Experiences and perceptions of menstruation among women living in Central Uganda
Bibliographic record
Abstract
This research amplifies the voices of ten Ugandan women as they speak to their experiences of menstruation and menstruation education. This study involved the use of a feminist standpoint lens and an asset-based approach to analyze interviews undertaken with ten Ugandan women. Data analysis revealed the strategies, complexities, and challenges the research participants have encountered in relation to their experiences of menstruation. This study revealed that the participants’ knowledge of menstruation when they were girls exists along a spectrum and that their knowledge and understanding about menstruation varied from person to person. Among these ten women, the study also found a spectrum of experiences in relation to their feeling prepared. Interestingly, some of the participants, while having some knowledge of menstruation still felt unprepared when the event occurred for the first time. Relationships between menstruation and its effects on everyday life were also explored. A key finding was the impact of menstruation on their daily lives, including being unprepared, dealing with pain, and teasing and bullying. However, menstruation was not a key factor that led to them missing school; this finding stands in contrast to other studies pointing to how many young women miss school because of menstruation. What were influential factors on school attainment, for the research participants, included pregnancy and insufficient funds to pay school fees. In relation to menstruation education, this study found that these young women learned from many sources, including family, friends, peers, and teachers. This information can inform future research and educational programs pertaining to menstrual health in Uganda that preserves the dignity and diversity of Ugandan women and girls. A key recommendation is to ensure menstruation education in schools and communities is timely and grounded in an approach that enables girls to learn about menstruation holistically.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.006 | 0.004 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".