Journal articles: '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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Ulubas-Varpula, Isik Zeliha, and Kaj Björkqvist. "Peer Aggression and Sexual Harassment among Young Adolescents in a School Context: A Comparative Study between Finland and Turkey." International Journal of Educational Psychology 10, no. 3 (October 24, 2021): 199–221. http://dx.doi.org/10.17583/ijep.6853.

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The study investigates peer aggression and sexual harassment among young adolescents in Finland and Turkey. Sex differences and the interaction effect between country of residence and sex are also examined. A questionnaire was completed by 1,747 adolescents (1, 268 from Finland, 479 from Turkey, Mage = 14.1). Six different forms of aggression (physical, verbal, indirect, cyber, verbal sexual harassment, physical sexual harassment) were examined. More adolescents from Turkey, and more boys, were found to be involved in aggression as both victims and perpetrators compared to adolescents from Finland and girls. The interaction effect was significant between country of residence and sex with being a boy from Turkey was related to having the highest involvement in cyber aggression, verbal sexual harassment, and physical sexual harassment, as both victim and perpetrator. Regarding victimization from indirect aggression, girls from Finland scored higher than Turkish girls, while boys from Turkey scored higher than Finnish boys.

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Hilton, Gillian L. S. "Listening to the Boys: English boys' views on the desirable characteristics of teachers of sex education." Sex Education 3, no. 1 (April 2003): 33–45. http://dx.doi.org/10.1080/1468181032000052144.

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Monyooe, Lebusa A., and C. N. Fumba. "Pupils' Views on Sex Education in Transkei Schools, South Africa." Psychological Reports 82, no. 1 (February 1998): 337–38. http://dx.doi.org/10.2466/pr0.1998.82.1.337.

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Responses to a questionnaire of 49 girls and 28 boys, who ranged in age from 17 to 29 years, suggested that pupils were favorable to sex education at schools as enhancing self-esteem, responsibility, and understanding of issues.

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Macdonald, Doune. "The Relationship between the Sex Composition of Physical Education Classes and Teacher/Pupil Verbal Interaction." Journal of Teaching in Physical Education 9, no. 2 (January 1990): 152–63. http://dx.doi.org/10.1123/jtpe.9.2.152.

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This study examined the relationship between the sex composition of physical education classes and teacher/pupil interactions. Eighteen Grade 9 or 10 hockey lessons were videotaped and verbal interactions were coded using a modified interactional analysis observation system. All teacher/pupil interactions were classified into one of six categories and the relative frequency of each interactional type was compared as a function of the class composition and the sex of the teacher using nonparametric analyses of contingency. To account for variations in lesson duration, interaction rates were also computed and compared between groups using analysis of variance. The results showed that female teachers gave proportionally more skill based interactions than did male teachers in mixed-sex and in all-girls classes. In mixed-sex classes, boys had a greater proportion of verbal interactions as well as more positive interactions with the teacher than girls did. To gauge the perceptions and attitudes of teachers and students toward stereotyping in physical education, interviews were conducted with the teachers and all pupils completed a standardized 35-item questionnaire. Most girls (90%) did not perceive boys as being favored, but 43% felt that teachers expected boys to perform skills better than girls. A greater percentage of boys (63%) than girls (48.5%) agreed that physical education in schools should be made more important.

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Hart, Laurie E. "Classroom Processes, Sex of Student, and Confidence in Learning Mathematics." Journal for Research in Mathematics Education 20, no. 3 (May 1989): 242–60. http://dx.doi.org/10.5951/jresematheduc.20.3.0242.

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The purpose of this study was to compare the classroom processes of girls and boys who differed in confidence in their ability to learn mathematics. The students were observed daily during their seventh-grade mathematics classes for 3 to 4 weeks. All 93 students observed (i.e., the target students) scored at or above the mean on a standardized test of mathematics achievement. Trained observers recorded characteristics of each verbal interaction between a target student and the teacher and the amount of time each target student spent on task in mathematics. Boys were involved in more public interactions with their teacher than girls were. High- and low-confidence students differed very little in their interactions with the teacher. Differences between boys and girls in their interactions with the teacher varied from classroom to classroom.

