Abstract

The intent of this thesis is to analyze the varying perceptions among Hispanic (Spanish-speaking) and Anglophone communities regarding vaccines and more specifically infant immunization practices, in order to identify common or diverging patterns of communication, information dissemination, and narrative discourse. Currently, medical messaging and health policy is largely formulated without thorough attention to the different ways diverse or minority ethno-linguistic communities may interpret the information, thereby leading to deficiencies in effective communication practices between individuals and healthcare providers or policymakers, and outright opposition between informal and formal public health messaging. This evaluation was conducted in order to broaden the current knowledge and information regarding the views of these groups, focusing on minority communities, in order to inform more thorough, inclusive, and research-supported medical messaging and outreach. During, the COVID-19 pandemic, the need for more thorough and comprehensible communication has become clear and, therefore, through the use of this study as a foundational element in drafting communication, one could improve the quality and reach of vaccine-related messaging. In effect, this stands to help educate the public and increase overall community safety. The data was retrieved via extrapolation of information regarding people's perceptions of vaccines and their usage in the community as cross-referenced from social media, blog sites, and other online sources of discourse or information distribution. The key motifs that most prevalently influenced the perceptions included persuasion by personal anecdotes, ethico-religious arguments, figurative analogies, scattergun argumentation, and perceptions of genocide.

Thesis Completion

2020

Semester

Fall

Thesis Chair/Advisor

Fisher, Tyler

Degree

Bachelor of Arts (B.A.)

College

College of Arts and Humanities

Department

Modern Languages and Literatures

Degree Program

Spanish

Language

English

Access Status

Open Access

Release Date

12-1-2020

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