Relevant bibliographies by topics / Sex education for boys

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Sex education for boys'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 January 2023

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Journal articles on the topic "Sex education for boys"

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Wood, Alan. "Sex education for boys." Health Education 98, no. 3 (June 1998): 95–99. http://dx.doi.org/10.1108/09654289810208576.

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Davidson, Neil. "Oh boys! Sex education and young men." Health Education 96, no. 3 (June 1996): 20–23. http://dx.doi.org/10.1108/09654289610112385.

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Harrison, Sarah. "Boys-only groups best for effective sex education." Nursing Standard 19, no. 29 (March 30, 2005): 8. http://dx.doi.org/10.7748/ns.19.29.8.s18.

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Haste, Polly. "Sex education and masculinity: the ‘problem’ of boys." Gender and Education 25, no. 4 (July 2013): 515–27. http://dx.doi.org/10.1080/09540253.2013.789830.

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Hilton, Gillian L. S. "Sex Education - the issues when working with boys." Sex Education 1, no. 1 (April 2001): 31–41. http://dx.doi.org/10.1080/14681810120041706.

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Pavelová, Ľuboslava, Alexandra Archalousová, Zuzana Slezáková, Dana Zrubcová, Andrea Solgajová, Zuzana Spáčilová, Erika Krištofová, and Alica Slamková. "The Need for Nurse Interventions in Sex Education in Adolescents." International Journal of Environmental Research and Public Health 18, no. 2 (January 9, 2021): 492. http://dx.doi.org/10.3390/ijerph18020492.

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Background: Developmentally appropriate evidence-based sexual health education should be included as part of a comprehensive school health education program and be accessible to all students. The registered school nurse is a valuable resource to parents and educators in this area and supports the implementation of evidence-based sexual health education programs that promote healthy sexual development for adolescents. Methods: The research group consisted of 438 adolescents aged 12 to 15 years in a selected region in Slovakia, 186 boys and 252 girls. Average age of the girls was 13.2 and the boys 13.3 years. A nurse—a specialist in community nursing—collected the data using a self-designed questionnaire. The questions evaluated by the five-point Likert scale focused on finding out the knowledge and attitudes of adolescents to the role of school nurses regarding sexuality and reproductive health. Results were analyzed using parametric comparison tests with significance value 0.05: Student t-test for independent samples. Results: The girls and the boys most often drew information on sexuality and reproductive health from their parents and friends. The evaluation of the adolescents’ views on who should be a competent professional in the field of sexual education at schools found statistically significant differences between the boys and girls. For the boys and girls, a sexologist received the most significant assessment of competence. The interest in a school nurse in a school environment would be statistically significantly more appreciated by the girls compared to the boys, not just for solving problems related to healthy lifestyle, but also regarding sexuality, parenting and marriage. The adolescents consider the education for marriage and parenthood as the least discussed issue at present. In evaluating topics the adolescents would discuss, there were statistically significant differences between the boys and girls. Conclusions: A community or school nurse would also be able to successfully perform sexual education at schools. In Slovakia, this applied nursing discipline is lacking.
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Pavelová, Ľuboslava, Alexandra Archalousová, Zuzana Slezáková, Dana Zrubcová, Andrea Solgajová, Zuzana Spáčilová, Erika Krištofová, and Alica Slamková. "The Need for Nurse Interventions in Sex Education in Adolescents." International Journal of Environmental Research and Public Health 18, no. 2 (January 9, 2021): 492. http://dx.doi.org/10.3390/ijerph18020492.

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Background: Developmentally appropriate evidence-based sexual health education should be included as part of a comprehensive school health education program and be accessible to all students. The registered school nurse is a valuable resource to parents and educators in this area and supports the implementation of evidence-based sexual health education programs that promote healthy sexual development for adolescents. Methods: The research group consisted of 438 adolescents aged 12 to 15 years in a selected region in Slovakia, 186 boys and 252 girls. Average age of the girls was 13.2 and the boys 13.3 years. A nurse—a specialist in community nursing—collected the data using a self-designed questionnaire. The questions evaluated by the five-point Likert scale focused on finding out the knowledge and attitudes of adolescents to the role of school nurses regarding sexuality and reproductive health. Results were analyzed using parametric comparison tests with significance value 0.05: Student t-test for independent samples. Results: The girls and the boys most often drew information on sexuality and reproductive health from their parents and friends. The evaluation of the adolescents’ views on who should be a competent professional in the field of sexual education at schools found statistically significant differences between the boys and girls. For the boys and girls, a sexologist received the most significant assessment of competence. The interest in a school nurse in a school environment would be statistically significantly more appreciated by the girls compared to the boys, not just for solving problems related to healthy lifestyle, but also regarding sexuality, parenting and marriage. The adolescents consider the education for marriage and parenthood as the least discussed issue at present. In evaluating topics the adolescents would discuss, there were statistically significant differences between the boys and girls. Conclusions: A community or school nurse would also be able to successfully perform sexual education at schools. In Slovakia, this applied nursing discipline is lacking.
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Sintema, Edgar J., and Thuthukile Jita. "Gender Differences in High School Students’ Beliefs about Mathematical Problem Solving." International Journal of Learning, Teaching and Educational Research 21, no. 10 (October 30, 2022): 395–417. http://dx.doi.org/10.26803/ijlter.21.10.22.