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Yates, Shirley M. "Single-sex school boys’ perceptions of coeducational classroom learning environments." Learning Environments Research 14, no. 1 (February 2, 2011): 1–10. http://dx.doi.org/10.1007/s10984-011-9079-x.

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Novianty, Suci Marini, Anandra Septiani Al-azra, and Naurissa Biasini. "Indonesian Moslem Mother’s Style of Communication Upon Sexual Education For Boys in Their Early Age." Proceedings Of International Conference On Communication Science 2, no. 1 (November 10, 2022): 905–14. http://dx.doi.org/10.29303/iccsproceeding.v2i1.111.

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Many sexual violence cases put men as either a victim and perpetrator. The way they groom since early childhood could help setting the best example to how they should respect and protect their boundaries in sexual business. Therefore, boys are necessary to be given a sex education since their early age. However, the sex education is considered taboo in Indonesia, said that it is related to religious view, when they are not. This paper examined "How is Indonesian moslem mother’s style of communication upon sexual education for boys in their early age?." Researchers use descriptive qualitative methods to analyze, describe, then explain in depth and detail based on the activities of social phenomena. In two informants, it was found that they have a tendency to have different communication styles depending on the stage of sex education they give to their boys at an early age. They adopt an assertive communication style for the information they share. However, they change to apply a non-assertive communication style when they feel they have no understanding toward the information they convey or the child asks a question and they are unknown to the answer. Finally, they can also become aggressive when they force their children to follow directions regarding the sex education they provide.

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Alomar, Bader O. "Personal and Family Factors as Predictors of Pupils' Mathematics Achievement." Psychological Reports 101, no. 1 (August 2007): 259–69. http://dx.doi.org/10.2466/pr0.101.1.259-269.

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This study examined personal and family factors in prediction of mathematics achievement by Kuwaiti fourth graders (395 boys, 501 girls; M age= 10.0 yr., SD=8.0 mo.). Personal variables included sex, total achievement, perception of parental involvement, pupil's attitude towards school, and mathematics achievement. Family variables included parental education and parental involvement, views of school, and income. The data had good fit with the suggested model. Analysis showed variables which had significant direct association with mathematics achievement were total achievement and sex. Parental education, pupil's sex, and attitude towards school had significant indirect associations with mathematical achievement. Associations were direct for boys and indirect for girls on mathematics achievement, so sex had minimal total effects on mathematics achievement.

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Sankoh, Foday Pinka. "ASSESSING CO-EDUCATION AND CHEMISTRY ATTAINMENT IN THE NORTHERN REGION OF SIERRA LEONE." International Journal of Scientific Research and Management 9, no. 12 (December 23, 2021): 2054–59. http://dx.doi.org/10.18535/ijsrm/v9i12.el04.

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This study covered nineteen senior secondary schools in the Northern region of Sierra Leone. The study is aimed at assessing the comparative attainment of pupils in single-sex and co-educational schools. A desk study of secondary data wherein documents and records relating to appropriate data sources were studied to obtain background information on co-education and chemistry attainment. A sample size of eight hundred and fifty seven (857) pupils from nineteen (19) senior secondary schools in the Northern regions of Sierra Leone who sat to the chemistry papers in the WASSCE of 2019. The study revealed that the proportions of credit and above in chemistry for boys and girls in single-sex schools are significantly higher than those of their counterparts in co-educational schools, and that the proportion of bare pass for boys is higher than that of girls, irrespective of whether the pupils are in single-sex or co-educational schools. Girls should do better as well as boys in chemistry if given the opportunity to do it and if provided with adequate motivation.

