"Beyond Pro-Life and Pro-Choice: A Social Constructionist Approach to Abortion Attitudes at Saint Mary's College"

By Laura Katherine Frechette Undergraduate Saint Marys College Lfrech01@saintmarys.edu ecem!er 11" #00$ Susan %le&ander sale&ander@saintmarys.edu

ABSTRACT As the worlds premier Catholic womens institution of higher learning, Saint Marys College stands at a crossroads between reinforcing conservative Catholic values and providing a liberal education for modern women. In this intellectually rich environment, each of us acquires and progressively refines our unique and heterogeneous matri of attitudes. Among the most significant of issues and concerns, is the dilemma posed by choices associated with abortion. A random sample of seven seniors and si first!year students in Saint Marys diverse community assessed attitudes toward abortion. Interviews provided data to learn how social factors shaped these womens current attitudes about the abortion issue in the "nited States. #amily, religion, and personal e perience were prominent themes e pressed in each interview. Social construction theory allows one to appreciate a deeper understanding of what factors in an individuals life socially create the issues we each face.

Beyond Pro-Life and Pro-Choice: A Social Constructionist approach to Abortion Attitudes at Saint Mary's Colle e!

% 'ost(modern society is a multi(cultural )orld )ith heterogeneous *ie)s" ideas" and *alues. +n this culture )here homogenous thought is ,uestioned" ho) can society identify a -social 'ro!lem./ %ccording to social construction theory" 'ersons )ithin society arri*e at meanings indi*idually through their 'ersonal e&'eriences" historical 'ers'ecti*e" and culture. 0he 'hysical )orld does not dictate one uni,ue meaning to any gi*en thought or condition. 0his idea is central to 'ost(modern thought !ecause it is founded on the idea that a single truth does not e&ist 1 only inter'retations of the )orld. 0his theory therefore" challenges o!2ecti*e thought and argues for a search for meaning from a su!2ecti*e 'oint of *ie). Social construction theory see3s the meaning that 'eo'le gi*e to social 'ro!lems. onileen 4. Lose3e 5#0067 identifies ho) a condition comes to ha*e the meaning of a -'ro!lem./ +n a )orld )here a condition" such as a!ortion" can !e inter'reted in many different )ays" a social 'ro!lem does not hold a uniform meaning throughout a society. 0his e*aluation of ho) different 'eo'le *ie) conditions )ithin society is 3ey to understanding ho) social 'ro!lems originate. Lose3e e&'lores ho) acti*ists )ith different stances on a 'articular social 'ro!lem use a claims(ma3ing 'rocess in order to encourage other indi*iduals to sym'athi8e )ith their cause and" ultimately" 2oin )ith them in order to com!at a social 'ro!lem. +t is through this constructi*ist 'ers'ecti*e that a social 'ro!lem" such as a!ortion" can !e fully analy8ed sociologically. 0he 'ur'ose of this 'a'er is to identify a!ortion attitudes at Saint Marys College and to a''ly Lose3es model of social construction theory in order analy8e the ho) indi*iduals at Saint Marys College construct the issue of a!ortion. 0hrough this in*estigation of a!ortion as

a claim" one can !etter gras' the multi'le meanings of a!ortion to 'eo'le in the United States.

L"T#RAT$R# R#%"#&

%!ortion has !een an issue of de!ate for hundreds of years" ho)e*er it has !ecome one of the United States most contro*ersial to'ics in 19:6 after the $oe v. %ade decision stated that it )as a )omens constitutional right to o!tain an a!ortion if she so desired 5;Brien #00<7. Since the $oe v. %ade decision" many grou's ha*e organi8ed to e&'ress their o''osition to the decision and to ad*ocate change. 0hese grou's usually ada't a 'ro(life attitude. % 'ro(life 'osition is one that is against all a!ortions that intentionally end a 'regnancy" !ecause it infringes on an em!ryos or fetus right to life. 0he o''osing 'osition is called 'ro(choice. =ro(choice attitudes su''ort a )omans right to control her fertility !y allo)ing her to o!tain an a!ortion regardless of the situation 5;Brien #00<7. =re*ious research contri!utes to 3no)ledge a!out the 'u!lics attitudes to)ards a!ortion. Scott and Schuman 519>>7 conducted a national sur*ey measuring the strength of attitudes to)ards a!ortion 5i.e. ho) strongly 'eo'le felt against or for a!ortion7. Scott and Schuman found that 'ro(life ad*ocates )ere generally more li3ely to regard the a!ortion issue as im'ortant than indi*iduals )ho are 'ro(choice. ;ther research !y Bla3e and el =inal 519>17 found that most res'ondents agree )ith 'arts of !oth the 'ro(choice and 'ro(life 'latforms" and suggests that this -middle ground/ re'resents the ma2ority of the 'o'ulation. =artici'ants that agreed strongly )ith the entire 'ro(life or 'ro(choice 'latforms )ere rare. ;*erall" these articles 'resent a historical sna'shot of attitudes concerning a!ortion in the United States in the 19>0. More recent attitudinal research is a!sent.

