CALIFORNIA LUTHERAN UNIVERSITYINSTITUTIONAL REVIEW BOARDAP.docx

CALIFORNIA LUTHERAN UNIVERSITY
INSTITUTIONAL REVIEW BOARD
APPLICATION TO USE HUMAN PARTICIPANTS IN
RESEARCH
Before completing this application, please review Procedures
for Obtaining Institutional Approval for the Use of Human
Participants, available at http://www.callutheran.edu/irb/
Instructions: Complete all sections below. Incomplete
applications will be returned. Be sure to attach all relevant
material, including informed consent documents, instruments,
interview protocols, and letters of approval from sites, as
applicable.
1. Investigator’s NameNina Kuzniak
Department School of Management MPPA Program
Phone 702.332.3606 Email [email protected]
IRB Training Certificate Number & Date 02/20/12
#872431
Students: Application must be submitted by your faculty
sponsor.
Faculty Sponsor’s Name Dr. Haco Hoang
Department Global Studies
Phone 805.493.3433
Email [email protected]
2. Project Title Analyzing the effectiveness of current K-12 sex
education curriculum at meeting the needs of diverse sexual
identities
3. Category of Research (check one):
· Institutional Research, Intended for Possible Publication

· Proposal Already Approved by Another Institution (attach
documentation)
· Modification of a Proposal Already Approved by CLU IRB
· All-inclusive Application* for Research Conducted by
Students in a Graduate Course NOT to include Masters theses or
Doctoral dissertations (specify
title)________________________________
· All-inclusive Application* for Research Conducted by
Students in an Undergraduate Course
(title)__________________________________
· Doctoral Dissertation
· Master’s Thesis, Honors Thesis, or Capstone Project
· Student Individualized (Independent) Study Project
· Action Research Project
·
Other________________________________________________
____
*Instructor must collect Class Project Approval Form from each
student for his/her records.
4. Review Category Requested
___Exempt Status ___Expedited Review ___Full Board
Review
Include justification for Exempt Status or Expedited Review.

(See Procedures for Obtaining Institutional Approval for
Research, available at http://www.callutheran.edu/irb/, for a
discussion of the criteria for each category).
5.Methodology and Research Objectives
Describe and justify the proposed methodology: Sections should
include; Background: cite related literature that roots the study
in unanswered conceptual, theoretical, or practical issues;
Research objectives: describe what you hope to accomplish with
this study; Methods: describe the proposed methodology. Be
sure that the methodology will permit the research/educational
objectives to be met.
DO NOT paste elements of a thesis proposal. This section
should be brief but clear, allowing the committee to understand
the why, what, and how of your project.
Sex education has been a topic of interest in political agendas
for the better part of the 20th century, experiencing deep
investment from advocacy groups with ties to polarizing
political parties. Sex education is folded into school curriculum
that has been funded, created, and mandated at the federal,
state, and county levels. The implementation of such school-
based instruction desires such results as decreased teenage
pregnancy rates, decreased rates of sexually transmitted
infection (STI) occurrence and transmission, delayed sexual
debut, and the foundation of a greater knowledge base. Often,
however, the scope of such programs spills into a conversation
on morality, reinforcing cultural and societal expectations of
gender roles and stereotypical binaries. The binaries associated
with dichotomies of whiteness and blackness, and womanhood
and masculinity, experience a long history in the United States
(Solinger 2000). Current sex education curricula reinforce such
black-and-white definitions, even though current research
suggests that most topics relating to sexuality, sex, and gender
exist on a spectrum (Fonow 1992). The goal of this research is

