
typical American birth? What are some of the benefits of this approach? What are some
drawbacks? What are some ways that doctors maintain control of the birthing process? How do
technical terms, machines, and drugs all contribute to this situation? Who benefits most from the
current situation?
Note to the instructor: Technical terms make it difficult for the mother to know what’s going on.
Machines give the doctors information about her birth that she doesn’t understand and of which
she isn’t informed. Furthermore, drugs make it difficult for her to read her body, making her
more dependent on the doctor for information. This discussion is complemented by Classroom
Activity 10.
DQ19: HIV and gestation. HIV isn’t always passed from a positive mother to her fetus. When it
is, it is usually passed during childbirth. What about the support system for the embryo protects a
fetus from its mother’s HIV-infected blood?
DQ20: Infertility treatments. What does the typical in vitro fertilization (IVF) treatment entail?
How much does it cost? What are the risks to the mother? To the child(ren)? Why do you think
so many women decide to undergo IVF instead of adoption? How might societal emphasis on
biological children be dysfunctional for our society?
DQ21: The ethics of reproductive technology. Some frozen fertilized eggs are never used.
What do you think should be done with the fertilized eggs? Should they be discarded
(destroyed), sold, given to couples who want babies, used for research, or kept indefinitely?
What has been done with them? What is a realistic solution to the problem? How did you come
to your conclusion?
Note to the instructor: In the past, unused, frozen fertilized eggs have been frozen indefinitely,
adopted, used for research, and discarded.
DQ22: Protecting the unborn. To what extent should laws protect unborn fetuses? How should
the law approach the case of a woman who wants an abortion, a person who beats up a pregnant
woman, a woman who drinks alcohol, a person who smokes around a pregnant woman, or a
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woman who uses hard drugs? Are your answers consistent with each other? How should we
balance the interests of a fetus against the freedom of others?
DQ23: Gender Selection . What are some reasons why a person might want a girl versus a boy?
How about a boy versus a girl? Is there anything wrong with having a preference? How important
is it? What are the pros and cons of baby gender selection? If a gender-selection method that was
absolutely accurate were developed, would you use it? If you were only allowed to have one child,
would you prefer to have a boy or a girl? Why?
DQ24: Infertility. How do you think you would react if you discovered that you are infertile.
How do you think you might react? What do you think you would do about having children?
Would you consider ART or surrogacy? Why?
Classroom Activities
CA1: Personal reflections. Have students anonymously answer the questions in Personal
Reflections on Parenthood (Handout 6A). Ask them to disclose their answers and discuss them
with the class.
CA2: Quiz. Pass out What You Know about Making Babies (Handout 6B). Use their answers to
stimulate interest and prompt discussion of the sexual variations.
Note to the instructor: Questions 1, 2, 5, 6, and 8 are true.
CA3: Guest speaker. One of the most powerful experiences in a classroom can be when the
students have the opportunity to listen to and talk with a person who embodies the facts and
issues at hand. As a contrast to the emphasis on medicalized childbirth, have a nurse midwife or
doula come to the class and present information about alternative methods.
CA4: Reasons to (not) have children. Have students form groups to brainstorm a list of the
pros and cons of parenthood. Using a rational choice or exchange model, is parenting a good
choice? Many students are likely to note that they do not think that parenting is necessarily the
right choice for them, but that they probably will have children at some point. What are the
social consequences of remaining childless?
Note to the instructor: Reasons to have children may include the experience or pleasure of
raising children, passing on genes, a loving relationship, status or respect, companionship in old
age, moral worth, because it’s expected, and religious beliefs. Reasons not to have children may
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include overpopulation, more time with partner, freedom to travel, dual careers, the financial
drain, you wouldn’t be a good parent, it’s an irrevocable decision, a fear of failure, and a sense of
the world as a dangerous place.
CA5: Forced choice: The timing of children. Make the two following statements: (1) It is
better to have a child at 18 than to wait until you are 40; and (2) It is better to have a child at 40
than to have one at 18. Ask students who agree with the first statement to stand on one side of
the room and students who agree with the second statement to stand on the other. Undecided
students must pick a side. Ask one or more students on the underrepresented side to explain why
they chose their side. Then, allow the other side to respond and to explain why they chose their
side. Allow the discussion to progress and allow students to freely switch sides when they are
convinced by the arguments from the other side.
CA6: Forced choice: Single parenthood. Make the two following statements: (1) I would
rather raise a child alone than never raise a child; and (2) I would rather never raise a child than
raise a child alone. Ask students who agree with the first statement to stand on one side of the
room and students who agree with the second statement to stand on the other. Undecided
students must pick a side. Ask one or more students on the underrepresented side to explain why
they chose their side. Then, allow the other side to respond and to explain why they chose their
side. Allow the discussion to progress and allow students to freely switch sides when they are
convinced by the arguments from the other side.
CA7: Home birth. How do you feel about having a home birth? Ask your students to use their
creativity and the textbook to brainstorm all the reasons why a home birth might be nice. Then,
brainstorm all the reasons why having a home birth might not be a good idea. In small groups,
ask your students to discuss what might be done at home to address the concerns that were listed
about home birth and what might be done at the hospital to try to attain the benefits of home
birth.
CA8: Forced choice: The dilemma of infertility. Make the two following statements: (1) I
would rather be childless than adopt; and (2) I would rather adopt than be childless. Ask students
who agree with the first statement to stand on one side of the room and students who agree with
the second statement to stand on the other. Undecided students must pick a side. Ask one or
more students on the underrepresented side to explain why they chose their side. Then, allow the
other side to respond and to explain why they chose their side. Allow the discussion to progress
and allow students to freely switch sides when they are convinced by the arguments from the
other side.
CA9: Debating Cesarean sections. Assign half of your students the job of defending the rate of
Cesarean sections performed in the United States and the other half the job of questioning the
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rate. (You may choose to assign them their position the class period before the activity to allow
them to think about their arguments and/or do some research.) Engage the class in a debate.
Note to the instructor: This activity is complemented by Outside Activity 6.
CA10: A birthing story. Pass out both pages of A True Story …. One Woman, Three Births
(Handout 6C). Ask students to read the story silently in class and discuss it in small groups. See
the handout for discussion questions.
Note to the instructor: This activity is complemented by Discussion Question 18.
Internet Activities
IA1: Annual editions online. Visit http://www.dushkin.com to access the online version of
Annual Editions and read extra articles about pregnancy, infertility, and childbirth.
IA2: Couvade. What is couvade? Visit

