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Dissertations / Theses on the topic 'Feminist epistemology'

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Published: 4 June 2021

Last updated: 25 July 2025

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1

Gilman, Todd Nathaniel. "Communicative Action as Feminist Epistemology." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4906.

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This thesis proposes that feminist social and political theory adopt the epistemology inherent in Jurgen Habermas's communicative ethics in order to more coherently work toward the goal of freeing individuals from social oppression. This thesis first examines the fundamental differences that exist between the particular claims for knowledge made by the three major schools of feminist theory; the empirical feminists, the standpoint feminists, and those allied with postmodernism. After illuminating the specifics of these feminist claims, the conception of knowledge central to Habermas's thought

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2

Holst, Cathrine. "Feminism, epistemology & morality." Bergen : University of Bergen, 2005. http://catalog.hathitrust.org/api/volumes/oclc/77564206.html.

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3

Särnstedt, Emmie. "Knowing Bodies : Emotive Embodiment in Feminist Epistemology." Thesis, Uppsala universitet, Centrum för genusvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-162433.

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The aim of this thesis is to examine how the boundaries of the body are renegotiated byapproaching emotive bodies as the power charged foundations of knowledge. Introducing thesubject, I describe the subordination of bodies and emotions in Western thought as gendered andraced. While the dichotomy between bodies and knowledge prevail in many feminist paradigms,the postmodern feminist interest in the mutually constitutive role of bodies and knowledgeproduction is seen as a dissolution of dichotomies such as nature/culture, body/mind andemotion/reason. With embodied reading as a methodological po

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4

Strickland, Susan. "Objectivity, perspectivity and difference : issues in feminist epistemology." Thesis, University of Hull, 1993. http://hydra.hull.ac.uk/resources/hull:8103.

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5

Gu, Jing. "Sensing Feminist Epistemology: A Formal and Material Analysis." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/scripps_theses/855.

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In this project I outline the current discourse within feminist epistemology and elucidated its limitations of feminist epistemology particularly its lack of formal attention to the modes of theorization and, in complementarity, the generative potential of an analysis foregrounding materiality. The first chapter explores the theories that constitute the field of study and the relationships between both feminist empiricism and standpoint theory illuminate the conceptual concerns of feminist epistemology. Building from this, I present an analysis that examines the rhetorical and disciplinary str

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6

Hundleby, Catherine. "Feminist standpoint theory as a form of naturalist epistemology." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58217.pdf.

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7

Brown, Catrina. "Talking body talk, an analysis of feminist therapy epistemology." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58644.pdf.

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8

Barnette, Kara, and Kara Barnette. "Necessary Error: Josiah Royce, Communal Inquiry, and Feminist Epistemology." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12323.

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Feminist epistemologists have often argued that our relationships with structures of power shape the content, expression, and social force of what we know. While feminist standpoint theorists have often maintained that experiences on the margins of social power can lead to better understandings of the roles of systems of oppression in society, more recent writings on epistemologies of ignorance examine the reverse, how experiences from positions of social power limit our understandings. In this project, I draw on the concept of epistemic privilege as it has been formulated by feminist standpo

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9

Todd, Sharon. "The politics of knowledge : a critical theoretical approach to feminist epistemology and its educational implications." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61314.

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Stemming from the dialectical concepts of critical epistemology developed by feminism and Critical Theory (specifically, the Frankfurt School), this thesis attempts to articulate the political dimension of knowledge and to demonstrate how this dimension is incorporated into the liberatory pedagogical theory of Paulo Freire, Henry Giroux and various feminist authors. Hence the epistemological significance of domination and oppression is explored in relation to the concepts of subjectivity and objectivity held by critical epistemology.<br>In ultimately aiming at liberation from social oppression

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10

Pernrud, Björn. "Explorations of a Sex Therapy Question in Feminism : Feminist Interventions in Sex Therapy." Doctoral thesis, Karlstad University, Faculty of Social and Life Sciences, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-784.

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<p>This study aims to investigate the consequences for feminist sex therapy that it is promoted as an alternative to a mainstream approach. Analytically I focus on the relation between normativity, claims to knowledge and professional legitimacy. I study sex therapeutic academic texts, and the material is approached through a framework developed by combining Donna Haraway’s concept of situated knowledges with elements from Karen Barad’s agential realism</p><p>My analysis starts in feminist sex therapists’ criticism of how masculine norms in mainstream sex therapy lead to a flawed theory of sex

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11

Hobson, Amanda Jo. "Envisioning Feminist Genre Film: Relational Epistemology, Catharsis, and Erotic Intersubjects." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1604074749500538.