to analyze the effectiveness of current K-12 sex-education
curriculum at meeting the needs of diverse sexual identities.
Because of the heterosexual assumptions so routinely made by
sex education curricula, and for the purpose of this research,
diverse sexual identities encompass those of the Lesbian, Gay,
Bisexual, Trans*, Queer, Intersex, and Asexual (LGBTQIA)
population. Even without considering needs based on sexual
identity, current sex-education is negligent in addressing such
widespread issues as: family structure (changing and
conventional), non-conforming gender roles, class systems,
pleasure, and non-reproductive sexuality (Levenstein 2000,
Fields 2008). When the system is considered through the lens of
a LGBTQIA person or ally, it is glaringly obvious that the
power structure established on heterosexist, masculine-
dominating, patriarchal assumptions denies LGBTQIA youth
access to accurate educational resources, adult and peer support,
and curriculum that would promote their well-being and health
in a way that legitimizes their existence and sexuality
(Duberstein Lindberg, Santelli, and Singh 2006; Kosciw and
Diaz 2006). Already vulnerable to day-to-day harassment and
violence in schools (Savin-Williams 1997), the five percent of
high school aged youth who self-identify as lesbian, gay,
bisexual, and queer contend with abstinence-only education that
denies them a sense of legitimacy and belonging in their schools
and communities (Fields 2008). Considering trans* youth, the
rate of bullying is incrementally higher, creating a hostile
school environment that inspires absenteeism and lowers
education aspiration and academic achievement (Harvard
LBTGQ Policy Journal 2011). These populations are proving
that they don’t fall within the boundaries of the gendered
dualistic approach to sex-education in classrooms today.
Sex education curricula can attempt to address the needs of the
youth population in two ways: through comprehensive sex
education and through abstinence-only sex education

(sometimes called Abstinence Until Marriage). Despite having a
long history in American classrooms, abstinence-only education
is problematic at best, and describes that sexual abstinence is
“the expected standard for all school-age children,” and
mutually faithful, monogamous marriage is “the expected
standard of sexual activity” for all people (US Congress 1996).
Despite extensive funding for abstinence-based education, the
United States continues to have the highest teen pregnancy rate
of all industrialized nations (Guttmacher 2001).
The Title V abstinence-only program initiated the funding
stream dedicated to abstinence education in 1996 through Title
V, Section 510 of the Social Security Act. Title V funds are
distributed to states willing to match federal funding.
Community-Based Abstinence Education (CBAE) funds
originate from the Administration for Children and Families’
Family and Youth Services Bureau and are granted to
community organizations and schools with no prerequisite for
matched funding. Prior to Fiscal Year 2010, the federal
government had not dedicated any federal funding to
comprehensive sex education. Since, there has been allocation
through the Teen Pregnancy Prevention Initiative ($110 million
per FY), the Personal Responsibility Education Program (PREP)
($75 million per FY), and designated funding through the CDC
(>$40 million per FY) (SIECUS 2013). All of the money
distributed through these new federal initiatives necessitates a
more comprehensive approach to sex education and the
programs dedicated to the prevention of unintended pregnancy,
HIV, and STIs.
Many of the abstinence-only sex education programs impart
false information about the effectiveness of contraceptives,
false information about the risks of abortion, the presentation of
religious views and society-based morality as scientific fact, the
solidification of dangerous and typecasting stereotypes, and
scientific errors (2007 Committee on Government Reform).

Such education is dangerous in its refusal to administer
medically accurate and unbiased information, but also
establishes a hierarchy of worth out of the population it teaches.
How we define and express our sexuality has significant
political implications, and the intolerance of diverse sexual
identities is reflected in our judicial system. Court cases dealing
with issues of sexual agency, autonomy over body, and
reproductive rights have too often resulted in restriction and
censorship of sexuality. There exists, then, a relationship
between “the learning of human reproduction and the
reproduction of social relations” (Sears 1992). If the classroom
is an environment that prepares students adequately for the
socialization, identities, and expectations of the real world, the
classroom must be a place in which honest, inclusive
conversations can happen.
Adolescent relationships have been recognized as important by
researchers (Davila et. al 2004) and necessary for identity
formation (Furman and Shaffer 2003).
Regardless of the details of individual curriculum, the problem
lies in the general attitude toward sexuality and the
accompanying education that is necessary to inform, empower,
and protect youth of any sexual identity. “Sex education exists
only because the situation with youth is so dire as to require it,
and not because of a commitment to what sex education might
positively accomplish.” (Fields 2008) Our community has
chosen to react to an epidemic of unintended pregnancy and STI
transmission instead of choosing to arm students with
information about their body, the bodies of their peers, and the
wide spectrum that encompasses a multitude of identities and
orientations. Researchers have an obligation to fearlessly
“suspend the givens of adolescent sexuality” when analyzing the
effectiveness of the education system and meeting the needs of
the adolescent populations (McClelland and Fine 2008). This
includes a challenge to multiple assumptions: abstinence is the