4esearch in the international arena offers more current assessments on attitudes to)ard a!ortion. +n research related to international Catholics *ie)s on a!ortion" Catholics for a Free Choice 5#0067 sho)s that Catholics in the United States are less li3ely to agree to a!ortion than citi8ens in many other countries. +n the United States" research has !een conducted on ho) certain social and cultural grou's *ie) a!ortion. 4esearch has !een conducted to determine ho) a 'ersons gender affects his?her *ie) of a!ortion. =hifer and Lester 5#0007 sur*eyed 19 male and <# female" undergraduate students a!out a!ortion attitudes in con2unction )ith the Bem Se& 4ole +n*entory. @ith one e&ce'tion" they found no correlation !et)een se& roles and attitudes to)ards a!ortion. 0he one corollary )as in res'onse to the ,uestion - o you thin3 that a )oman should get consent from the father of the fetus to o!tain an a!ortion./ %''ro*al from the father )as found to !e a greater concern for men than )omen. 5=hifer and Lester #0007 4each sho)s that 'eo'les age influences an indi*iduals attitude to)ard a!ortion. Boggess and Bradner 5#0007 e*aluated adolescent male attitudes to)ards a!ortion. 0hey sur*eyed !oys in 19>> and again in 199< ,uestioning their attitudes to)ard a!ortion in *arious 'regnancy situations. +f 'regnancy )as the result of ra'e or could cause in2ury to the mother" the ma2ority of !oys agreed )ith the )omens right to an a!ortion. @hen as3ed a!out their a''ro*al for a )oman to recei*e an a!ortion for -any/ reason" the ma2ority strongly disagreed. Boggess and Bradner com'ared ans)ers from 19>> and 199< and found that in less than a decade" the a''ro*al rating for a!ortion in e*ery situation dro''ed significantly. Boggess and Bradner 5#0007 also disco*ered a correlation !et)een race and attitudes to)ards a!ortion in adolescents. 0hey found that the increase in conser*ati*e *ie)s to)ards a!ortion )ere due to the decrease in a''ro*al for a!ortion among )hite or other males in their

sur*eys. Blac3 and Bis'anic males had no significant change in their *ie)s of a!ortion from 19>> to 199< and found that in less than a decade" the a''ro*al rating for a!ortion in e*ery situation dro''ed significantly. Further research !y Cllison" Cre*arria" and Smith 5#00<7 e&'lored Latino a!ortion attitudes and their correlation to religion. 0hey found that =rotestant Latinos are more committed to the 'ro(life mo*ement than any other religious Latino grou'. 0his finding is in contrast to 're*ious studies" finding that the strong 'ro(life sentiment )ithin the Latino culture )as due in large" to the Catholic cultural influences 5Cllison" Cre*arria" and Smith #00<7. Cllison" Cre*arria" and Smith 5#00<7 also found that Me&ican(%mericans and =uerto 4icans tend to !e more 'ro(life than Cu!an(%mericans. 4eligion" as 're*iously e&'lained" is a significant factor in the e&'laining attitudes surrounding a!ortion. -Catholics for a Free Choice/ 5#0067 found in the United States" that a ma2ority of Catholics is less li3ely to strictly adhere to Catholic doctrine" to include the Catholic doctrine 'ertaining to a!ortion. @hile the Catholic Church does not !elie*e in a!ortion under any circumstances" research offered !y -Catholics for a Free Choice/ 5#0067 sho)s that Catholic %mericans are less inclined to acce't this uncom'romising 'osition. =re*ious research has also e&amined a college students *ie)s of a!ortion. Bryan and Freed 5199#7 sur*eyed college students on demogra'hic !ac3ground" se&ual acti*ity" and *ie)s of a!ortion in community colleges in Massachusetts" a 'redominantly Catholic" emocratic state. %lthough the ma2ority of the res'ondents )ere raised Catholic 5:0D7" >#D of the 'artici'ants su''orted a!ortion. Bryan and Freed found that in com'arison to 'ro(a!ortion res'ondents" anti( a!ortion students )ere more serious a!out their religion 5recei*ed higher scores for religiosity7" )ere less li3ely to ha*e engaged in se&ual acti*ity" and )ere less li3ely to ha*e 3no)n someone

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)ho had o!tained an a!ortion. Su''lementing this research" Eeager 5#00<7 found similar results in her study of college students. % ma2ority of students in Eeagers study agreed )ith li!eral 'olitical attitudes" including a!ortion. @hile most of students considered themsel*es as 'olitically inde'endent" the assessment also sho)ed that a ma2ority of 'olitical attitudes fell into the li!eral category. Eeagers study suggests that the ma2ority of college student su''ort a!ortion rights. +n 1999" 4oman and Lester e&'lored ho) 'ersonality affects a college students a!ortion attitudes. 4oman and Lester found that )hile -religion/ and -!eing female/ significantly affected a students su''ort for a!ortion" there )as no relationshi' !et)een a!ortion attitudes 'ersonality. Much )or3 on attitudes to)ard a!ortion has !een done for 'olitical and 'sychological 'ur'oses in the form of sur*eys. 0his study aims at e&'loring the ga' in research from a sociological stand'oint. +t also )ill analy8e the ho) the issue of a!ortion is socially constructed )ithin the uni,ue" all )omens en*ironment 'resent at Saint Marys College.