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This study investigated high school students’ mathematical problem- solving beliefs based on their gender. A mathematical problem-solving beliefs questionnaire comprising 36 items across six beliefs scales was administered to a sample of 490 students (288 boys and 202 girls) from three schools: a mixed-sex school (106 boys and 103 girls), a single-sex boys’ school with 182 students, and a single-sex girls’ school with 99 students. The independent samples t-test was used to analyse the effect of gender on high school students’ mathematical problem-solving beliefs. Results revealed that there was a significant difference in students’ beliefs that some word problems cannot be solved with simple, step-by-step procedures, with girls exhibiting higher beliefs than boys. However, when the entire sample was analysed, gender did not have an overall effect on students’ mathematical problem-solving beliefs. It was further revealed that gender did not have a significant effect on students’ mathematical problem-solving beliefs at a mixed-sex (boys and girls) school. Results are important for the implementation of a problem-solving approach in a new mathematics curriculum. In addition, the results contribute to the literature in mathematics education by highlighting the importance of gender when considering debates about students’ problem-solving beliefs in mathematics.
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Bruce, Rosemary, and Anthony Kemp. "Sex-stereotyping in Children's Preferences for Musical Instruments." British Journal of Music Education 10, no. 3 (November 1993): 213–17. http://dx.doi.org/10.1017/s0265051700001777.

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This paper considers the effects of children's gender associations on their preferences for musical instruments, and questions whether the limited range of instrumental selection made by boys can be regarded as a result of such associations.The research project was devised to investigate the responses of infant school children to male and female musicians. The findings indicated that instrumental preferences were influenced by gender associations which could be lessened by providing positive role models. Whereas girls were more able to cross over gender divisions than boys, boys had a narrower range of interests in instruments. It was shown that the provision of an opposite gendered role model helped to overcome the associations made with particular instruments.
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Nelson, Joseph Derrick. "Relational Teaching with Black Boys: Strategies for Learning at a Single-Sex Middle School for Boys of Color." Teachers College Record: The Voice of Scholarship in Education 118, no. 6 (June 2016): 1–30. http://dx.doi.org/10.1177/016146811611800608.

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Background/Context Positive teacher-student relationships are critical for Black boys’ learning across single-sex and coeducational environments. Limited attention to these relationships by school professionals is rooted in deficit-oriented conceptions of boyhood and Black masculinity. The popular message of deficiency and pathology is clear: Black boys and men are either dangerous or at-risk and need to be saved. Such narrow conceptions are destructive, operate unconsciously, skew teachers’ perceptions of who boys are, and distort teachers’ efforts to meet boys’ distinct learning needs. A “boy crisis” in U.S. education has been characterized by a set of distressing school outcomes in specific learning categories. Racial marginalization and poverty only serve to exacerbate these negative academic outcomes, whereby low-income Black boys remain in the bottom quartile across all achievement measures. Scholars have recently begun to partly attribute boys’ underachievement to a lack of emphasis on the relational dimension of schools. Purpose/Focus of the Study (1) Illustrate how a set of relational teaching strategies supported Black boys’ engagement and learning, and (2) further contribute boys’ “voice” to a counternarrative, which strives to complicate and dispel negative race and gender stereotypes associated with Black males in the United States. Setting/Population/Participants This study employs a relational teaching framework to examine the learning relationships among teachers and a full cohort of eighth-grade Black boys (N = 27) at a single-sex middle school for boys of color in New York City. Research Design/Data Collection In-depth interviews from a critical ethnography conducted at the school-site (2011–2012) culled boys’ narratives of their teacher-student relationships. Findings/Discussion Boys particularly expressed how teachers must foremost convey mastery of course content, with a lucid set of humane behavioral expectations. Narratives from the boys revealed how relationally effective teachers consistently enacted the following gestures: reaching out and go beyond; personal advocacy; establishing common ground; and accommodating opposition. Teachers demonstrated the capacity to acquire and refine relational gestures, but relationship struggles among the boys and their teachers were commonplace. Core findings include: (a) Boys illuminated how specific aspects of the school context facilitated successful enactment of the relational teaching strategies by teachers; (b) teachers’ use of the relational strategies was also facilitated by the social categories of race, gender, and class the boys embodied; (c) boys’ engagement and learning benefitted from positive teacher–student relationships, which ensued after effective use of the relational teaching strategies; and (d) relational teaching with Black boys is not limited to either single-sex or coeducational learning environments.
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Dissertations / Theses on the topic "Sex education for boys"

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Gerdin, Göran. "Boys and Physical Education - A Study of Boys’ Experiences of Single-Sex and Co-Educational Physical Education." Thesis, Växjö universitet, Institutionen för pedagogik, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45606.

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The role of schools as agencies in the social construction of gender has been well researched and efforts to design the most appropriate learning environment often lead to discussions of single-sex versus co-educational schooling. Physical education is a subject where content and grouping arrangements can contribute to stereotypical expectations and assumptions about gender appropriate role-play. Typically, when gender is raised as an issue in physical education, attention is often directed towards the problems encountered by the girls and their evident alienation and lack of participation in physical education classrooms. To date, few studies have focused on boys’ experiences and whether their needs are met in the various forms of physical education. The aim of this study was to investigate boys participation in and experiences of physical education in single-sex and co-educational classes in order to examine how this is affected by the two different groupings of genders and whether any discrepancies in participation and experiences could be identified within groups of boys. The results show that in both physical education settings there exists a group of boys who are not enjoying their physical education since it is too closely associated with the dominant definitions of masculinity. These boys clearly express their dissatisfaction with what activities they get to do and how they often turn into being overly aggressive and competitive. It was also identified that this group of boys was somewhat greater in the single-sex compared to the co-educational format. The results of this study therefore demonstrate that there is a great need to start recognising the different needs amongst boys (and girls) and that the image of boys and girls as two homogeneous groups aligned with stereotypical perceptions of activities and behaviours of which they are capable and in which they should be engaging, needs to be challenged
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Hui, Nga-man Jasmine. "Sex education programme in a catholic boys' school." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37261071.