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Seung-Duk, Ko, Kim Eun-Joo, Suh Hye-Kyung, and Sohn Aeree. "Viewpoints of Korean Senior High School Students on School-Based Sex Education." Asia Pacific Journal of Public Health 13, no. 1_suppl (January 2001): S31—S35. http://dx.doi.org/10.1177/101053950101300s01.

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The percentage of sexually experienced young persons in South Korea has increased and the age of first intercourse has lowered significantly. However, these marked changes in the sexual behavior of young people have been taking place when schools in the country still generally lack a realistic sex education program. Given this situation, the aim of this study is to gather student opinions on current school-based sex education in Korea. A self-administered questionnaire survey was conducted in Seoul, Incheon, and Kyunggi Province to assess the status and needs of high school sexuality education. Survey data was obtained from 1,160 senior high school students. In this study 68.8% of boys and 94.4% of girls had some school-based sex or sexuality education. The mean hours of sex education instruction of boys and girls were 2.29 and 3.39 hours respectively. There are several reasons for not being satisfied with sex education in schools. Lack of information was the first reason in all categories. About seventy-four percent of respondents felt that the sex education taught in schools did not cover the information that they want. The second reason was that there was no trained sex education teacher. Lack of materials, interactive teaching method, and time were the other reasons given. They advocated starting sex education in elementary school and covering all topics by the age-appropriate level. More than half supported that sex education should be made compulsory in schools.

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Rajeshwari, Swetha, Ayesha Nawaz, Sathyanarayana P., and Bhaskar Kurre. "A comparative study on tobacco use among school boys in single sex and co-education school in Bengaluru." International Journal Of Community Medicine And Public Health 5, no. 1 (December 23, 2017): 326. http://dx.doi.org/10.18203/2394-6040.ijcmph20175807.

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Background: Adolescent boys are more inclined towards risky behaviors like smoking than girls and those who initiate smoking early in life are more likely to continue to smoke as adults. Peers in schools have a major role on influencing, initiating and continuation of smoking among boys. Therefore, the present study was undertaken to compare the prevalence of tobacco use among boys studying in single-sex school and co-education school and to study the factors associated with tobacco use in both the schools.Methods: A comparative study was conducted in two randomly selected high schools in the urban field practice area of the medical institution; one of it being boys only (single-sex) and another co-education (co-ed) school. All the students studying in 8th, 9th and 10th standard were included in the study. A self-administered, pretested, structured questionnaire adapted from the WHO youth tobacco questionnaire was used to collect the data on tobacco usage, knowledge and attitude along with socio-demographic profile. Data was entered into Microsoft excel and analyzed using EPI info 6.Results: A total of 467 boys participated in the study. Over all prevalence of tobacco use was 21.8% from both the schools. Tobacco use was found to be more in boys’ school 68 (25.7%) when compared to co-education school (16.8%). Prevalence of smoking was found to be 38 (14.4%) and 17 (8.4%) in the two schools, this difference was found to be statistically significant with χ2=4.59, p=0.032.Conclusions: Vulnerability of boys to smoking and risky behaviours in general, more so in single sex schools need to be emphasized and apt interventions designed to prevent its use among boys in various settings ought to be explored.

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Rodríguez-Castro, Yolanda, Rosana Martínez-Román, Patricia Alonso-Ruido, Alba Adá-Lameiras, and María Victoria Carrera-Fernández. "Intimate Partner Cyberstalking, Sexism, Pornography, and Sexting in Adolescents: New Challenges for Sex Education." International Journal of Environmental Research and Public Health 18, no. 4 (February 23, 2021): 2181. http://dx.doi.org/10.3390/ijerph18042181.