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12

David, Kasandra L. ""Feminist Empiricism and the Livestock Industry"." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1396605631.

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13

Campbell, Kirsten. "From this one to an other : Jacques Lacan and feminist epistemology." Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310442.

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14

Barr, Jean. "Women, adult education and really useful knowledge : an essay concerning feminist pedagogy, epistemology, research, etc." Thesis, University of Stirling, 1996. http://hdl.handle.net/1893/2183.

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The thesis offers a post hoc account of three pieces of research relating to women's adult education which were camed out by the author over a penod of about fifteen years. In the process the thesis engages with a number of themes and issues in and around feminist theory and practite and adult education theory and practice. Radical traditions in adult education - particularly femimst-inspired traditions - are examined as spaces for the democratic production of "really useful knowledge". Changing meanings of feminist research and radical adult education are explored, as is the relatio

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15

Cesar, Tamires Regina Aguiar de Oliveira. "“GÊNERO, PODER E PRODUÇÃO CIENTÍFICA GEOGRÁFICA NO BRASIL DE 1974 A 2013”." UNIVERSIDADE ESTADUAL DE PONTA GROSSA, 2015. http://tede2.uepg.br/jspui/handle/prefix/565.

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Made available in DSpace on 2017-07-21T18:15:16Z (GMT). No. of bitstreams: 1 Tamires Regina Aguiar Cesar.pdf: 3193289 bytes, checksum: 120689b904c32bda73dfd86175b1a20f (MD5) Previous issue date: 2015-02-12<br>This research aims to understand the gender relations as an element of the geographic scientific production in Brazil. The path of understading this phenomenon was drawn by a gathering of 90 online scientific journals undercontrol by geographic entities and available to be accessed with the classification of Qualis System – CAPES between the layers A1, A2, B1, B2, B3, B4 and B5, based o

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Ahmed, Jamilah. "Quitting the substance for a shadow : an exploration of embodiment and female subjectivities." Thesis, Goldsmiths College (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248203.

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17

Bucciarelli, Karina. "A Feminist Epistemological Framework: Preventing Knowledge Distortions in Scientific Inquiry." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/scripps_theses/1365.

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This thesis explores what to have distorted scientific knowledge claims due to socially constructed conceptions of gender. Using the paradigm example of the explanation of human fertilization misrepresenting knowledge as it maps on stereotypes about the passive female and the active male onto the scientific participation of the egg and the sperm. Exploring arguments presented by feminist epistemologists, I argue that in order to produce knowledge free of distortions due to problematic social conceptions we must engage in a specific epistemological framework with three main components: 1) criti

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18

SHERRON, CATHERINE ELIZABETH. "CRITICAL VALUES: FEMINIST PHILOSOPHY OF SCIENCE AND THE COMPUTING SCIENCES." University of Cincinnati / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1054218563.

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19

Guzman, Dahlia. "The Strategic Naturalism of Sandra Harding's Feminist Standpoint Epistemology: A Path Toward Epistemic Progress." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7626.

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This dissertation considers the “strategic naturalism” of Sandra Harding’s standpoint theory in the philosophy of science, and it should be applied to epistemology. Strategic naturalism stipulates that all elements of inquiry are historically and culturally situated, and thereby subject to critical reflection, analysis, and revision. Allegiance to naturalism is de rigueur, yet there is no clear agreement on the term’s meaning. Harding’s standpoint theory reads the lack of definition as indicative of its generative possibilities for epistemic progress. The driving question is why Harding’s appr

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20

Björkman, Christina. "Crossing Boundaries, Focusing Foundations, Trying Translations : Feminist Technoscience Strategies in Computer Science." Doctoral thesis, Karlskrona : Blekinge Institute of Technology, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-00296.

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In this thesis I explore feminist technoscience strategies in computer science, starting in “the gender question in computer science”, and ending up in communication and translation between feminist technoscience research and computer science educational practice. Necessary parts in this work concern issues of boundary crossings between disciplines, and focusing on the foundations of computer science: what it means to “know computer science”. The point of departure is in computer science (CS), in particular CS education. There are at this starting point two intertwined issues: the gender quest

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21

Jennrich, Jessica. "A Life Lived in Classrooms| A Feminist Personal Narrative." Thesis, University of Missouri - Columbia, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10629011.