S'C"AL C'(STR$CT"'( T)#'R*

Lose3e states 5#006F 1A7 Gsocial construction 'ers'ecti*es are called su!2ecti*ist a''roaches !ecause they are concerned )ith social 'ro!lems as su!2ecti*e definition./ Lose3e argues that a su!2ecti*e methodology is necessary to disco*er )hy something is a G'ro!lemG rather than acce'ting a condition as a 'ro!lem. G@e Hindi*iduals in societyI attach a 'articular meaning 5trou!lesome7 to this condition" and to do this )e need to decide )hy it is trou!lesomeJ a social problem does not e ist until it is defined as suchG 5Lose3e #006F 1A7. +n order for a social 'ro!lem to !e defined as

such" Lose3e !elie*es that a social 'ro!lem must undergo the 'rocesses called -ty'ificationK/ and -claims ma3ing./ Bar*ey" Bec3man" and Branch 5#00#7 in their article -0he 4elationshi' of Conte&tual Factors to @omens =erce'tions of Medical %!ortion/ a''ly this su!2ecti*e a''roach s'ecifically to understanding )omens *ie)s concerning a!ortion. Using focus grou's" they found that the 'ercei*ed attri!utes of medical a!ortion )ere *ery much interrelated )ith the conte&t of the )omens life. -Conte&tual and 'ersonal factors 5residence" social su''ort" cultural !ac3ground" religion" am!i*alence to)ards a!ortion" and em'loyment7 interact )ith s'ecific attri!utes of the method to determine acce'ta!ility and choice/ 5Bar*ey" Bec3man" and Branch #00#F $<A7. 0his study e&em'lifies the com'le&ity of a!ortion attitudes. Social construction theory can !e a''lied to a social 'ro!lem" such as the contro*ersy surrounding a!ortion" to !etter understand ho) social 'ro!lems are constructed. 0y'ification is the images Gin our heads of ty'ical 3inds of things" !e these cats" 'rostitutes" or ecological ruin. Because )e cannot 3no) all cats" 'rostitutes" or instances of ecological ruin" the !est )e can do is ha*e an image of the ty'icalG 5Lose3e #006F 1:7. 0his 'rocess of 'roducing a ty'ical image that re'resents a social 'ro!lem occurs through claims( ma3ing acti*ities. Claims(ma3ing is the 'rocess in )hich claims" Gany *er!al" *isual" or !eha*ioral statement that see3s to 'ersuade audience mem!ers to define a condition as a social 'ro!lem"G are 'roduced !y claims(ma3ers 5Lose3e #006F #$7. Claim(ma3ers 'roduce their claims intentionally to affect a target audience that has !een 'ur'osefully chosen. G%udiences are critical in the 'rocess as a social 'ro!lem is created only )hen audience mem!ers e*aluate claims as !elie*a!le and im'ortantG 5Lose3e #006F #:7. %n e&am'le of this idea can !e seen in

=ress and Coles" )or3 Spea&ing of Abortion 519997. =ress and Cole found that 'ro(choice claims(ma3ers used images on tele*ision that targeted certain social classes and racial grou's. ;nce a claims(ma3er chooses an audience" a strategy is de*elo'ed to con*ince the target audience that their claim is the correct res'onse to a social 'ro!lem. 0hree common strategies that claims(ma3ers use areF ty'ifying stories as im'licit definitions" construction e&treme conse,uences" and claiming at a right time. 0y'ifying stories as im'licit definitions occurs )hen the claims(ma3ers Guse one to t)o e&am'les and then allo) the audience to -fill in the !lan3s/ 5Lose3e #006F <$7. Claims(ma3ers using this strategy 'resent t)o or more se'arate scenarios" statistics" or outcomes and allo) the audience to conclude the stories are related to one another and the condition at hand. 0he claims(ma3ers in actuality may ha*en 'resented e&am'les that are inde'endent of each other and to the social 'ro!lem at hand. Best in 'amned (ies and Statistics 5#0017 e&'lains ho) this strategy can !e used in statistics. Best 5#001F 9:(9>7 notes that 'eo'le com'are -a''les to oranges/ )hen they attem't to ma3e -com'arisons among statistics that are not com'ara!le./ Claims(ma3ers do this in order to -confuse and distort/ statistics in fa*or of a claims(ma3ers claim 5Best #001F 9:(9>7. Lose3e identifies another strategy used to distort the situation is constructing e&treme conse,uences. Claims(ma3ers ty'ify situations as e&tremely horrifying !y dis'laying the social 'ro!lem )ith strong" de*astating language and e&treme stories that are not usually the ty'ical situation of the social 'ro!lem. 0heir goal is to con*ince the audience that the e&treme 'resented is the ty'ical situation. Best also descri!es this strategy and ho) e&treme conse,uence are made through the use of statistics. Claims(ma3ers -commitment to their causes and their enthusiasm for 'romoting the 'ro!lem 5%fter all" its a !ig 'ro!lemL7 may lead themJto ma3e the num!ers seem more dramatic" e*en more com'elling/ 5Best #001F $#7.