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Background: Within the context of the widespread use of technologies by adolescents, the objectives of this study were to identify the perpetrators of intimate partner cyberstalking (IPCS) in adolescents; to analyze the relationship between IPCS and gender, age, sexting behaviors, pornography consumption, and ambivalent sexism; and to investigate the influence of the study variables as predictors of IPCS and determine their moderating role. Methods: Participants were 993 Spanish students of Secondary Education, 535 girls and 458 boys with mean age 15.75 (SD = 1.47). Of the total sample, 70.3% (n = 696) had or had had a partner. Results: Boys perform more sexting, consume more pornographic content, and have more hostile and benevolent sexist attitudes than girls. However, girls perpetrate more IPCS than boys. The results of the hierarchical multiple regression indicate that hostile sexism is a predictor of IPCS, as well as the combined effect of Gender × Pornography and Benevolent Sexism × Sexting. Conclusions: it is essential to implement sexual affective education programs in schools in which Information and Communication Technologies (ICT) are incorporated so that boys and girls can experience their relationships, both offline and online, in an egalitarian and violence-free way.

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Adukia, Anjali. "Sanitation and Education." American Economic Journal: Applied Economics 9, no. 2 (April 1, 2017): 23–59. http://dx.doi.org/10.1257/app.20150083.

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I explore whether the absence of school sanitation infrastructure impedes educational attainment, particularly among pubescent-age girls, using a national Indian school latrine construction initiative and administrative school-level data. School latrine construction substantially increases enrollment of pubescent-age girls, though predominately when providing sex-specific latrines. Privacy and safety appear to matter sufficiently for pubescent-age girls that only sex-specific latrines reduce gender disparities. Any latrine substantially benefits younger girls and boys, who may be particularly vulnerable to sickness from uncontained waste. Academic test scores did not increase following latrine construction, however. Estimated increases in enrollment are similar across the substantial variation in Indian district characteristics. (JEL H75, H76, I21, I25, J16, O15, O53)

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Wilcove, Jonathan L. "Perceptions of Masculinity, Femininity, and Androgyny among a Select Cohort of Gifted Adolescent Males." Journal for the Education of the Gifted 21, no. 3 (April 1998): 288–309. http://dx.doi.org/10.1177/016235329802100303.

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This qualitative study explored the gender schemata of a select cohort of 13 gifted adolescent males. It revealed these adolescents as having an androgynous sex-role identity. However, the findings identified among the adolescents three distinct constructions of androgyny. The data also pointed out some of the intrapsychic problems encountered by the boys in their sex-role identity development—most notably anxieties about femininity and women stemming from demands placed upon the boys by their awakening sexualities. Finally, the study examined the role of their intellectual giftedness in the negotiation of their sex-role identities. Most of the adolescents employed a sophisticated critical rationalism to construct their gender schemata. However, several of the subjects acknowledged the limits of this rationalism to achieve a complete understanding of these complex issues and expressed an awareness of an asynchrony between their emotional and intellectual development.

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Ferrari, Gerson, Leandro F. M. Rezende, Gabriela Arantes Wagner, Alex A. Florindo, and Maria Fernanda Tourinho Peres. "Physical activity patterns in a representative sample of adolescents from the largest city in Latin America: a cross-sectional study in Sao Paulo." BMJ Open 10, no. 9 (September 2020): e037290. http://dx.doi.org/10.1136/bmjopen-2020-037290.

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ObjectivesWe examined the patterns of total and domain-specific physical activity (PA) by sex, socioeconomic status and maternal education level in adolescents from Sao Paulo city, Brazil.DesignCross-sectional study.ParticipantsWe included a representative sample of 2682 (52.2% boys) adolescents aged 14–15 years from public and private schools in Sao Paulo, 2017. Socioeconomic status was assessed using a wealth index derived from principal component analysis. Descriptive analyses evaluated differences in total and domain-specific PA by sex, socioeconomic status and maternal education level.Outcome measuresWe collected data on the frequency and duration that adolescents spent in each PA domain (active transportation, leisure PA and physical education classes) through a self-report questionnaire.ResultsOn average, adolescents spent 197.7 min/week (95% CI 190.6–204.8) in total PA. The proportion of adolescents achieving at least 60 min/day (≥420 min/week) was 12.7% (95% CI 11.4–14.1), with a higher prevalence in boys (18.3%) and in those with higher socioeconomic status (17.4%). Similar patterns were observed for leisure PA and physical education classes. Active transportation was higher in girls (46.0 min/week; 95% CI 42.6–49.6) than in boys (43.4 min/week, 95% CI 39.9–46.6). Boys and adolescents with higher socioeconomic status and higher maternal education level had higher levels of total PA.ConclusionsWe found a variation in patterns of total and domain-specific PA by sex, socioeconomic status and maternal education level in adolescents from Sao Paulo. Initiatives for promoting PA in adolescents should take these findings into account.