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<p> This project offers a counter narrative to some accepted theories regarding graduate learning practices. By using Scholarly Personal Narrative to present my classroom experience I consider how knowledge is produced in higher education. I suggest that the use of feminist theory, postmodernism, and disability studies combined with other higher education theories may expand the limits of current graduate education. This project suggests that my story is useful to the field of higher education and graduate studies, and that by making intentional connections between higher education and feminis

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22

Morales, Carolyn J. "Intersectionality: Engaging the Epistemology of Leadership Theory." Antioch University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1569507340956926.

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23

Gruwell, Leigh C. "Multimodal Feminist Epistemologies: Networked Rhetorical Agency and the Materiality of Digital Composing." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1436810721.

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24

Wieseler, Christine Marie. "A Feminist Contestation of Ableist Assumptions: Implications for Biomedical Ethics, Disability Theory, and Phenomenology." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6433.

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This dissertation contributes to the development of philosophy of disability by drawing on disability studies, feminist philosophy, phenomenology, and philosophy of biology in order to contest epistemic and ontological assumptions about disability within biomedical ethics as well as within philosophical work on the body, demonstrating how philosophical inquiry is radically transformed when experiences of disability are taken seriously. In the first two chapters, I focus on epistemological and ontological concerns surrounding disability within biomedical ethics. Although disabled people and the

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25

Bentley, Vanessa A. "Building a Feminist Philosophy of Cognitive Neuroscience." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1447691278.

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26

Markey, Bren April. "Feminist methodologies in moral philosophy." Thesis, University of St Andrews, 2016. http://hdl.handle.net/10023/9107.

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This thesis develops a critique of the methodology of mainstream academic moral philosophy, based on insights from feminist and more generally anti-oppressive political thought. The thesis consists of two parts. In the first, I loosely characterise a certain dominant methodology of philosophy, one based on giving an important epistemological role to existing, 'pre-theoretical' moral attitudes, such as intuitions. I then argue that such methodologies may be critiqued on the basis of theories that identify these moral attitudes as problematically rooted in oppressive social institutions, such as

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27

Shahbazi, Shima. "Decolonial Feminist Epistemologies of Border crossing: A Comparative Study of Transnational Iranian and Iraqi Women’s Life Writing." Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/20411.

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This thesis looks at a selected corpus of life writing narratives of transnational Iranian and Iraqi women writers from a decolonial and intersectional perspective. I apply an interdisciplinary methodology of mixed textual analysis and auto-ethnography, looking at narratives of lived experience in a way that allows for contradictions, complexities and epistemic salience. My intersectional analysis of memoir centres on the intersections of race, class, gender, nationality, ethnicity, religion, and faith as sites of both oppression and privilege. A decolonial approach to reading memoir as a genr

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28

Pfahlert, Jeanine Ann. "THE SOCIOLOGICAL HITCH." Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1150841109.

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29

Timeto, Federica. "Diffracting representation : towards a situated aesthetics of technospaces." Thesis, University of Plymouth, 2013. http://hdl.handle.net/10026.1/1579.

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My research for this thesis focusses on the concepts of representation and space in order to demonstrate their theoretical and practical co-implications. Discussing various theorists of space in the first part and analyzing a number of artists and artworks as case studies in the second part, I elaborate a critique of the representational imaginary in order to articulate an alternative notion of representation by means of which a relational, qualitative and performative spatiality can emerge. I specifically focus on technospaces, which I consider a privileged field for observing the intersectio

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30

Gibeault, Amanda. "Toward an Engaged Account of Objectivity: Contributions from Early Phenomenology." Thesis, Boston College, 2009. http://hdl.handle.net/2345/730.

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Thesis advisor: Richard Cobb-Stevens<br>In this dissertation, I develop an engaged understanding of objectivity, or good knowledge practices. I argue that for knowledge practices to be good, they must both be truth-conducive and engaged, that is, explicitly implicated in the critical appraisal of background values and assumptions. I pursue this argument in six stages. First, I consider work in epistemology that countenances a place for values in objectivity. I conclude from this that truth-conduciveness is not sufficient for objectivity, and that a social approach to knowledge is called for. S

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31

van, der Riet Jane. "'Astride a dangerous dividing line': Preschool teachers' talk about childhood sexuality." University of Western Cape, 1999. http://hdl.handle.net/11394/7495.