http://www.paternityangel.com/Articles_zone/Couvade/CouvadeIntro.htm to learn more about
this fascinating phenomenon. Make sure to click on “A Historical Perspective and Couvade in
the Modern World.”
IA3: DES as a teratogen. Visit http://www.cdc.gov/des/consumers/about/index.html to read

about the use of DES and its consequences. Women born to mothers who were given DES tell
their stories. Then, visit http://www.nih.gov/news/pr/oct98/nia-26.htm to read what the National
Institutes for Health report about DES.
IA4: The La Leche League. What is the La Leche League? What are the frequently asked
questions that are addressed on the website? What sort of legal issues is the La Leche League
involved in promoting and fighting? What position does it take on breastfeeding in public
places?
Note to the instructor: You may want to assign a trip to this website at http://www.llli.org/ in
preparation for Discussion Question 9 and Outside Activity 6.
IA5: Sperm banks. Visit the Sperm Bank of California at http://www.thespermbankofca.org.

How easy is it to get lists of donors and their characteristics? What characteristics does the sperm
bank seem to think are important in choosing a donor? How many of these characteristics do you
think are genetic? Why? What ethical questions does this bring up? What ethical questions does
the following alternative sperm donation bring to mind? Visit
http://www.scandinaviancryobank.com/.
Outside Activities
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OA1: Book review
Jordan, B. and Davis-Floyd, R. Birth in Four Cultures: A Cross-cultural Investigation of
Childbirth in Yucatan, Holland, Sweden, and the United States. St. Albans, VT: Eden Press
Women's Publications, 1980.
This excellent book highlights cultural influences on birth by comparing four diverse
approaches to childbirth. It shows how American practices are naturalized and helps put
them into perspective.
Murkoff, H. and Hathaway, S. What to Expect When You’re Expecting, 3rd ed. Workman
Publishing, 2002.
While intended for general public consumption rather than academic audiences, this book
has become a recommended staple during the pregnancies of millions of U.S. women.
Ask students to consider the topics covered in this month-by-month account and what the
popularity of this collection of basic information indicates about the current state of
sexuality and reproductive education.
OA2: Journal reviews