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Raviv, Ayala, and Ester Aflalo. "Classroom discourse in single-sex physics classes: A case study." European Journal of Science and Mathematics Education 11, no. 1 (January 1, 2023): 182–96. http://dx.doi.org/10.30935/scimath/12564.

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This case study examined the characteristics of classroom discourse during physics lessons in two single-sex high school classes–a boys’ vs. a girls’ class. All lessons were taught by the same teacher and covered the same topics. For each class, six lessons were recorded, transcribed, and coded and the characteristics of the discussion were counted, including the number of words spoken by the teacher and students, the number of open-ended and closed-ended questions posed, and the number of open and closed discourse segments and their initiator. A total of 549 closed-ended questions, 1,151 open-ended questions, 139 closed and 168 open discourse segments were analyzed. A semi-structured interview was conducted with the teacher on his views of the discussion characteristic in his lessons and the differences he has observed between boys and girls in terms of these characteristics. The average number of all classroom discourse parameters examined was similar in both classes and no significant differences were observed. In both classes, the students participated very actively in the discourse throughout most of the lesson, both among themselves and with the teacher. From the teacher’s perspective, the differences in discussions between the classes, if any, are not related to the student’s gender, but rather to the character of the students and the classroom environment. The main conclusion that emerges from this study is that the girls’ discourse in a single-sex class does not differ significantly from the boys’ discourse, as discussed in the article.

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Abeles, Hal. "Are Musical Instrument Gender Associations Changing?" Journal of Research in Music Education 57, no. 2 (June 18, 2009): 127–39. http://dx.doi.org/10.1177/0022429409335878.

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The researcher sought to examine gender associations across three decades to determine if changes in the sex stereotyping of musical instruments has occurred. First, the study examined the paired comparison gender—instrument rankings of 180 college students. The results confirmed a reduction of instrument gender associations reported in the 1990s. The second index of gender associations employed was the instruments that middle school children played ( N = 2001). A comparison of the instruments played by boys and girls across three studies conducted in 1978, 1993, and 2007 showed little difference in the sex-by-instrument distribution. Girls played predominately flutes, violins, and clarinets, and most boys played drums, trumpets, and trombones. There was some evidence that in band settings, girls were more likely to play nonconforming gender instruments than were boys. Further studies that focus on parents' influence on children's instrument choices and the effect of ethnicity are recommended.

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Yuri, Saori, Frida Madeni, Eri Shishido, and Shigeko Horiuchi. "Early adolescents’ knowledge of anatomy, sexual characteristics and contraception from reproductive health education in Bagamoyo, Tanzania: a cross-sectional study." African Journal of Midwifery and Women's Health 16, no. 4 (October 2, 2022): 1–11. http://dx.doi.org/10.12968/ajmw.2021.0033.