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Magister Artium (Psychology) - MA(Psych)<br>The focus of this thesis is preschool teachers' talk about childhood sexualities. A literature review of empiricist, psychoanalytic, feminist, social constructionist and post-structural approaches to childhood sexuality suggests that it is a marginalized research topic. Moreover, emphasis tends to fall on the problems associated with childhood sexuality, rather than regarding it as part of everyday life. In this study, I facilitated a focus group discussion with eight preschool teachers. The complexities of analyzing a text produced by participants w

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32

Dean, Hannah. "(Re) Visiting Female Entrepreneurs: An Emancipatory Impulse." Thesis, University of Bradford, 2013. http://hdl.handle.net/10454/6920.

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This thesis aims to emancipate female entrepreneurs from the metanarrative of economic growth which has created a false dichotomy of successful male entrepreneur versus an unsuccessful female entrepreneur. This aim is pursued through a multidisciplinary and critical inquiry that destabilises this metanarrative conceptually and empirically. A critical interrogation of economic studies reveals the embeddedness of the metanarrative in neo-classical economic growth theory. Far from being a true reflection of the entrepreneurial experience, the theory has silenced the innovator entrepreneur in econ

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33

Brendon, Laura Katherine. "WOMEN AS INFORMATION SEEKERS DURING INITIAL ENCOUNTERS WITH THE WORLD WIDE WEB." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1043790196.

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34

Istomina, Julia. "Property, Mobility, and Epistemology in U.S. Women of Color Detective Fiction." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429191876.

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35

Lipman, Alexia. "Epistemic Injustice and Communities of Resistance." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/cmc_theses/1937.

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Epistemic injustice is a relatively new philosophical term for a rather old phenomenon. A situation is said to be epistemically unjust when someone is wronged in his capacity to possess or convey knowledge. While anyone can be the victim of a testimonial injustice, the epistemic injustice that occurs in an exchange of testimony, people with marginalized identities systematically suffer from this kind of injustice. By relying on negative identity prejudices, a person in a position of power consciously or subconsciously undermines a marginalized individual’s capacity for knowledge. In this paper

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36

Molin, Rebecka. "A Sight/Site for Transparency or Opacity? Notes on Knowledge Production and Feminist Technoscience." Licentiate thesis, Karlskrona : Blekinge Institute of Technology, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-00486.

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The objective for my research has been to put forward and discuss some aspects of knowledge production in relation to the epistemological positions of feminist technoscience, which lay emphasis on the contextual and the social embeddedness of both research and technology. My main inquiry has been how the relation between the subject and the surrounding context can be perceived epistemologically and how this in turn can be connected to and found relevant to the supposed new mode of knowledge production termed Mode 2. The licentiate thesis is built on three essays which together form my main arg

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37

Luff, Tracy L. "The construction of social problems and the experience of human service programs: contradictory relations in a support group for adolescent mothers." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/40469.

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The patterned interactions in a support group for adolescent mothers are analyzed in the context of the specific construction(s) of adolescent pregnancy and motherhood that legitimate the program's existence. Particular attention is paid to the way in which staff and clients are positioned vis a vis one another through the typification of the program's mission and goals. Data analyzed include field notes recorded during ten months of participant observation with the group, program documents describing the history, mission, and goals of the program, and an in-depth interview with the Program Di

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38

Tai, Yu-Chen. "(W)holistic Feminism: Decolonial Healing in Women of Color Literature." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1459357822.

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39

Shardlow, Teri. "Problematising Conceptualisations of Gender in Feminist Studies : The Place of Age and Children in the Concept of Gender." Thesis, Linköpings universitet, Tema Genus, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-154807.

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Using a feminist poststructuralist approach as a guide, I begin this thesis with the workinghypothesis that gender may be an adult-centred concept in feminist studies. This leads me toask: If the concept of gender in feminist studies is adult-centred, how is this centring formedand maintained? To answer this question, I begin by splitting my analysis into three analyticalsections: age, children, and gender. Although I include age, children, and gender into eachsectional analysis, my main priority in the first two sections is to look at how feminist scholarsdiscuss and use the terms age and chi

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40

Reid, Susan Claire. "Imagining Justice with the Ocean." Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/29888.

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This work is about the law of the sea as an ecological force. It is about how the law of the sea dominates human relations with the ocean – their beings, lifeways and fluid, phenomenological systems. Despite several decades of the international law of the sea operating its environmental protections, the ocean is in crisis. Law’s inability to effectively respond can be found in ontological foundations, within and outside of law, which normalise exploitation as the default human relation with the seas. From this perspective, the ocean’s ecological crisis is a cultural matter – about relations wi

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41

Oliveira, Elismênnia Aparecida. "Produção de conhecimento feministas em universidades brasileiras." Universidade Federal de Goiás, 2015. http://repositorio.bc.ufg.br/tede/handle/tede/6477.