most desirable and sought-after outcome in young people’s
sexual lives; young people are naturally and best heterosexual;
girls are passive in their heterosexual relationships, except in
their efforts to control aggressive male sexuality; and school-
based sex education’s promise and effects lie primarily in
preventing pregnancy and disease and delaying sexual initiation
(Field 2008). Only once such assumptions are dismantled can
there be room to discuss issues pertinent to diverse sexual
identities.
[Trans*- denotes an umbrella term, encompassing multiple
identities including genderqueer identities, female-to-male
(FTM) identities, female-to-male (MTF) identities (Vaden
Health Center, Stanford University 2013)]
Through this analysis, the ways in which current sex-education
is affecting youth with diverse sexual identities will be
examined. By considering the needs of the LGBTQIA
community and understanding the platform of current sex-
education curricula, any discrepancies can be illuminated. This
will serve as a platform from which conclusions can be drawn
regarding the most effective way to communicate medically
accurate, unbiased, comprehensive, holistic information to
LGBT youth. The dangers of misinforming youth, both sexually
active and non-sexually active, is putting an entire population at
risk for spreading inaccurate information, as well as making
decisions regarding personal sexual activity under misinformed
pretenses.
This project, utilizing qualitative research methods (e.g. semi-
structured interviews and site visits), will provide insight into
the sex education needs of the LGBTQIA population and the
ways in which these needs are being served or neglected.
Interviews will be conducted to gain a deeper understanding of
the quality and types of information being disseminated to
students, as well as the manner in which it is being imparted.

Interviewees will include community health educators and
individuals who self-identify as LGBTQIA and who are over 18
years old. I will conduct site visits to public community forums
that address public health, specifically those related to sexual
health.
Sollinger, Rickie. 2000[1992]. Wake Up Little Susie: Single
Pregnancy Before Roe V. Wade. New York: Routledge.
Fonow, Margaret Mary. 1992. Sexuality and the Curriculum:
The Politics and Practices of Sexuality Education. New York.
Teachers College Press.
Levenstein, Lisa. 2000. “From Innocent Children to Unwanted
Migrants and Unwed Moms: Two Chapters in the Public
Discourse on Welfare in the United States, 1960-1961.” Journal
of Women’s History 11(4):10-33.
Fields, Jessica. 2008. Risky Lessons: Sex Education and Social
Inequality. New York. Rutgers University Press
Lindberg, Laura Duberstein. 1997. “Age Differences between
Minors Who Gave Birth and Their Adult Partners.” Family
Planning Perspectives 29(2):61-66.
Kosciw, Joseph G., and Elizabeth M. Diaz. 2006. The 2005
National School Climate Survey. The Experiences of Lesbian,
Gay, Bisexual, and Transgender Youth in Our Nation’s Schools.
New York: Gay, Lesbian, and Straight Education Network.
Savin-Williams, RItch C. 1997. . . . And Then I Became Gay:
Young Men’s Stories. New York: Routledge.
Harvard Kennedy School LGBTQ Policy Journal. 2011.
“Shutting LGBT Students Out: How Current Anti-Bullying
Policies Fail America’s Youth.”

U.S. Congress. 1996. Personal Responsibility and Work
Opportunity Reconciliation Act.
Alan Guttmacher Institute, Teenager's Sexual and Reproductive
Health, 2001, New York: Alan Guttmacher Institute,
http://www.agi-usa.org/pubs/fb_teens.html
Davila, J., Steinberg, G. J., Kachadourian, L., Cobb, R., &
Fincham, F. (2004). Romantic involvement and depressive
symptoms in early and late adolescence: The role of
preoccupied relational style. Personal Relationships, 11. 161-
178
Furman, W., & Shaffer, L. (2003). The role of romantic
relationships in adolescent development. In P. Florsheim (Ed.),
Adolescent romantic relations and sexual behavior: Theory,
research, and practical implications. (pp 3-22). Mahwah, NJ:
Erlbaum.
McClelland, Sara L., and Michelle Fine. 2007. “Rescuing a
Theory of Adolescent Sexual Excess: Young Women and
Wanting.” In The Post-Feminist, Post-Subculture Reader, edited
by Anita Harris, 83-102. London: Routledge.
Sears, James. (1992) Sexuality and the Curriculum: The Politics
and Practices of Sexuality Education. New York. Teachers
College Press.
In addition, please respond to the following questions:
a. Minimal risk means that “the risks of harm anticipated in the
proposed research are not greater, considering probability and
magnitude, than those ordinarily encountered in daily life or
during the performance of routine physical or psychological
examinations or tests.” In your opinion, does the research
involve more than minimal risk to participants?
___yes X no