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Background/Aims Adolescent girls in Tanzania may drop out of school if they experience an unwanted pregnancy. Evidence shows that sex education can improve adolescents’ understanding of issues related to intercourse, pregnancy and contraception, but this education is lacking in Tanzania. In order to improve sex education in Tanziania, this study investigated early adolescents’ knowledge of anatomy, changes during puberty, pregnancy, contraception and safety. Methods This cross-sectional study was conducted among randomly selected 10−14-year-old students in a primary school in Bagamoyo, Tanzania. A questionnaire was used to gather data on participants’ knowledge of fundamental anatomy and physiology, sexual characteristics and contraception. Quantitative data were analysed using descriptive and inferential statistics, with P<0.05 used to determine significance. Results A total of 111 students (44 girls, 67 boys, from the fifth and sixth grades) participated. Significantly more boys than girls had begun talking to classmates about steady girl/boyfriends across both grades (P=0.003). The participants’ understanding of basic anatomy (including the functions of the heart, lungs and digestive system) was mostly high, although they scored low in some areas (pain, dentistry and facial muscles). When asked about pregnancy, contraception and safety, significantly more boys than girls could correctly identify appropriate contraception for teenagers (P=0.01). When analysed by grade, the boys’ grade had a significant impact on whether they correctly answered the questions on pregnancy (P=0.001) and contraception (P=0.001), but there were no differences in answers between girls of different grades. Conclusions Girls’ knowledge of pregnancy, contraception and safety was significantly lower than the boys, and despite beginning sex education in sixth grade, no significant differences in were observed between the fifth and sixth grade answers by the girls. The comprehensive sexual education programme for adolescent girls in Tanzania needs urgent improvement.

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Singh, Subhash. "GENDER CONCEPT and ROLES FOR DEVELOPMENT." SCHOLARLY RESEARCH JOURNAL FOR HUMANITY SCIENCE AND ENGLISH LANGUAGE 9, no. 46 (March 25, 2021): 11381–89. http://dx.doi.org/10.21922/srjhsel.v9i46.1549.

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The paper examines the concept of gender and sex, the difference between gender and sex and explain the terms gender dynamics. Gender is a social construct that impacts attitudes, roles, responsibilities and behavior patterns of boys and girls, men and women in all societies. Increasing attention has been given to the importance of achieving gender equality in education. To date, however, most efforts have focused on addressing gender parity - an equal number or proportion of girls and boys accessing educational opportunities. Although simple gender parity may be easier to measure, gender equality encompasses a wider concept, of which gender parity is only a part. Gender equality moves beyond access and requires that girls and boys also experience the same levels of quality and outcomes of education. One of the key impediments to achieving gender equality in education is that it cannot be addressed in a vacuum; rather, educational institutions are products of the inequalities that exist in larger society.

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Hilland, Toni A., Nicola D. Ridgers, Gareth Stratton, and Stuart J. Fairclough. "Associations Between Selected Demographic, Biological, School Environmental and Physical Education Based Correlates, and Adolescent Physical Activity." Pediatric Exercise Science 23, no. 1 (February 2011): 61–71. http://dx.doi.org/10.1123/pes.23.1.61.

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The study investigated associations between selected physical activity correlates among 299 adolescents (90 boys, age 12–14 years) from 3 English schools. Physical activity was assessed by self-report and accelerometry. Correlates represented biological, predisposing, and demographic factors as described in the Youth Physical Activity Promotion Model. Boys engaged in more self-reported (p < .01) and accelerometer assessed physical activity than girls (p = .02). Positive associations between sex (male), BMI, Perceived PE Ability, Perceived PE Worth, number of enrolled students, and physical activity outcomes were evident (p < .05). School-based physical activity promotion should emphasize sex-specific enhancement of students’ perceived PE competence and enjoyment.

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Choi, Eleanor Jawon, and Jisoo Hwang. "Child Gender and Parental Inputs: No More Son Preference in Korea?" American Economic Review 105, no. 5 (May 1, 2015): 638–43. http://dx.doi.org/10.1257/aer.p20151118.