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0he last strategy Lose3e identifies is claiming at the right time. Claims(ma3ers do not 'ortray Ga claim )hen the audience mem!ers literally do not see or hearG the claim. Claims( ma3ers strategi8e )hen to 'u!licly discuss their claims so that the timing can hel' ad*ance the claims cause and im'ro*e the li3elihood the audience )ill acce't their claim. Claims(ma3ers construct their claims )ith their audience in mind and strategi8e ho) to get their claims a''reciated !y their target audience. 0hey do this !y esta!lishing certain frame)or3s they !elie*e )ill !e most effecti*e for their claim. Claims(ma3ers must gi*e meaning to the facts !y constructing a social 'ro!lem frame" )hich has se*eral com'onents. 0he diagnostic frame constructs the meaning of the condition. 0he moti*ational frame constructs the reasons )hy audience mem!ers should e*aluate the condition as intolera!le. 0he 'rognostic frame constructs the solutions to the 'ro!lem 5Lose3e #001F<97. 0hese three frame)or3s allo) the claims to !e inter'reted and gi*en meaning !y the indi*iduals that recei*e the claim. 0he diagnostic frame constructs Ga condition as a 'articular ty'e of condition and this" in turn" constructs !lame and res'onsi!ilityG 5Lose3e #006F <97. 0he diagnostic frame ans)ers the Gaudience mem!ersK ,uestions a!out ho) to understand the meaning of the condition and )hat causes itG 5Lose3e #006F $17. +t 'ro*ides a sim'lified )ay to *ie) the social 'ro!lem !y 'ro*iding a cause for the social 'ro!lem and an e&'lanation as to )hy the 'ro!lem is im'ortant. For e&am'le" Lu3ers foundational )or3 Abortion ) the *olitics of Motherhood 519>A7, discusses the diagnostic frame)or3 of a!ortions claims(ma3ers. -@hile militants on !oth side )ould ha*e us !elie*e that the a!ortion de!ate is actually *ery sim'le" such sim'licity is a necessityJfor them Hthe claims(ma3ersI. % necessity !ecause )e Hthe audienceI must !elie*e that the things a!out )hich )e are 'assionate are either clearly good or clearly !ad/ 5Lu3er

19>AF iii7. Lu3er e&'lains that -militants/ of a cause attem't to deduce a social 'ro!lem to sim'listic forms of good and e*il in the diagnostic frame. 0he moti*ational frame encourages the audience to 'artici'ate in their cause !y a''ealing to the audience mem!ersK logic and emotions. 0hey a''eal to logic !y relating cultural themes to the social 'ro!lem at hand. Cultural themes are Ggenerally acce'ted ideas a!out ho) the )orld should )or3G and such themes as indi*idualism" nationalism" ca'italism" family" fair 'lay" and religion 5Lose3e #006F $A7. Claims(ma3ers construct the conditions" or social 'ro!lems" as *iolating to one or more cultural theme. Claims(ma3ers also a''eal to 'eo'les emotional through the assigning of *ictims and *illains. Mictims are the 'eo'le )ho are not res'onsi!le for the harm they e&'erienceG and *illains are the things or 'eo'le res'onsi!le for the harmful condition or intended harm the *ictims 5Lose3e #006F :>7. 0he esta!lishment of *ictim ma3es the audience feel sym'athy for the *ictims and thus they are com'elled to hel'. %udience mem!ers !lame the *illain and then either try to 'unish or to reha!ilitate them. =ress and Cole 519997 found that the *ictims and *illains in the a!ortion de!ate are identified 'rimarily on tele*ision. 0he 'ro(choice mo*ement constructed a heroine figure that fought for )omens rights in mens )orld. +n contrast" the 'ro(life mo*ement constructed the mothers as one )ho -sle't around"/ thus unfit mothers are the *illain in a!ortion and the fetus as the *ictim 5=ress and Cole 1999F $9(:<7. 0he final frame)or3 is the 'rognostic frame" the goal is Gchanging the )orld order to eliminate the intolera!le condition" to hel' the *ictims" to 'unish or reha!ilitate *illainsG 5Lose3e #006F 9:7. 0he 'rognostic frame lays out the s'ecific actions for moti*ated 'eo'le in order to resol*e the social 'ro!lem. %''lying Lose3es Social Construction 0heory" one can !etter assess 'ro(life and 'ro(

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choice claims" and ho) they affect society as a )hole. 0his research of a!ortion attitudes intends to analy8e )hat social factors construct Saint Marys students a!ortion !eliefs" )hether their *ie)s ha*e changed o*er time" and )hat current attitudes of Saint Marys @omen are 're*alent.