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Hui, Nga-man Jasmine, and 許雅雯. "Sex education programme in a catholic boys' school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37261071.

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Marshall, Tatiana. "Boners and twats sexual discourse and political pedagogy in a sex education classroom /." Diss., Connect to the thesis, 2004. http://hdl.handle.net/10066/609.

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Field, M. "Boys, education, pedagogies : reconstructing sport, reconstructing masculinities /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19295.pdf.

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Hilton, Gillian L. S. "Breaking the macho mould : meeting boys' needs in sex and relationships education." Thesis, Middlesex University, 2003. http://eprints.mdx.ac.uk/13572/.

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The work examines the needs of boys as regards sex education in school. The literature search depicted a situation where boys' needs were being neglected despite the calls from such bodies as the British Medical Association. Literature supports the idea that there is an overemphasis on biology rather than relationships and this, coupled with peer and teacher expectations of masculine behaviour, neither helps boys to cope with relationships nor aids them in their understanding of the needs of others or coping with their own fears and anxieties. The growing problem of early teenage pregnancies and sexually transmitted infections (STIs) had led to comparisons with other countries, which show that England has a severe problem with underage pregnancy and the transmission of STIs. Research was undertaken to investigate the characteristics of sex and relationships education for boys with the object of determining their needs and what types of education would best meet these needs. Investigations took place in eight diverse secondary schools in the south east of England. Questionnaires were issued to boys and girls in the sixth form regarding their experiences of school sex education. In addition students in their first term at university were also asked to complete questionnaires to give a wider scope to the research. Eight co-ordinators of Personal Social and Health Education were interviewed to discover their opinions of sex education in secondary schools at present and whether this was meeting the needs of pupils, especially boys. Research was then conducted to examine alternative methods of delivering sex and relationships education to determine if these strategies could better satisfy boys' needs in this area. These included a student tutor scheme in Prague a teacher training establishment in The Netherlands, an 'agony uncle' who ran a computer help line for boys, a theatre group, two male sex education workers who deliver sex education to boys, a peer education scheme and a Teenage Health Project. Three focus group interviews were carried out with young men of sixteen and seventeen to determine their feelings about their sex education and how it could be improved. In order to assess these diverse schemes a set of criteria was established against which to judge sex education delivery. These criteria were devised from the search of literature, the focus group and questionnaire responses and suggestions from the alternative method respondents and the co-ordinators. The schools' sex education provision and the altemative methodologies were then evaluated against these criteria. Results showed that none of the methods totally met the needs of boys. The analysis was used to determine a new strategy to meet the needs of boys with regard to their sex and relationships education. At the heart of the strategy is a curriculum with a stronger emphasis on relationships, how to cope with and express emotions. The content, methods of delivery, amount of sessions, size of groups and the types of teachers required are also defined.
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Frick, Susan. "Strategies to enhance achievement for boys." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/SFrick2006.pdf.

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Gobby, Brad. "Captured becomings: an assemblage of sexual difference, neoliberal capitalism and bodies in the boys' education debate." Thesis, Gobby, Brad (2006) Captured becomings: an assemblage of sexual difference, neoliberal capitalism and bodies in the boys' education debate. Masters by Research thesis, Murdoch University, 2006. https://researchrepository.murdoch.edu.au/id/eprint/41/.

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This study investigates the current influence of conservative political, social and economic forces in structuring the perspectives of five pre-service teachers on the education of boys. I argue that these perspectives are constituted by a conservative assemblage of essentialist discourses of sexuality and neoliberal capitalism and these largely extend the indomitable power of conservative forces increasingly shaping social relations inside and outside the field of education. The interviews reveal that conservative discourses of sexual difference dominate the perspectives on boys and their schooling and this reliance on essentialist notions of sexuality effectively gives rise to a conflicting roles discourse that informs a recuperative masculinity politics and feminist backlash. I argue the social transformation effected by neoliberal economics is largely silenced when discussing boys and education and this allows participants to largely 'blame' feminism for the transformation of labour markets, work patterns, family relationships and gendered subjectivities, silencing its powerful influence. I contend personal insecurity and anxiety generated by neoliberal economic transformation have proliferated conservative discourses of sexuality, producing a defence of rigid sexual boundaries that proscribe the potential of male and female bodies by capturing their 'becoming', and to this extent I argue that conservative discourses of sexual difference are coextensive with the aims of neoliberal capitalism. However, rather than position men as victims, I argue the conservative assemblage including the boys' debate make available diverse ways for many individuals to experience their body powerfully, with the attributes and capacities of hegemonic masculinity being proliferated. The boys' debate is one resource for producing powerful subjectivities while extending the territory of the conservative assemblage increasingly constituting our world. Methodologically this is a qualitative inquiry that utilizes discourse analysis extensively informed by poststructural theories of knowledge, power and the subject. I also make connections with the work of Deleuze and Guattari and the theories of corporeal feminism, including a theory of the body as a machinic assemblage in order to interrogate the conservative territorialisation of subjectivity and social relations. Finally, I argue the need to consider the alignment of discourses of sexual difference, neoliberal capitalism and the body in order to create a future beyond the limits currently defined by our culture.
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Gobby, Brad. "Captured becomings : an assemblage of sexual difference, neoliberal capitalism and bodies in the boys' education debate /." Gobby, Brad (2006) Captured becomings: an assemblage of sexual difference, neoliberal capitalism and bodies in the boys' education debate. Masters by Research thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/41/.