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Sex ratio at birth remains highly skewed in Asian countries due to son preference. In South Korea, however, it has declined to the natural ratio. In this paper, we investigate whether son preference has disappeared in Korea by analyzing parents' time and monetary inputs by the sex of their child. We exploit randomness of the first child's sex to overcome potential bias from endogenous fertility decisions. Our findings show that mothers are more likely to work after having a girl, girls spend twice as much time as boys in housework activities, and parents spend more on private education for boys.

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García-Ceberino, Juan M., Sebastián Feu, María G. Gamero, and Sergio J. Ibáñez. "Determinant Factors of Achievement Motivation in School Physical Education." Children 9, no. 9 (September 8, 2022): 1366. http://dx.doi.org/10.3390/children9091366.

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Today, it is important for physical education teachers to know students’ motivation profiles for learning. Therefore, this study aimed to analyze achievement motivation according to four variables: students’ sex, the taught sport modality, students’ experience and teaching methodology. Likewise, the effects of students’ sex and experience on the methodologies applied were analyzed. A total of 108 primary education students (10.95 ± 0.48 years), 54 boys and 54 girls, from three state schools participated in the study. The students answered the Achievement Motivation in Physical Education test (Spanish version) after participating in soccer and basketball programs based on different methodologies. Each class-group received a different educational program (soccer or basketball). The differences between the categories of the variables analyzed were calculated for each dimension of the motivational test through the Mann–Whitney U and Kruskal–Wallis H tests. The effects of students’ sex and experience on the teaching methodologies applied were analyzed using the univariate General Linear Model test. In soccer and basketball, boys perceived being more motor competent (U = 732.00; p < 0.05; r = 0.43) than girls. In addition, experienced students in both sports perceived being more motor competent (U = 695.50; p < 0.05; r = 0.27) than inexperienced students. In turn, they indicated feeling less failure anxiety and stress (U = 780.00; p < 0.05; r = 0.22). All of the students who played soccer reported more commitment (learning dedication) (U = 1051.50; p < 0.05; r = 0.20) and perceived motor competence (U = 972.00; p < 0.05; r = 0.24) than students who played basketball. Considering the effects of students’ sex and experience on the methodologies (perceived motor competence dimension), there were significant differences (F = 7.68; p < 0.05; ηp2 = 0.07) in favor of experienced boys who played soccer and basketball using the Tactical Games Approach methodology. Soccer was practiced more in school and out of school. This made students feel greater commitment (learning dedication) and perceived motor competence towards this invasion sport in physical education. In addition, it was shown that teachers should take into account students’ sex and experience because they are two factors that influence the teaching of sports and achievement motivation.

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Preston, Teresa. "A Look Back." Phi Delta Kappan 100, no. 2 (September 24, 2018): 5–7. http://dx.doi.org/10.1177/0031721718803561.

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This exploration of the Phi Delta Kappan archives shows the magazine’s long history of addressing issues of sex and gender in schools. Past articles have covered the professional roles of men and women, the education needs of boys and girls, sex education programs, and the treatment of LGBTQ+ teachers and students. The magazine’s messages reflected their own time, but many of the essential questions and ideas around these issues have remained consistent.

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Hastie, Peter A. "The Participation and Perceptions of Girls Within a Unit of Sport Education." Journal of Teaching in Physical Education 17, no. 2 (January 1998): 157–71. http://dx.doi.org/10.1123/jtpe.17.2.157.

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This study examined the participation and perceptions of a cohort of sixth-grade girls as they participated in a season of floor hockey that followed a sport education format. Thirty-five girls and 37 boys completed a 20-lesson season. During the initial skills practice sessions and preseason scrimmages, no significant differences in opportunities to respond (either in rate per minute or percentage of success) were found between the girls and boys. During the formal competition phase, boys had significantly more responses per minute and higher success levels. Nevertheless, the scores for girls during this phase exceeded those of earlier in the season. During interviews following the unit, girls commented that they enjoyed playing on mixed sex teams and taking increasing responsibility for the unit, even though some of the boys tended to dominate decisions and the power roles such as captain and referee.

