Critical Thinking

Critical Thinking Learning outcomes for this project involved:

1) Assessing the quality of information we integrated into our project pages

2) Integrating our research and insights into understanding the problem, and

3) Evaluating the information, ideas, and activities according to logic, clarity, effectiveness, etc.

Assessing the Quality of Information

Our team had trouble finding research articles specific to our problem in Kenya.
If there were articles on menstrual hygiene management, they didn’t have distinct conclusions regarding access to feminine hygiene products and its impact on education (dropout rates, attendance, etc.)
We did integrate some information from articles that were not research or academic-based. For example, we used a video from Glamour magazine to portray menstruation in the United States in a more relatable fashion.
Overall, we used some very thorough articles that were directed at our specific problem in Kenya. Below are some examples:
- Do Menstrual Hygiene Management Interventions Improve Education and Psychosocial Outcomes for Women and Girls in Low and Middle Income Countries? A Systematic Review. (2016, February 10). Retrieved October 26, 2017, from https://doi.org/10.1371/journal.pone.0146985, FSG. (2016, May). Menstrual
- Health In Kenya: Country Landscape Analysis. Retrieved October 28, 2017, from http://menstrualhygieneday.org/wp-content/uploads/2016/04/FSG-Menstrual-Health-Landscape_Kenya.pdf, Geertz, A., Iyer, L., Kasen, P., Mazzola, F., & Peterson, K. (2016, May). Menstrual Health in Kenya. In Menstrual Hygiene Day. Retrieved October 25, 2017, from http://menstrualhygieneday.org/wp-content/uploads/2016/04/FSG-Menstrual-Health-Landscape_Kenya.pdf,Mason,
- Linda, et al. "Adolescent Schoolgirls' Experiences of Menstrual Cups and Pads in Rural Western Kenya: A Qualitative Study." Waterlines 34, no. 1 (January 2015): 15-30.

2. Integrating Our Research and Insights into Understanding the Problem

Because there were many not distinctive conclusions to many articles, we were not able to point at a specific solution to poor menstrual hygiene management in Kenya. Instead, we were able to target a variety of areas that must change: water and sanitation, gender dynamics, cultural practices, high cost of pads, taboos, and embarrassment/shame surrounding menstruation.
When starting our research, we were asking, “How does access to feminine hygiene products affect education in Kenya?” After researching our issue, we were left with more questions than answers. How does female genital mutilation affect attendance in schools? What affect does child marriage have sexual violence if any? etc.

3. Evaluating the Information and Ideas

What does this mean for the women of Kenya? Our team found that Kenya is actually the target of many organizations' interventions. In many ways, Kenya is a country on track to better menstrual hygiene management.
However, there are some populations at risk that may be more vulnerable to the issue that are not given as much attention. For example, families will marry their female children to men who can provide them with feminine hygiene products instead of the alternative: the girls engaging in transactional sex for products. Cultural beliefs such child marriage being the better alternative were one of the issues we stumbled across in our research. In addition, victims of female genital mutilation were also more at risk to the issue because of the alterations made to their anatomy. Finally, girls who had already dropped out of school were very rarely targets for intervention programs such as Days for Girls.
Overall we found that many interventions and proposed solutions had great ideas but often overlooked these vulnerable populations. We suggest that by including these populations in interventions and education programs, we would be more proactive in helping every girl in Kenya.

Critical Thinking

Critical Thinking Learning outcomes for this project involved:

1) Assessing the quality of information we integrated into our project pages

2) Integrating our research and insights into understanding the problem, and

3) Evaluating the information, ideas, and activities according to logic, clarity, effectiveness, etc.

3. Evaluating the Information and Ideas

What does this mean for the women of Kenya? Our team found that Kenya is actually the target of many organizations' interventions. In many ways, Kenya is a country on track to better menstrual hygiene management.

Overall we found that many interventions and proposed solutions had great ideas but often overlooked these vulnerable populations. We suggest that by including these populations in interventions and education programs, we would be more proactive in helping every girl in Kenya.

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