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This study investigates the current influence of conservative political, social and economic forces in structuring the perspectives of five pre-service teachers on the education of boys. I argue that these perspectives are constituted by a conservative assemblage of essentialist discourses of sexuality and neoliberal capitalism and these largely extend the indomitable power of conservative forces increasingly shaping social relations inside and outside the field of education. The interviews reveal that conservative discourses of sexual difference dominate the perspectives on boys and their schooling and this reliance on essentialist notions of sexuality effectively gives rise to a conflicting roles discourse that informs a recuperative masculinity politics and feminist backlash. I argue the social transformation effected by neoliberal economics is largely silenced when discussing boys and education and this allows participants to largely 'blame' feminism for the transformation of labour markets, work patterns, family relationships and gendered subjectivities, silencing its powerful influence. I contend personal insecurity and anxiety generated by neoliberal economic transformation have proliferated conservative discourses of sexuality, producing a defence of rigid sexual boundaries that proscribe the potential of male and female bodies by capturing their 'becoming', and to this extent I argue that conservative discourses of sexual difference are coextensive with the aims of neoliberal capitalism. However, rather than position men as victims, I argue the conservative assemblage including the boys' debate make available diverse ways for many individuals to experience their body powerfully, with the attributes and capacities of hegemonic masculinity being proliferated. The boys' debate is one resource for producing powerful subjectivities while extending the territory of the conservative assemblage increasingly constituting our world. Methodologically this is a qualitative inquiry that utilizes discourse analysis extensively informed by poststructural theories of knowledge, power and the subject. I also make connections with the work of Deleuze and Guattari and the theories of corporeal feminism, including a theory of the body as a machinic assemblage in order to interrogate the conservative territorialisation of subjectivity and social relations. Finally, I argue the need to consider the alignment of discourses of sexual difference, neoliberal capitalism and the body in order to create a future beyond the limits currently defined by our culture.
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Sanders, Tracey, and t. sanders@mcauley acu edu au. "Where The Boys Are: The Experiences of Adolescent Boys and Their Female Teacher in Two Single Sex Drama Classrooms." Griffith University. School of Vocational, Technology and Arts Education, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030818.152042.

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This qualitative case study explores the experiences of adolescent boys and their female teacher in two single sex drama classrooms over a two year period. It has been influenced by sociological and educational frames of knowledge with a specific emphasis on gender studies. Driven by the work of Biddulph (1995), Bly (1990), Pollack (1999), Hawkes (2001), Hartman (1999), Connell (1995,1996) and Kenway (1997), this research is ideologically grounded in theories that investigate the areas of masculinity, boys' education and drama practice. It takes as its pivotal focus the notion that educationally, adolescent boys are facing complex and troubled times and that a reassessment of the way boys are taught in schools is crucial. Additionally, the role and influence of the female teacher in the single sex boys' classroom was significant, providing an essential backdrop for investigating the classroom experiences of the boys. In the area of educational drama, research into adolescent boys and classroom drama is still unfolding.This thesis contributes to knowledge in this area and reveals the important benefits and potential that educational drama holds for empowering young males to explore their own masculine identities and understand their world with clarity and insight. Data collected during this research forms the basis of a narrative journey shared between the reader and the researcher. The research is heavily grounded in the ethnographic tradition of 'telling stories' from the field - stories which reveal the authentic lived experiences of the participants. Part of the greater story told here includes that of the researcher and documents some of the more notable challenges and highlights of working in the field over an extended time frame. Specifically, the research addresses the following questions: What benefits do adolescent boys perceive they gain from doing drama? How do adolescent boys communicate with each other in the drama classroom? How do adolescent boys approach drama work in their classroom? How do they perceive their own experiences and relationships in a single-sex drama classroom? What role does their female teacher play in their experiences in the drama classroom? The research revealed a number of important considerations for the fields ofsociology, gender studies and education. Amongst some of the major findings was the potential of drama to break down stereotypical notions associated with masculinity and boys' abilities to excel in area such as the Arts. The enjoyment and fulfillment that the boys felt they gained from participating in drama resulted in a heathlier classroom environment characterised by a greater tolerance and understanding of each boy's individual masculinity. It was also revealed that the presence of a female drama teacher was considered an advantage, granting the boys access to a field of knowledge and feeling that was different to their 'male ways of knowing.' Additionally, for the field of drama, the research revealed that the value of solid planning, a defined understanding of contemporary drama practice and implementing learning experiences carefully and thoughtfully grounded in the lives of the students, cannot be underestimated as essential components of effective drama teaching.
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Books on the topic "Sex education for boys"

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Askew, Susan. Boys don't cry: Boys and sexism in education. Milton Keynes: Open University Press, 1988.

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Pomeroy, Wardell Baxter. Boys and sex. 3rd ed. New York: Delacorte Press, 1991.

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Boys themselves: A return to single-sex education. New York: H. Holt and Co., 1996.

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Ruhlman, Michael. Boys themselves: A return to single-sex education. New York: Henry Holt and Co., 1997.

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Mahony, Pat. Schools for the boys?: Co-education reassessed. London: Hutchinson in association with the Explorations in Feminism Collective, 1985.

