Is my period normal? How college-aged women determine the normality or abnormality of their menstrual cycles.

The purpose of this descriptive, qualitative study was to explore young adult women's conceptualizations of their menstruation experiences using a feminist approach. Grounded theory was used to understand how 15 college-aged women (ages 18-22 years, 86% white) evaluate their menstrual patterns as "normal" or "abnormal." Data analysis of the semi-structured interviews revealed four themes that the women used to judge the pattern of their menstruation (i.e., interval, duration, discomfort, and volume) as normal: (1) Pattern resembled learned norms, (2) consistent pattern discordant from learned norms, (3) predictably variable pattern, and (4) absence of problems. Two distinct themes informed their decisions to consider a menstrual pattern as abnormal: (1) Unpredictable variability, and (2) extreme experiences. The core variable emerging from data analysis, establishing a personal norm, illuminated the two major sources that women relied on in trying to interpret their menstrual patterns: the limited and often inaccurate information that they had been taught and their own menstrual experiences. Implications include the need to improve education about menstrual variability throughout the life cycle and about the diversity of women's normal menstrual patterns and experiences.

"Nobody told me nothin": communication about menstruation among low-income African-American women.

The purpose of this study was to explore communication about menstruation among low-income African American women and the impact of this communication on their understanding of and attitudes toward the menstrual events that will occur throughout their lives. This is of particular importance since minority women disproportionately face greater menstrual problems than those experienced by majority women in the United States. A grounded theory design was used for this study. Seventeen African American women from a public housing project were interviewed. The core theme that emerged from the qualitative data was the avoidance or negative discussion of menstrual events throughout the women's lives. The women had few sources of and very limited menstrual learning from school, their mothers, and other women. This led to confusion and inaccurate beliefs about and negative attitudes toward menstruation, menopause, and menstrual-related health conditions. While these women desired to have better communication, their history of avoidance of and negative discussions surrounding menstruation will likely continue to make it difficult for them to have positive and informative discussions with others in the future unless some type of educational intervention occurs.