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Ashford, Shetay Nicole. "Our Counter-Life Herstories: The Experiences of African American Women Faculty in U.S. Computing Education." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6171.

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The purpose of this life history qualitative study was to explore the Counter-Life Herstories of African American women faculty in U.S. Computing Education. Counter-Life Herstories are derived from Counterstories, life histories, and herstories as powerful social justice tools to uncover hidden truths about marginalized groups’ experiences. Through the collection of timelines, counter-life story interviews, and reflective journal writings, I co-constructed and interpreted the Counter-Life Herstories of five participants using an integrative conceptual framework that included critical race theo

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43

O'neill, Megan Elizabeth. "From Reflection to Reflexivity: Challenging Students' Conceptions of Writing, Self, and Society in the Community Writing Classroom." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/77360.

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This dissertation, "From Reflection to Reflexivity: Challenging Students' Conceptions of Writing, Self, and Society in the Community Writing Classroom," examines the disconnect that characterizes much of the discussion of reflective writing in community writing studies and argues for the potential of reflexivity as a concept to further develop the kinds of reflective writing assigned in community writing classrooms. Many practitioners and scholars view reflective writing as a potentially powerful tool that may help students learn challenging or abstract theories and practices from their own co

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44

Pecero, Veronica Flores. "Rise Up: Exploring the First Year Experiences of Latina Doctoral Students at Predominantly White Institutions." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1480646788839175.

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45

Chatman, Lara. "Keeping my Sistas through the Storm: Counterstories of African American Women Graduate Students Seeking Good Mentorship in Troubling Spaces and Places." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1321891057.

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46

Shahid, Kyra T. "Finding Eden: How Black Women Use Spirituality to Navigate Academia." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1398960840.

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47

Svedmark, Eva. "Becoming Together and Apart : technoemotions and other posthuman entanglements." Doctoral thesis, Umeå universitet, Institutionen för informatik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-120195.

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Using social media and norm-breaking material as an empirical touchstone this thesis elaborates, investigates and explores the entangled relationships between humans and technology in social media settings. Guided by uncomfortable, emotional and bodily online sharing the thesis gives voice to stories that are seldom heard, by people whose lives are rarely spoken of. By exploring the performative entanglements of/with/through technology, design and human intent the overall aim is to offer a critical and new understanding of our online togetherness and posthuman becoming. The conceptual framewor

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48

Haro, Zelda. "Narratives of Successful Navigation: A Sociocultural Study of Self-identified Latin@ Undergraduate Students." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20699.

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Narratives of successful navigation are the personal stories of 13 Latin@ undergraduate students who navigated the public school system and completed high school in the United States. Their words recount their individual journeys resulting in their enrollment at a 4-year research university in the Pacific Northwest as opposed to a 2-year community college. More than half of the study respondents begun their postsecondary studies at a community college. The navigation of these particular individuals were experienced differently than those respondents whose trajectory led them straight into the

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49

Nilsson, Aila. "INCLUDING HERSTORY IN HISTORY -A gender-based policy analysis of Participatory Rangeland Management in relation to Participation, Influence and Empowerment." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-85168.

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This thesis examines how preparatory, policy and review documents of the Participatory Rangeland Management (PRM) in East Africa, problematize and represent the ‘problems’ which resulted in the design of the development program. The focus is on how these problematizations can hinder or facilitate participation, influence and empowerment of women and marginalized groups in decision-making processes. The findings are based on a gender-based policy analysis undertaken of five documents written by the NGOs involved in the planning and implementation of PRM in Ethiopia, Kenya and Tanzania. A concep

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Singh, Robyn. "Exploring psychological distress among a sample of pregnant women from a low income area who self-identify as being distressed." University of the Western Cape, 2018. http://hdl.handle.net/11394/6256.

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Magister Artium - MA (Psychology)<br>Psychological distress during pregnancy has been a fairly neglected phenomenon and has only recently started emerging as an area of research interest. The existing body of scholarship on distress during pregnancy has largely been conducted from a positivist paradigm, emphasising the identification, incidences and risks. There is thus a dearth of qualitative inquiry into pregnant women's experiences and accounts of distress. In an attempt to address these gaps within the literature, my study explored psychological distress among a group of pregnant wom

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