M#T)'+S

For this study" inter*ie)s )ere conducted )ith 16 current students at Saint Marys College" si& freshmen and se*en seniors during the fall #00$ semester. 0he inter*ie)s consisted of 1A o'en(ended ,uestions regarding 'ersonal demogra'hics" ho) a!ortion )as 'resented to the indi*idual" ho) they 'ercei*ed a!ortion" if their *ie)s of a!ortion ha*e e*er changed" and do they 3no) anyone )ho has !een had an a!ortion. 0he inter*ie)s ranged in time from !et)een four to t)enty minutes" )ith an a*erage time of a''ro&imately ten minutes. 0he inter*ie)s )ere recorded using a micro'hone on a la'to' com'uter and then transcri!ed. 0he name of the inter*ie)ees )ere omitted from the transcri'tions and re'laced )ith a num!er for confidentiality 'ur'oses. Field notes )ere also ta3en during the time of the inter*ie) to su''lement the recordings. 0he online student directory )as used to identify the sam'le. % list of the acti*e students )ithin the first(year class and the senior class" that the inter*ie)er did not 3no)" )as created. % random num!er 'rogram )as then used to generate se*en random num!ers for the freshman class and then again for the seniors. 0he selected students )ere indi*idually contacted *ia e(mail and as3ed if they )ere )illing to 'artici'ate in the research. 0hose un)illing )ere remo*ed from the list and a ne) student )as chosen through the same random selection 'rocess. 0he thirteen students that agreed to 'artici'ate )ere inter*ie)ed at a time and location con*enient for

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the 'artici'ant. First(year and senior students at Saint MaryKs College )ere chosen as the sam'le grou' in order to com'are ho) four years of a li!eral arts education has affected a students *ie) of a!ortion. Student selection 'rocess occurred four times in order to re'lace those una!le to 'artici'ate. Student 'artici'ation )as more 'ro!lematic then originally !elie*ed. 0he goal of o!taining se*en seniors )as reached" !ut the first(year sam'le only consisted of si& )omen. ;f se*en the senior students" si& )ere #1 years of age and one )as ##. %ll of the senior res'ondents )ere )hite. Four of the se*en res'ondents identified themsel*es as 4oman Catholic" one as United Methodist" and one identified herself as C'isco'alian. 0)o identified themsel*es as 4e'u!lican" one as emocratic" one as Moderate" and three )omen had no 'arty affiliation. ;f the si& first(year students" fi*e )ere )hite and one )as Bis'anic. %ll of the first(year res'ondents )ere 1> years old 4oman Catholics. ;ne first(year descri!ed herself as 4e'u!lican" one as emocratic" and four )omen had no 'arty affiliation. )hite" 4oman Catholic )omen )ith no 'olitical affiliation. %s a )hole" the sam'le is largely

,"(+"(-S

Saint Marys College is an all )omens college" )here !oth religion and )omens ad*ancement are e,ually em'hasi8ed. %s a result" these educational 'riorities to teach Catholic faith and )omens rights occasionally create conflicts for students in certain issues" such as a!ortion. %s descri!ed" student inter*ie)s 'ro*ided data to disco*er ho) these )omen are socially constructed in their attitudes to)ard a!ortion and for some" ho) associated 'erce'tions of conflict may !e resol*ed.

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$espondents Introduction to Abortion Cle*en 5>A.$D7 of the thirteen res'ondents first learned a!out a!ortion in a classroom setting. ;f these ele*en students" the ma2ority generally discussed a!ortion in a religious conte&t !ecause most of the res'ondents )ent to Catholic schools or attended Sunday school if they )ent to 'u!lic schools. ;ne first(year student e&'lains that the first time she learned a!out the issue )as in a catechism class. @hile learning the 0en Commandments" the issue of a!ortion )as addressed )hen the class reached the si&th commandmentF -0hou shall not 3ill./ 0his )as a *ery ty'ical e&'erience for the )omen inter*ie)ed. %nother first(year student e&'lained her Catholic e&'osure to the a!ortion issue. -0hey 5religion teachers7 taught us their side" the !ad things a!out it" and ho) it is 3illing a life ( it )as sad./ %!ortion )as initially 'resented in a religious education en*ironment for the ma2ority of )omen inter*ie)ed" and there )as a similarity in the )ay that the )omen *er!ally descri!ed their attitudes a!out a!ortion. @hen the res'ondents descri!ed the Catholic *ie) of a!ortion" )ords such as -3illing/" -murder/" -terri!le/" and -!ad/ )ere regularly used. @ords used to descri!e the Catholic *ie) of the fetus )ere -innocent life/" -little !a!y/" -*ictim/" and Nli*ing !eing./ 0hese t)o se*ere yet consistent sets of conditions sho)ed a significant !ias that may !e associated )ith discourse on a!ortion in the Catholic Church. 0hese conditions also may ha*e dissuaded the res'ondents from acce'ting a!ortion as socially acce'ta!le or morally 'ermissi!le. 0he 'ro(life Catholic *ie) a''ears to !e a ma2or agent of sociali8ation" concerning initial *ie)s to)ard a!ortion.