McMahon, C.; Gibson, F.; Leslie, G.; Cohen, J.; and Tennant, C. “Parents of 5-year-old in vitro
fertilization children: Psychological adjustment, parenting stress, and the influence of subsequent
in vitro fertilization treatment.” Journal of Family Psychology 17, no. 3 (2003), pp. 361-369.
Mezzacappa, E. and Katkin, E. “Breast-feeding is associated with reduced perceived stress and
negative mood in mothers.” Health Psychology 21, no. 2 (2002), pp. 187-193.
The authors assess the positive stress outcomes of breastfeeding mothers while
controlling for demographic and other factors.
Oaks, L. “Smoke-filled wombs and fragile fetuses: The social politics of fetal representation.”
Signs: Journal of Women in Culture and Society 26, no. 1 (2000), pp. 63–108.
Oaks addresses the controversial compromise of a woman’s needs and desire and the
fetus’s needs and desire. In part, the author argues that the fetus’s needs are used as an
excuse to control women’s behavior. This article is guaranteed to challenge your
students’ beliefs about pregnancy and substance use.
Stanton, A.; Lobel, M.; Sears, S.; and DeLuca, R. “Psychosocial aspects of selected issues in
women’s reproductive health: current status and future directions.” Journal of Consulting and
Clinical Psychology 70, no. 3 (2002), pp. 751-770.
Stanton et al. offer a brief yet informational overview of women’s health concerns,
including menstrual, pregnancy, and fertility issues.
OA3: Film analysis
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The Miracle of Life. Many libraries carry this NOVA special, which depicts the development of a
fetus and the process of childbirth.
OA4: Interview. Assign your students the task of interviewing a woman who has gone through
one or more pregnancies and births. Students must decide what questions to use to drive the
discussion, find a woman to interview, administer the interview, and write an essay describing
their case study.
OA5: Autobiographical essay. If you tried to have a child and found out that you or your
partner was infertile, would you try any of the technologies discussed? Which ones? Explain
your answer.
OA6: Research paper: Breastfeeding as a cross-cultural phenomenon. Breastfeeding

practices vary dramatically across cultures. Ask your students to write a research paper
comparing practices and understandings of breastfeeding in several different cultures. This paper
is a good exercise in exploring students’ own issues of ethnocentrism, American exceptionalism,
and the sexualization of the breast.
Note to the instructor: This assignment is complemented by Discussion Question 9 and Internet
Activity 9.
OA7: Research paper: The controversy over Cesarean sections. There is a great debate
among social scientists and doctors about the rate at which Cesarean sections are performed. Ask
your students to investigate this controversy. They may begin with the textbook and extend their
probe by searching sociological and psychological abstracts. Students should easily be able to fill
three to five pages with a description of the controversy.
Note to the instructor: This assignment is complemented by Classroom Activity 9.
14
Handout 6A: Personal Reflections on Parenthood
Please write an answer to each question. Do not write your name on the survey.
1. How important is it to you to have children? Why do you think it is (not) important?
2. How important is it to you that the children you have are your biological children? Explain
your answer.
3. How much money would you be willing to spend trying to have biological children? Would
you give up your savings? Your house?
4. Would you consider adoption? Why or why not? If you adopted, what would your primary
worries be?
5. Do you think society places a great deal of importance on parenthood? If you decided not to
have children, do you feel that you might be stigmatized? Why or why not? How might this
have influenced your feelings about parenthood?
15
Handout 6B: What You Know About Making Babies
1. A female can become pregnant during sexual True False Don’t Know
intercourse even if the male does not
ejaculate.
2. Women can become sexually aroused while True False Don’t Know
breastfeeding an infant.
3. Attempting to select your child’s sex is True False Don’t Know

considered genetic engineering and is illegal
in America.
4. Expulsion of the fetus is the last phase of True False Don’t Know
childbirth.
5. Sexual intercourse in the last three months of True False Don’t Know
pregnancy is unlikely to harm the fetus.
6. Whether or not the mother and child are True False Don’t Know
separated immediately after childbirth has no
impact on maternal bonding.
7. Cesarean sections (C-sections) are performed True False Don’t Know

in fewer than 5 percent of births.
8. A woman’s chance of becoming pregnant is True False Don’t Know

greater if she experiences orgasm.
9. If a pregnant woman has AIDS, it is likely True False Don’t Know