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Clarke, Suzanne. ERS focus on educating boys. Arlington, VA (1001 North Fairfax St., Suite 400, Alexandria 22314-1587): Educational Research Service, 2007.

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Clarke, Suzanne. ERS focus on educating boys. Arlington, VA (1001 North Fairfax St., Suite 400, Alexandria 22314-1587): Educational Research Service, 2007.

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Gender play: Girls and boys in school. New Brunswick, N.J: Rutgers University Press, 1993.

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Thorne, Barrie. Gender play: Girls and boys in school. Buckingham: Open University Press, 1993.

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Slack, Sandra. Make room for boys!: Helping boys thrive in preschool. Ypsilanti, Michigan: HighScope Educational Research Foundation, 2015.

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Book chapters on the topic "Sex education for boys"

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Pearce, Sharyn. "Molding the Man: Sex-Education Manuals for Australian Boys in the 1950s." In Sexual Pedagogies, 73–93. New York: Palgrave Macmillan US, 2004. http://dx.doi.org/10.1057/9781403981035_5.

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Frønes, Tove Stjern, Maria Rasmusson, and Jesper Bremholm. "Equity and Diversity in Reading Comprehension—A Case Study of PISA 2000–2018." In Equity, Equality and Diversity in the Nordic Model of Education, 305–35. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_12.

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AbstractThis chapter studies equity in reading performance in PISA 2000–2018 in three Nordic countries: Denmark, Sweden and Norway. Using regression analyses, the study investigates how the reading performance trend for groups of students with different genders, home backgrounds and minorities has developed. The study is contextualised through an up-to-date description of reading comprehension instruction in the countries. In addition to trend analyses of general reading performance, the study examines if the differences between groups of students are consistent across different text formats in the digital version of the PISA test, distinguishing between static text types (e.g., articles, letters, stories) and dynamic text types (e.g., websites, forums and e-mails, etc.). We find a consistently high reading literacy performance in all Scandinavian countries compared with international development. There are large gender differences in the average reading performance in all three countries, disfavouring boys, especially low-performing boys from low SES home backgrounds. We find a huge and stable gap between minority and majority students’ reading achievement, even when corrected for SES. Taking these findings into account, we assert that there is no basis for concluding that the school systems give more equitable learning conditions for groups of students now than when the PISA assessments started. However, it appears that the new online text formats in PISA 2018 might shrink the differences between student groups. Based on our findings, we argue that it is highly doubtful if one can still speak of a Nordic model of education, both as an idea of equity and fairness and as a model that is united across the Nordic countries.
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Burg, B. R. "The Last Sex Court Martial." In Boys at Sea, 158–75. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230590700_7.

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Lingard, Bob, Wayne Martino, and Martin Mills. "Single-Sex Classes and Schools for Boys." In Boys and Schooling, 86–118. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230582767_4.

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Willmott, Peter. "Girls, Sex and Marriage." In Adolescent Boys of East London, 37–52. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003345343-4.

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Wiesner, Lisa. "Sex Education." In Encyclopedia of Autism Spectrum Disorders, 2842–44. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1602.

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Byram, Margaret L. "Sex Education." In Encyclopedia of Cross-Cultural School Psychology, 881–82. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_383.

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Walton, Whitney. "Sex Education." In Teaching America to the World and the World to America, 135–54. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137060150_7.

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Wiesner, Lisa. "Sex Education." In Encyclopedia of Autism Spectrum Disorders, 4318–19. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_1602.

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Triska, Andrew Maxwell. "Sex Education." In Sexuality and Intellectual Disabilities, 1–18. First Edition. | New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315316406-1.

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Conference papers on the topic "Sex education for boys"

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Kostyk, Liubov, and Vasyl Kostyk. "Formation of Gender Identity of Preschoolers is an Important Aspect of Socialisation of an Individual." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/atee2020/15.

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Children's gender perceptions are actively formed in preschool age and are an integral component of person's gender identity. The formation of sexual identity of a child continues from 2 to 7 years, and the formation of his/her imagination occurs in the process of socialization through: identification, imitation, following, modeling, direction, self-determination, encouragement, self-acceptance, self-reflection, cognitive dissonance. Child masters the social norms, patterns of behavior and cultural values of his/her nation. The gender approach to the upbringing of the preschool children should be focused on the formation and establishment of equal, gender-independent opportunities for self-realization of the individual. However as practical experience shows, the gender component and its methodological data are insufficient in terms of the content of preschool education. In preschool institutions, gender education takes place spontaneously, educators use the traditional approach to forming child's self-esteem and his stereotypes of self-perception only on the basis of gender, so it is important today to pay more attention to gender education and socialization. Experimentally it has been investigated the peculiarities of gender and age identification of the preschoolers of the preschool institution of a combined type #9 of the city of Chernivtsi. According to the research, the greater part of children of 5-6 years old are aware of their belonging to the male or female sex, having the already formed gender identity. Gender perceptions of preschool children are gender-appropriate: girls’ - feminine, and boys’ – masculine. In addition, they are stereotypical: boys have instrumental role, girls-expressive.
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Морякина, Светлана Васильевна, Асет Исаевна Абдулхаджиева, and Марина Абубакаровна Хашханова. "THE NATURE OF CHANGES IN VISUAL FUNCTIONS IN STUDENTS OF DIFFERENT SEXES." In Научные исследования в современном мире. Теория и практика: сборник избранных статей Всероссийской (национальной) научно-практической конференции (Санкт-Петербург, Март 2022). Crossref, 2022. http://dx.doi.org/10.37539/nitp326.2022.46.34.008.