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#ormulating Attitudes of Abortion+ the Impact of #amily and $eligion Many inter*ie)ees attri!uted their family e&'erience as a ma2or factor in their *ie)s of a!ortion. Cle*en of the thirteen 5>A.$D7 res'ondents stated that follo)ing their initial reali8ation of the a!ortion 'rocess" they often discussed the issue )ith their 'arents" and 'articularly )ith their mothers. ;f those ele*en" fi*e s'ecifically stated that their mother taught them the most a!out the su!2ect. %s one first(year res'ondent stated" -My mom taught me the most a!out a!ortion. She said it should !e your decision" !ut )e really dont !elie*e in it !ecause of our religion./ % connection !et)een mothers and daughters to share information and concerns a!out a!ortion may relate to a 'erce'tion that a!ortion is a )omens issue. Mothers may )ant to address a!ortion )ith their daughters" )oman(to()oman.

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Many first(year res'ondents recogni8ed that they share similar a!ortion attitudes )ith their 'arents" until they came to Saint Marys College. ;ne first(year res'ondent descri!ed her *ie)s of a!ortion and ho) her familys attitudes attri!uted to *ie)s. -+ learned the most a!out a!ortion from my 'arents. + mean + al)ays 3ne) )hat it )as" not the 'rocess or anything" !ut it )as 2ust one of those things )here + 3ne) my 'arents )ere 'ro(life./ @hen as3ed )hat her *ie)s of a!ortion )ere she also e&'lained that" li3e her 'arents" she )as 'ro(life" e&ce't in the case of ra'e and incest. Later in the inter*ie)" she )as as3ed if her *ie)s had e*er changed o*er time. She res'onded" -Oot really" + mean" + ha*ent really thought a!out it" + 2ust really al)ays thought 'ro(life./ Using this )oman as an e&am'le" one can see ho) their families socially constructed res'ondent attitudes to)ard a!ortion. S'ecifically" this case sho)s that the influence of the res'ondents 'arents on their social construction is im'ortant to understand and consider. Most of the res'ondents family settings )ere greatly influenced !y their religion" usually !eing Catholic. 0his influence could !e seen in the Catholic 'ro(life stance on a!ortion reflected in their 'arents *ie) of a!ortion. ;ne first(year student stated -+ !elie*e the Catholic faith is definitely against it" and after ha*ing con*ersations )ith family" + 3no) its definitely something my family is 'ersonally against./ 0he manifestation of the churchs stance on a!ortion )ithin the family setting )as a common 'attern in the inter*ie)s.

,he Consequence of *ersonal - perience on #amilys Attitudes %nother factor in a familys attitudes to)ard a!ortion )ere their 'ersonal e&'eriences )ith the issue of a!ortion )ithin their family. ;ne senior discussed ho) the issue of a!ortion

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affected her family on a 'ersonal le*el. ;ne of her family mem!ers )as a *ictim of ra'e" !ut instead of ha*ing an a!ortion" she deli*ered the !a!y and ga*e it u' for ado'tion. She e&'lains ho) her family mem!er said" -gi*ing !irth to her child )as the !est )ay to get rid of the feelings from her ra'e. She felt that the !irth healed her from the ra'e./ By )itnessing a family mem!er adhering to the 'ro(life stance" it strengthened her already 'ro(life stance for no tolerance of a!ortion. 0his same senior also had t)o aunts ad*ised !y their 'rofessional doctors to undergo a!ortion 'rocedures. uring their 'regnancy" the doctors told them that their children had

anomalies and their !a!ies may not sur*i*e. Both aunts ga*e !irth to healthy children. -My aunt )ho )as told that her child )ould ha*e o)n Syndrome" ended u' ha*ing a 'erfectly healthy !a!y./ My cousin is ten years old no)" )ith no signs of o)n Syndrome. Bes actually in the gifted 'rogram at his school./ Ber other cousin has autism" !ut the mother has no regret for declining the doctors ad*ice. -@e lo*e her and )ouldnt ha*e it any other )ay./ 0his e&'osure to the issue of a!ortion directly in her family reaffirmed her !elief in the 4oman Catholic 'ro(life stance. %nother senior res'ondents aunt )as told that her child had se*ere !irth defects and )ould 'ro!a!ly not sur*i*e. 0he doctor also e&'ressed concern that there may !e great ris3s to her health if she deli*ered the !a!y. @ith ad*ice of her doctor" her aunt decided to go through )ith the a!ortion. 0his 'ersonal e&'erience is )hat the res'ondent !elie*es )as the greatest factor in her attitude to)ard a!ortion. @hen as3ed )hat her stance on a!ortion she said" -+m not 'ro(choice or 'ro(life" +m in !et)een. +m not for 3illing !a!ies" !ut + do !elie*e that )omen ha*e the right to chooseJha*ing a family mem!er go through it definitely ma3es you decide ho) you really feel./ 0he right to choose has !een *ery im'ortant in her family setting and has therefore" influenced her attitudes to)ard a!ortion.