that her baby will get it because they share a
circulatory system.
10. Teen mothers are less likely to give birth True False Don’t Know
prematurely because their young bodies are
more fit for pregnancy.
16
Handout 6C: A True Story … One Woman, Three Births
(This true story is adapted from an essay written for a sexuality class.)
Although each of my births was different, and the pregnancies more complicated from diabetes
and age, I found myself becoming more adamant in my demands for a simpler, more natural,
delivery. My first child surprised us by coming almost four weeks early. Despite all I had read
about pregnancy and childbirth, and the videos I had seen, I was not prepared for the experience
itself. Our childbirth class focused on complicated breathing techniques practiced as much by the
labor coach as myself. This seemed to appeal to the husbands in the group because the breathing
patterns were so complex that they reminded me of technical sports statistics—difficult to
memorize and easy to forget. Our childbirth instructor had us pinch the skin on the underside of
our thighs, comparing this to the pains of labor. We also learned about all the pain relief
medications available to us. Epidurals were touted as the goal, not the default. The implicit
message in all this was, “Don’t worry, take drugs.”
When my water broke early, I was told to come immediately to the hospital. Because no serious
contractions set in immediately, I was put on intravenous pitocin to stimulate them. At that
moment, my birthing experience was taken out of my hands. When the contractions kicked in,
artificially induced, there were no pauses between them and no recovery time. I was hooked up
to so many monitors, internal and external, that I was prohibited from getting up and could only
lie on my right side. It was impossible to follow any of the instructed breathing patterns, even if I
had been able to remember them, because they are all based on the natural progression of a
contraction with its peaks and valleys. I asked for medication, but what they gave me proved
ineffective. When I thought I was splitting in half, I begged for an epidural and my dilation to be
rechecked. Reluctantly, a nurse complied, only to find that I was almost fully dilated and it was
too late for an epidural. Under the influence of pitocin, my cervix dilated from 1 to 10
centimeters in 1 hour and 15 minutes. When I was overcome with the urge to push, I was
wheeled into the delivery room, but the doctor wasn’t even gloved up. I was told to stop pushing.
I couldn’t. Christian was born within minutes, resulting in significant tearing. The repairs to my
perineum and vagina took over an hour. Two hours later, I hemorrhaged from all the trauma to
my uterus. Quick medical intervention saved my life, but the medical system had failed me.
When I went to deliver my second child, I was naturally terrified; however, the doctor listened to
me and provided me with a healthier birthing experience. With my third child, I wrote a birth
plan that I went over with my obstetrician and had her sign. I asked the doctor to intervene only
when medically necessary—that is, in a life-threatening situation. I stayed home until I felt I
needed to go to the hospital, getting permission in advance that I could go back home to labor if I
was not sufficiently dilated. On my birth plan, I specified “no episiotomy” unless absolutely
necessary, and none was done. The minor superficial tear was repaired in minutes. I finally
experienced a delivery where I set the standards. It surprised me how little pain I experienced
17
after birthing. Nurses approached me regularly offering me strong medications. When I inquired
about their concerns, I found they had assumed an epidural was used. This, they said, causes
much bruising during delivery because the woman cannot feel anything while she is pushing.
18
Handout 6C: A True Story … One Woman, Three Births
(Continued)
My nurse told me I was only the third woman she had seen in one year giving birth without an
epidural. What a sad statement.
Our culture treats birth as a medical experience rather than the natural process that it is.
Certainly, there can be complications, but many of these can be remedied in ways that do not
alienate the women from the birth or herself. How many doctors are versed in these techniques?
How many will show the patience and restraint it takes not to intervene to speed up the process?
Why did this woman’s birthing experience change so dramatically from her first birth to her
third? What exactly changed? How many of the changes were psychological in nature? How
many were medical in nature? How did the two interact? According to this story, what can a
woman do to increase the chances that her labor will be a positive experience?
19

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Are You Curious?

Infertility Treatment and Coping Strategies

IA2: Couvade. What is couvade? Visit

IA3: DES as a teratogen. Visit http://www.cdc.gov/des/consumers/about/index.html to read

IA5: Sperm banks. Visit the Sperm Bank of California at http://www.thespermbankofca.org.

OA2: Journal reviews

OA3: Film analysis

OA6: Research paper: Breastfeeding as a cross-cultural phenomenon. Breastfeeding

3. Attempting to select your child’s sex is True False Don’t Know

7. Cesarean sections (C-sections) are performed True False Don’t Know

8. A woman’s chance of becoming pregnant is True False Don’t Know

9. If a pregnant woman has AIDS, it is likely True False Don’t Know

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