If yes, indicate the form the risk(s) will take, a justification for
its necessity, and the procedures you will take to ensure the
protection of participants.
b. Are any emergencies or adverse reactions (physical,
psychological, social, legal, or emotional) foreseeable as a
result of the research?
___yes X no
If yes, identify and explain how they will be handled.
6. Description of Participants
Age range: Over 18
Sample size: 5-10
Sample source(s):
CLU students
CLU faculty or staff
X Other (describe) Community members and non-CLU college
students
Describe your relationship with subjects, if any, i.e. teacher,
colleague, etc.
The interviewees will be identified through personal and
professional contacts based on previous research and work on
health issues. I may know some of the interviewees on a
personal or professional level, but will keep all information
disclosed in interviews confidential. Interviewees may include
individuals who self-identify as LGBT, community health
educators, and policy makers.

a. Vulnerable populations include minors, elderly, physically or
mentally disabled, economically or educationally
disadvantaged, victims, institutionalized people, or those who
can easily be victimized. Will any vulnerable populations be
included in your study?
X yes ___no
The subject matter of this study includes information about
sexuality and sex education. The interview questions were
drafted purposefully and carefully as to avoid extraneous
discomfort. I anticipate that responses will shed light on the
education system utilizing your classroom experience working
with sex-education curricula and a population of diverse sexual
identities. I hope that this will serve as a barometer of both the
sex-education needs and any voids that may currently exist in
serving those needs.
7. Procedures for Recruitment of Participants
Clearly explain how participants will be identified, selected and
recruited? Attach samples of any advertisements that will be
posted for recruitment.
I will identify and recruit participants through personal and
professional contacts based on previous research and work on
health issues.
8. Informed Consent
a. Attach a copy of the proposed Informed Consent form(s).
See Elements of Informed Consent, available at
http://www.callutheran.edu/irb/, for the necessary elements for
informed consent. Where participants are minors, informed
consent must be obtained from their legal guardians and
“assent” should be obtained from the minor on a separate form.

Where participants are sampled from agencies or other schools,
letters of informed consent from these sites must also be
attached. Any requests for waiver of these requirements must be
justified.
b. Clearly describe the process of obtaining informed consent
(i.e. when, where and how consent will be obtained). This is an
ESSENTIAL element of review. Do not leave blank.
Potential participants will be provided a copy of the informed
consent form at the time of the interview. The lead investigator
will inform the participant of the purpose of the study and all
the procedures involved. The investigator will answer any
questions that a participant may have before or after the
interview. Once all questions prior to the interview have been
answered to the participant’s satisfaction, both the participant
and the investigator will sign the informed consent form.
Participants will be recruited on a voluntary basis. It is the
interviewee’s decision to participate in this study. If they decide
to revoke participation, all information collected will be
destroyed and they will be removed from the study completely.
Additionally, participants may refuse to answer certain
questions they are uncomfortable answering. All participants
will select or be assigned a pseudonym that will be employed
throughout the research.
9. Debriefing Procedure
Will any deception be used in your study and/or in its
description to participants?
___yes X no
If yes, describe and explain why the deception is necessary.
How will a summary of the study’s findings be made available