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Changing Attitudes @hen com'aring the *ie)s of first(year students )ith seniors" all the seniors re'orted that their attitudes to)ard a!ortion had changed in their lifetime" in one )ay or another. Fi*e of the se*en seniors 5:1.AD7 'articularly attri!uted their change in attitudes to the en*ironment at Saint Marys College" and of these fi*e" t)o 5#>.$D7 )omen s'ecifically mentioned )omen studies classes they had ta3en as contri!ution to attitudinal changes. %mong the first(year students res'onses" four 5$$.:D7 re'orted that their *ie)s of a!ortion had ne*er changed o*er time. 0he t)o 566.6D7 first(year students )ho stated that their *ie)s had changed e&'ressed that it )as a conse,uence of education on the su!2ect. ;ne first(year res'ondent in 'articular said that e*en though she has only attended Saint Marys for a!out three months" Saint Marys had already altered her *ie)s of a!ortion. + use to !e totally against it. But 'ro!a!ly a month ago all the sudden" + mean + dont thin3 its right" !ut at the same time" its a )omens !ody and its 2ust" during the 1st month or so" + mean its still !ad to me and + )ould ne*er do it" !ut + am not as 2udgmental to)ards 'eo'le that do !ecause o!*iously they ha*e their reasons. Saint Marys had altered her o'inion on the larger issues of a!ortion. % senior res'ondent also e&'ressed a similar attitude change since attending Saint Marys. 0hey 5her *ie)s to)ards a!ortion7 ha*e !ecome more li!eral o*er the course of my time here 5Saint Marys College7 actually. My 'arents ha*e instilled the idea of 'ro(life" Nyou shouldnt ha*e an a!ortion" !ut here" + dont ha*e a 'articular 'olitical affiliation" !ut + am in*ol*ed )ith the 'eacema3er social 2ustice grou' on cam'us" so a lot of the 'eo'le + ha*e !een s'ending time )ith and discussing this )ith are 'ro(choice and that has influenced me o*er the years. Saint Marys College Mission Statement is dedicated to continually assessing -the com'le& needs and challenges of the contem'orary )orld./ 0his mission 'romotes )omen to e&amine all issues and to de*elo' an indi*idual attitude e*en on issues li3e a!ortion. 0his ty'e of

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en*ironment influences many )omen similarly to the senior res'ondent. % different senior res'ondent e&'lains a similar change in *ie). + ha*e al)ays !een going !ac3 in forth" struggling )ith the Catholic *ie)s concerning a!ortion" !ut + also too3 a )omens studies class here" and seeing that" that side of it" it made me thin3 a!out the other 'oint of *ie).

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0his student is faced )ith a conflict !et)een her familys Catholic *ie)s and issues of )omens rights that she has discussed in certain Saint Marys classes. Saint Marys fosters an en*ironment that 'romotes a di*erse education" so that )omen" li3e the res'ondent stateed a!o*e" understands many different 'oints of *ie)" or different social constructs" concerning an issue.

$espondents Current Attitudes ,oward Abortion

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% senior res'ondent ,uoted earlier" statedF -+m not 'ro(life or 'ro(choice. +m !et)een./ 0his idea of neither 'ro(life nor 'ro(choice )as consistent through(out the inter*ie)s. 0he )ord -'ro(life/ )as used !y three seniors and t)o first(years" and e*en )hen they used the )ord -'ro(life/ t)o seniors and one first(year student added e&ce'tions such as -e&ce't in the case of ra'e and incest./ Oo res'ondent identified herself as -'ro(choice./ +nstead of using this *oca!ulary" t)o seniors and one first(year student stated that it )as -the )omens right to choose./ 0)o seniors and one first(year student e&'ressed that although they )ould not ha*e an a!ortion" they disagreed that it should !e illegal. 0)o first(year students descri!ed that they !elie*ed a!ortion )as 3illing an innocent life. 0he 'ro(life mo*ement uses this *ery strong language. 0he res'ondents" ho)e*er" also a*oided the actually terminology -'ro(life/ and in general a*oided the la!el as either 'ro(life or 'ro(choice. 0his a*oidance a''eared *ery 'ur'oseful and )as seen throughout the inter*ie)s" as the res'ondents 'refered not to !e associated )ith the e&treme grou's such )ords may 'ortray. 0here may !e other reasons )hy res'ondents did not identify themsel*es as 'ro(choice. First" at a Catholic institution" identifying yourself as 'ro(choice may cause un)anted conflicts. %nother reason may !e that each one is neither 'ro(life nor 'ro(choice" and therefore" truly stand some)here in !et)een. 0his middle ground suggests that many do not agree unconditional a!ortions" !ut find that a!ortion should !e an o'tion in certain circumstances. ;ne senior res'ondent descri!es this middle groundF + hate to see any a!ortions" !ut + do thin3 that are some instances )here it is necessary" may!e to sa*e the mothers life if she should choose it" or late term 'regnancies" + dont li3e that all" !ut + thin3 to sa*e the mothers life" or some in some instances" may!e she )as ra'ed" + guess to me thats her choice and she needs to ma3e it. + thin3 its !ad to 'ut a !lan3et o*er all a!ortions. + dont thin3 thats right. Some students find that a!ortion is situational and that one rule to dictate all a!ortions is not -right./