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Научная статья посвящена анализу зрительных функций среди студентов, отличающихся по возрасту и полу с целью установления рефракционных изменений, связанных с учебной деятельностью. При сопоставлении показателей остроты зрения в группах студентов и студенток, было установлено, достоверное возрастное снижение зрения не зависимо от пола, причем у юношей в большей степени, чем у девушек. The scientific article is devoted to the analysis of visual functions among students who differ in age and sex in order to establish refractive changes related to educational activities. When comparing visual acuity in groups of students and students, it was found that a reliable age-related decrease in vision is independent of sex, and in boys to a greater extent than in girls.
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Nancheva, Dilyana, and Korneliya Naydenova. "CHANGES IN THE MANIFESTATION OF THE MOTOR ABILITY SPEED IN BOYS AT THE LOWER SECONDARY STAGE OF PRIMARY EDUCATION." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/103.

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ABSTRACT Tracking the changes and peculiarities in the manifestation of motor abilities in school age is one of the prerequisites that determine the effectiveness of the learning process. Effective learning, in turn, is a leading goal of modern education. In this sense, tracking and identifying peculiarities and changes in the manifestation of motor abilities is an enduring issue in the theory and practice of physical education. On the basis of the above, we set as the aim of the present study to identify the peculiarities in the manifestation of the motor ability speed in pupils at the lower secondary stage of primary education. In order to achieve this aim, we set ourselves the following tasks: 1. Reading about the problem in scientific sources. 2. Processing the results of the 30-meter-race test of the boys. 3. Revealing the impact peculiarities of the speed performance of schoolboys in the aspect of age. We fulfilled our study tasks by processing the achievements of the boys aged 10 - 14, who participated in the 30-meter-race test. We applied a variance and comparative statistical analysis which allowed us to specify the impact peculiarities of the motor ability in its age aspect. After processing and analyzing the results of the study, we found a lot of changes in the speed performance of 10-14 years old schoolboys. In this regard, it is significant to note the changes recorded within one school year, which had the appropriate level of reliability to allow us to formulate recommendations for the work of teachers of „Physical Education and Sport“.
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Mavrudiev, Petko. "MOBILE GAMES AS A MEANS OF DEVELOPING MOTOR QUALITIES IN TENNIS TRAINING." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/123.

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ABSTRACT In many methods in different sports, mobile games are used to improve the motor abilities of adolescents. We have developed and tested a methodology based on mobile games in tennis training. The study aims to optimize the physical preparation of the 10 years old boys who are training tennis in school in an extracurricular form of education through the tools of the moving games. The оbject of study are 40 boys, 10 years old (3rd grade) divided into two groups of 20 children - experimental and control. The subject of the study are the signs of physical development and motor skills. To establish the effectiveness of the applied methodology, testing was carried out twice with all participants in the study (at the beginning and the end of the experimental period) on six tests, two physical development indicators, and BMI. The results were subjected to mathematical and statistical processing by Variation analysis, Comparative t-criterion of Student, BMI. The analysis of the results shows that, at the end of the experiment, the experimental group has higher achievements in all studied indicators. Unlike the first test, however, in which there were insignificant differences between the two groups in the level of development of the studied traits, in the second test - the ratio changed in favor of the experimental group. It can be argued with a high guarantee probability that the specific work with the means of mobile games applied by us has led to a significant increase in the level of development of the boys in the experimental group speed endurance, the explosive force of the lower limbs, both in vertical and horizontal efforts. As the main conclusion of the study, we could conclude that the experiment, through the means of mobile games in general, has positively influenced the development of basic motor skills, physical ability, and health status of students.
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Searle, Kristin A., and Yasmin B. Kafai. "Boys' Needlework." In ICER '15: International Computing Education Research Conference. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2787622.2787724.