to participants?
Participants can contact me or my faculty advisor Haco Hoang
through the contact information given to them at the time of the
interview (and on the informed consent form).
Who will participants be told to contact for more information
regarding the study or its findings?
Participants can contact me or my faculty advisor Haco Hoang
through the contact information given to them at the time of the
interview (and on the informed consent form).
10. Procedures for Ensuring Confidentiality of Data
How will confidentiality of data be ensured? Give specific
information on how this will be done. You should include a
statement of how long and where data will be kept following
completion of the study. Federal guidelines require data and
informed consent documents to be retained for at least three
years.
In order to maintain confidentiality, no one will have access to
the interview notes except me and my faculty advisor. The
participants will be identified using only generic demographic
information (age, gender/sex, race/ethnicity, occupation) and
fake names to ensure their real identity is not disclosed. All
notes will be kept in a password protected computer file.
11. Analysis of Risk/Benefit Ratio
Describe any benefits to participants and/or the field, etc.
anticipated from your study.
Describe any short-term or long-term risks to participants that
could be anticipated by participating in the study. Describe
how such risks, if any, will be minimized and precautions taken
to protect participants. These are ESSENTIAL elements of the

review. Do not leave blank.
There are several potential benefits for the participants of this
study. Interviewees will benefit from the opportunity to tell
their story about their lives, experiences, and challenges,
especially if because their input will benefit others. The data
collected can be used to provide insight into and potentially
improve current sex education curricula. Failing to meet the
needs of a disenfranchised individual results in a multiplicity of
misinformation, and as these individuals spread misinformation
and feelings of being neglected by the system charged with
empowering them through education, the divide grows even
deeper and the population experiences even greater risks. By
choosing to be a part of this study, interviewees are choosing to
be a testament to the reality of sex-education today in hopes of
moving toward a system that meets all needs.
12. Hazardous Materials
Will drugs or hazardous substances be used as a part of this
study?
___yes X no
If yes, please read and complete the Hazardous Materials Use
Form from the Federal Government and attach with this
application.
13. Project Materials
Attach copies of all materials (e.g., surveys) used in this study
and information about the sources of these instruments (e.g.,
who developed the instruments, reference for where additional
information about the instrument’s reliability and validity can
be found, etc.).

14. Certification for Research or Teaching
I certify that to the best of my knowledge the information
provided above is complete and accurate. I agree to obtain
approval from the IRB for any modifications of the above
protocol as described.
I accept responsibility for ensuring that the rights, welfare, and
dignity of the participants in this study have been protected and
are in accordance with applicable federal/state laws and
regulations and the University’s Institutional Guidelines for the
Treatment of Human Participants in Research (see Procedures
for Obtaining Institutional Approval for Research, available at
http://www.callutheran.edu/irb/).
I certify that this research or instruction does not unnecessarily
duplicate research already published or previous student
instruction. I ensure that all personnel conducting the work of
this protocol have or will receive appropriate training in the use
of human participants in experimentation.
I accept responsibility for submitting a Continuing Review
form, if the study continues longer than one year from the date
of approval, and/or a Final Report form, at the completion of
the study.
Signature_______________________________________
Date_______________
(Principal Investigator)
Signature_______________________________________
Date_______________
(Faculty Sponsor, if different from above)

Revised 5-11
PAGE
3
Title:
The Impact of Welfare Programs on Excluded Employees from
Family Friendly Workplace Act
Objective:
According to the FMLA "grants up to twelve weeks of unpaid
leave for workers both male and females that can care for
newborn or critically ill family member" "the company must
have at least fifty employees and the worker must have been
employed for at least one year" under the legislation of the act
the goal of the research is to be a guideline for employees in the
middle-class and poor who need to get benefit of FMLA by
welfare programs. The research will describe the challenges of
many single-women whose families who cannot afford to miss
12 weeks of income. Also, the research will explain the role of
welfare programs to provide the assistance for needy employees
in emergency time including child care.
Methodology:
The study will be qualitative research method. the researcher
will include the facts of the Family and Medical Leave Act, role
of the welfare programs and its policy in providing the
assistance . The research will include also case studies show the
suffering of lack of welfare programs' role in providing the
assistance.
--------------------------------------------------------------
How the welfare programs impact single mother in case if they
are excluded from FMLA.. so the research will explain the
difficulties of getting eligibility of FMLA in some cases and

then examine how welfare programs impact single mothers and
provide the assistance

CALIFORNIA LUTHERAN UNIVERSITYINSTITUTIONAL REVIEW BOARDAP.docx

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