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0he issue of a!ortion allo)s sociologists to e&'lore ho) indi*iduals socially construct contem'orary issues. +n the United States a!ortion is a religious and 'olitical that is incredi!ly contro*ersial. @ith so many conflicting *ie)s a*aila!le" ho) does one formulate a 'ersonal attitude. 0his research indicates that )ithin the Saint Marys Community" family is the most significant influence on the social construction of a!ortion" follo)ed !y religion. 0he familys religious attitudes to)ards a su!2ect )ere taught to the )omen in the sam'le during their childhood" )hich in turn sha'ed the )omens attitudes. By a''lying Lose3es 5#0067 model of claims ma3ing" a!ortion as a social construct can !e !etter understood. 0he Catholic Church is a claims(ma3er" 'roclaiming that the issue of a!ortion is an issue of morality. 0he Catholic Church esta!lishes accusations that a!ortion is -3illing innocent life/ in order to 'ersuade the target audience a!ortion is a social 'ro!lem. %s sho)n in the findings section" the ma2ority of )omen )ere initially introduced to the issue of a!ortion from a claims(ma3er )ith a Catholic 'ers'ecti*e on the issue. @hen they )ere introduced" the claims(ma3ers" such as Catholic schoolteachers" shed a negati*e light on a!ortion" only sho)ing a one(sided *ie). 0he a!ortion issue )as originally 'resented in a diagnostic frame)or3P o*ersim'lified )ith a -clearly good or clearly !ad/ 5Lu3er 19>AF iii7 resolution to a!ortion. 0he Catholic Church attem'ts to 'ersuade children that a!ortion is an uncom'licated and straightfor)ard issue that is com'ara!le to -murder/ and morally unacce'ta!le.

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=arents act as models to their children and therefore children often ado't the same morals as their 'arents. Understanding this" the Church targets families as their audience through their claims that a!ortion is an issue of morality. Bo)e*er" 'eo'le may ree*aluate childhood morals as they de*elo'" 'articularly )hen they are 'laced in an en*ironment focused on a li!eral arts education and indi*iduality. Saint Marys College 'ro*ides an en*ironment that may" at times" contrast the family setting that students ha*e !een 're*iously e&'osed. 0his e&'osure to a ne) en*ironment" and conse,uently ne) claims" allo)s students to ,uestion the morals they had ado'ted )ithout ,uestioning earlier in their life. Students )ere e&'osed to ne) claims that may ha*e contradicted earlier" family thought. ;ne senior res'ondent e&'lains ho) influential the contradicting claims )ere in her assessment of her a!ortion attitudes. She descri!ed ho) the @omens Studies =rogram at Saint Marys College 'resented the 'ro(choice claim" )hich allo)ed her -thin3 a!out the other 'oint of *ie)./ @omen in a college setting are no) are no) coming to terms )ith *arious 'oints of *ie)s. =ro( choice claim(ma3ers 'resent their claim as a -right/ and -inde'endence"/ )hich is *ery a''ealing to )omen trying formulates their o)n 'ersonal attitude se'arate from their 'arents ideas and morals. =ro(choice also 'ortrays the *ictim as a mother" an image that )omen in college can sym'athi8e )ith. Using these ideas inde'endence and a *ictim mother" the these e&treme" aty'ical occasions are often 'resented as the typical situation. =ro(choice claims ma3ers attem't to normali8e these dramatic situations in order to gain su''ort for their claim.

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0he college en*ironment allo)s many indi*iduals to mo*e a)ay from 'rescri!ed morals and thoughts of their 'arents" to de*elo' indi*idual )ays of thin3ing. Bo)e*er" the ma2ority of res'ondents did not totally disregard their original 'ro(life stance. 4ather" the res'ondents usually !lended 'ro(life and 'ro(choice claims" to create their o)n indi*idual -middle ground/ attitude. Further research needs to !e conducted on Saint Marys College students to in order to o!tain a more accurate sam'le of )omen. %lso" it )ould !e hel'ful to conduct more in de'th inter*ie)s" )hich e&amine the students social construction 'rocess. +n addition" research could !e conducted to !etter understand the claims(ma3ing 'rocess of !oth the 'ro(life and 'ro(choice grou's. +nter*ie)s )ith ad*ocates from each 'arty and content analysis of 'ro'aganda 'ro*ided !y these grou's )ould further information and understanding a!out their claims(ma3ing 'rocesses.

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