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Back in Oregon, on a tip from Reed’s Career Services, Franks landed a job with the Pride
Project. Funded by the Washington County Health Department and the Commission for Children
and Families, the tasks of the position are wide-ranging. Franks advocates the kind of critical
thinking she valued at Reed, with some new emphases. In her HIV prevention programs, for example,
she encourages students to think critically about the messages they receive about sex. “I
believe homophobia, lack of open dialogue about sex and sexuality, and adult attempts to control
and repress adolescent sexuality all contribute to the spread of HIV.” Franks’ goal
is to get young people to question the formal sexual education they get (or often don’t
get), and give them skills to What does she think of her Reed education? “Probably the most important thing I did at Reed was to begin conscious and critical reflection on my own identity, and my place within larger social structures. That work happened outside the classroom, and was largely led by my own peers. We were able to examine issues of racism, sexism, and other oppression issues, and see how they played out at Reed as a microcosm of the larger society.”
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