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"An Examination of the Barriers to Leadership for Faculty of Color at U.S. Universities." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4344.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: The aim and purpose of this study is to understand why there is a dearth of faculty of color ascending to senior levels of leadership in higher education institutions, and to identify strategies to increase the representation of faculty of color in university senior administrative positions. Background: There is a lack of faculty of color in senior level academic administrative position in the United States. Although there is clear evidence that faculty of color have not been promoted to senior level positions at the same rate as their White col-leagues, besides racism there has been little evidence regarding the cause of such disparities. This is becoming an issue of increased importance as the student bodies of most U.S. higher educational institutions are becoming increasingly more inclusive of people of various racial and ethnic backgrounds. Methodology: Qualitative interviews were used. Contribution: This study adds to the research and information made previously available regarding the status of non-White higher educational members in the U.S. by contributing insights from faculty of color who have encountered and are currently encountering forms of discrimination within various institutions. These additions include personal experiences and suggestions regarding the barriers to diversification and implications of the lack of diversity at higher educational institutions. Given the few diverse administrative or executive leaders in service today in higher education, these personal insights provide seldom-heard perspectives for both scholars and practitioners in the field of higher education. Findings: Limited diversity among faculty at higher educational institutions correlates with persistent underrepresentation and difficulty in finding candidates for leadership positions who are diverse, highly experienced, and highly ranked. This lack of diversity among leaders has negative implications like reduced access to mentor-ship, scholarship, and other promotional and networking opportunities for other faculty of color. While it is true that representation of faculty of color at certain U.S. colleges and programs has shown slight improvements in the last decade, nationwide statistics still demonstrate the persistence of this issue. Participants perceived that the White boys club found to some extent in nearly all higher educational institutions, consistently offers greater recognition, attention, and support for those who most resemble the norm and creates an adverse environment for minorities. However, in these findings and interviews, certain solutions for breaking through such barriers are revealed, suggesting progress is possible and gaining momentum at institutions nationwide. Recommendations for Practitioners: To recruit and sustain diverse members of the academic community, institutions should prioritize policies and procedures which allocate a fair share of responsibilities between faculty members and ensure equity in all forms of compensation. In addition, institutional leaders should foster a climate of mutual respect and understanding between members of the educational community to increase confidence of people of color and allow for fresh perspectives and creativity to flourish. Where policies for diversification exist but are not being applied, leaders have the responsibility to enforce and set the example for other members of the organization. Assimilation of diverse members occurs when leaders create an inclusive environment for various cultures and advocate for social and promotional opportunities for all members of the organization. Recommendations for Researchers: Significant research remains on understanding barriers to the preparation of faculty of color for leadership in higher education. While this research has provided first-hand qualitative perspectives from faculties of color, additional quantitative study is necessary to understand what significant differences in underrepresentation exist by race and ethnicity. Further research is also needed on the compound effects of race and gender due to the historic underrepresentation of women in leadership positions. At the institutional and departmental level, the study validates the need to look at both the implicit and explicit enforcement of policies regarding diversity in the workplace. Future Research: Higher education researchers may extend the findings of this study to explore how faculty of color have ascended to specific leadership roles within the academy such as department chair, academic dean, provost, and president.
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Ilyushenko, N. A., Yu O. Gainutdinova, Z. B. Eskindyrova, O. V. Ragozina, I. A. Shevnin, and B. Z. Jafarova. "Sexual dimorphism in the physical development of boys and girls of the northern region with an established dysplastic phenotype." In VIII Vserossijskaja konferencija s mezhdunarodnym uchastiem «Mediko-fiziologicheskie problemy jekologii cheloveka». Publishing center of Ulyanovsk State University, 2021. http://dx.doi.org/10.34014/mpphe.2021-94-97.

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The article analyzes the data of an anthropometric and somatotypological study of 164 boys and 93 girls of the northern region, different sexual somatotypes with different severity of signs-phenes of undifferentiated connective tissue dysplasia. It was found that 44% of boys and 22% of girls with d, according to sexual somatic differentiation, correspond to the biological sex, 34% of boys and 53% of girls have mild gender dysplasia in the form of mesomorphy, and 19% of boys and 21% of girls have signs of sex inversion. Undifferentiated connective tissue dysplasia affects the severity of morphotypological differences between sexual somatotypes and the appearance of signs of gracialization within them. Key words: northern region, adolescence, sexual dimorphism, undifferentiated connective tissue dysplasia.
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Ljubičić, Sanja, Ljubomir Antekolović, and Vedran Dukarić. "Differences in the level of body equilibrium by sex in early school-age children." In 12th International Conference on Kinanthropology. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-10.

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Equilibrium represents the motor capability responsible for the performance of virtually all functional movements. Thus, the importance of early diagnosis of equilibrium levels in boys and girls was recognized as the key factor for the prevention of motor deficits and muscles misbalances later in life. Purpose: The purpose of this paper was to show the difference between boys and girls aged 7‒10 years in the level of unilateral static balance of the take-off leg. Methods: Research was conducted at the Kvarner Athletics Club Rijeka, and it involved 80 children aged 7‒10 years (38 boys and 42 girls). Measurement of static unilateral equilibrium was obtained using Gyko Inertial System (Microgate, Bolzano, Italy). Three attempts were made in 20 seconds and two motor variables were observed: medio-lateral and antero-posterior trajectories of the body. For both variables, the arithmetic mean, the minimum and maximum score and standard deviation were calculated. Moreover, a non-parametric method of the Mann-Whitney U test was used to determine statistical significance between boys and girls. Statistical significance was set at p < 0.05. Results: Statistically, girls have significantly better results compared to boys, both in the medio-lateral trajectory variable (M_Sumg = 335.1, M_Sumb = 479.34) and the antero-posterior trajectory variable (M_Sumg = 291.14, M_Sumb = 411.71). Conclusion: The results of this study showed that girls aged 7‒10 years achieved significantly better results compared to boys in observed motor variables (medio-lateral and antero-posterior trajectory of the body), when performing a static unilateral take-off leg balance test. These results are consistent with previous research. Indications for such results stem from different perspectives, among which the most common one refers to the earlier maturation of the systems responsible for postural control in female bodies. Recommendation for further research is to conduct examination on a larger sample of subjects, in younger children (pre-school age) and with both legs.
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Boncheva, Maria. "CHANGES IN THE LEVEL AND TYPE OF STUDENTS’ PHYSICAL ACTIVITY BEFORE AND DURING THE COVID-19 PANDEMIC." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/105.

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ABSTRACT The current study aims to reveal the changes in the levels of physical activity before and during COVID-19 pandemic among students in 8th to 12th grade. A total of 160 Bulgarian students took part in the study (98 girls – 60%; 62 boys – 40%), with an average age of 16 years. The following methods were used to achieve the set goals: scientific literature review, designing a questionnaire and statistical data analysis with the SPSS software. The Statistical Package for Social Sciences was used for the descriptive statistics, frequencies and revealing significant correlations and differences according to different factors of the subjects in the study. A structured questionnaire was created, which was distributed through the social networks. The obtained results allowed for revealing the main type of physical activity performed before and during the pandemic among the students. The most common physical activity before the pandemic period is the participation in the Physical Education and Sport classes with 51%, and during COVID-19 is the possibility to perform some physical exercises indoors at home – 65%. The study has revealed that after the alleviation of the restrictive measures, a large portion of the students would increase the time for sport and physical activity (54%).
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Chirlesan, Georgeta. "MAKING TEENAGER BOYS’ READING SUCCESSFUL." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.2069.

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Reports on the topic "Sex education for boys"

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Busso, Matías, and Verónica Frisancho. Good Peers Have Asymmetric Gendered Effects on Female Educational Outcomes: Experimental Evidence from Mexico. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003247.

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This study examines the gendered effects of early and sustained exposure to high-performing peers on female educational trajectories. Exploiting random allocation to classrooms within middle schools, we measure the effect of male and female high performers on girls' high school placement outcomes. We disentangle two channels through which peers of either sex can play a role: academic performance and school preferences. We also focus on the effects of peers along the distribution of baseline academic performance. Exposure to good peers of either sex reduces the degree to which high-achieving girls seek placement in more-selective schools. High-achieving boys have particularly strong, negative effects on high-performing girls' admission scores and preferences for more-selective schools. By contrast, high-achieving girls improve low-performing girls' placement outcomes, but exclusively through a positive effect on exam scores.
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Busso, Matías, and Verónica Frisancho. Research Insights: Can Good Peers Hurt?: The Effect of Top Students on Girls' Educational Outcomes. Inter-American Development Bank, July 2021. http://dx.doi.org/10.18235/0003565.

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Exposure to good peers of either sex during middle school reduces the probability that top-performing girls are placed in one of their preferred high schools. High-achieving boys have a detrimental effect on the selectiveness of the schools in which top female students are placed. These placement effects are driven by both lower admission scores and weakened preferences for selective and academic schools. Exposure to high-achieving girls improves the admission exam scores of poor-performing girls. This protective effect on scores translates into an average increase in the selectivity of the high schools in which low-performing girls are placed.
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Bermingham, Rowena. Relationships and Sex Education. Parliamentary Office of Science and Technology, June 2018. http://dx.doi.org/10.58248/pn576.

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Teaching about relationships and sex in UK schools often focuses on the biology of reproduction. Stakeholders have called for lessons to cover a broader range of issues, such as healthy relationships and the risks posed by using digital technology. The subject Relationships and Sex Education (RSE) will become statutory in all secondary schools in England in the near future. There is ongoing consultation into what will be included in the statutory guidance for RSE. This POSTnote reviews evidence on the potential outcomes of RSE in schools and how to maximise its effectiveness.
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Hauck, Elizabeth. Staying on Script: Sexual Scripts and Sex Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2398.

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Mazin, Rafael, and Andrea Lynch. Health + Equality + School Engagement: Scenarios USA reinvents sex education. Population Council, 2014. http://dx.doi.org/10.31899/pgy4.1000.

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Newman, Lorenzo, Alice Pelosi, Giovanni Zino, Silvia Crespi, and Rebecca Gordon. Education Systems for Girls’ Education in the Indo-Pacific Region. Institute of Development Studies (IDS), September 2021. http://dx.doi.org/10.19088/k4d.2021.114.

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Despite substantial progress over the last two decades, girls in many parts of the world experience worse educational outcomes than boys, particularly at the secondary and tertiary levels. The COVID-19 pandemic appears to have exacerbated this learning gap in many regions, making research on the relationship between girls’ education outcomes and education systems increasingly urgent. This rapid review explores the determinants of girls’ education outcomes in a specific group of Indo-Pacific countries. It examines the education system determinants of these outcomes such as government investment, teacher training, water, sanitation, and hygiene (WASH) infrastructure in schools, school-related gender-based violence, and indirect costs of education, drawing from pre-COVID-19 data. It also investigates societal determinants such as political factors, poverty rates, labour market participation trends, and child marriage rates. By attempting to explain differences in learning outcomes for girls, it also achieves a typology of countries in the region and suggests ideas for further research and FCDO programming.
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Jacob, Brian. Where the boys aren't: Non-cognitive skills, returns to school and the gender gap in higher education. Cambridge, MA: National Bureau of Economic Research, May 2002. http://dx.doi.org/10.3386/w8964.

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Riley, Patricia. An evaluation of a data-based sex education training program for mentally retarded adults. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2888.

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Marchais, Gauthier, Sweta Gupta, and Cyril Owen Brandt. Improving Access to Education for Marginalised Girls in Conflict Areas. Institute of Development Studies (IDS), August 2021. http://dx.doi.org/10.19088/ids.2021.053.

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A high proportion of out-of-school children across the world live in conflict-affected contexts. To remove barriers to education for marginalised girls in those contexts, a key challenge is to understand the multiple and intersecting forms of marginalisation and their changing dynamics during violent conflict. Research from the REALISE education project in the Democratic Republic of the Congo (DRC) identifies key considerations for education programmes for marginalised girls in conflict areas, such as inclusive education for girls and boys, links between education and peace-building, and extra-curricular activities to support social relationships.
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Jackson, C. Kirabo. The Effect of Single-Sex Education on Test Scores, School Completion, Arrests, and Teen Motherhood: Evidence from School Transitions. Cambridge, MA: National Bureau of Economic Research, May 2016. http://dx.doi.org/10.3386/w22222.

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