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Brutsaert, H., and M. Van Houtte. "Girls' and Boys' Sense of Belonging in Single-Sex versus Co-Educational Schools." Research in Education 68, no. 1 (November 2002): 48–56. http://dx.doi.org/10.7227/rie.68.5.

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Moller, Arlen C., Emma Forbes-Jones, A. Dirk Hightower, and Ron Friedman. "The developmental influence of sex composition in preschool classrooms: Boys fare worse in preschool classrooms with more boys." Early Childhood Research Quarterly 23, no. 3 (July 2008): 409–18. http://dx.doi.org/10.1016/j.ecresq.2008.05.001.

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Stoet, Gijsbert, and David C. Geary. "The Gender-Equality Paradox in Science, Technology, Engineering, and Mathematics Education." Psychological Science 29, no. 4 (February 14, 2018): 581–93. http://dx.doi.org/10.1177/0956797617741719.

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The underrepresentation of girls and women in science, technology, engineering, and mathematics (STEM) fields is a continual concern for social scientists and policymakers. Using an international database on adolescent achievement in science, mathematics, and reading ( N = 472,242), we showed that girls performed similarly to or better than boys in science in two of every three countries, and in nearly all countries, more girls appeared capable of college-level STEM study than had enrolled. Paradoxically, the sex differences in the magnitude of relative academic strengths and pursuit of STEM degrees rose with increases in national gender equality. The gap between boys’ science achievement and girls’ reading achievement relative to their mean academic performance was near universal. These sex differences in academic strengths and attitudes toward science correlated with the STEM graduation gap. A mediation analysis suggested that life-quality pressures in less gender-equal countries promote girls’ and women’s engagement with STEM subjects.

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Gasic-Pavisic, Slobodanka, Snezana Joksimovic, and Dragan Janjetovic. "General self-esteem and locus of control of young sportsmen." Zbornik Instituta za pedagoska istrazivanja 38, no. 2 (2006): 385–400. http://dx.doi.org/10.2298/zipi0602385g.

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This paper deals with the relationship between some elements of self-concept (general self-esteem and locus of control) and going in for sport in adolescence. The relationship between going in for sport and variables of self-concept (general self-esteem and external locus of control) was investigated in a sample of 300 adolescent boys and girls (150 sportsmen and 150 non-sportsmen). Modification of the Rosenberg?s General self-esteem scale and Bezinovic-Savcic?s Scale of externality were used to measure variables of self-concept. The significant positive correlation between variables of going in for sport and general selfesteem, as well as negative ones between variables of going in for sport and external locus of control were found in the whole sample of subjects and in the sample of boys, but not of girls. The sex role stereotypes and greater importance that the culture puts on success in sport for boys have contributed to such results. The sex differences in correlations between variables of self-concept and going in for sport suggest that going in for sport influences general self-esteem and locus of control in adolescents through social feedback and social evaluation of sport achievement and physical fitness. .

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Marsh, Herbert W., and Kenneth J. Rowe. "The Effects of Single-Sex and Mixed-Sex Mathematics Classes within a Coeducational School: A Reanalysis and Comment." Australian Journal of Education 40, no. 2 (August 1996): 147–61. http://dx.doi.org/10.1177/000494419604000203.

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Rowe (1988) and Rowe, Nix, and Tepper (1986) compared single-sex and mixed-sex mathematics classes within a coeducational school in one of the few studies to use a true experimental design in which students were randomly assigned to class-types, and they claimed that the study provided strong support for single-sex classes, particularly for girls. However a critical reanalysis of the results indicated that the randomly assigned class-type intervention had relatively little effect on mathematics achievement or attitudes, and that at least some of the significant effects favoured mixed-sex classes. Furthermore the limited support for single-sex classes seemed to be stronger for boys than for girls. Whereas unanticipated difficulties in the research design complicate interpretations, claims that students randomly assigned to single-sex classes did better than students randomly assigned to mixed-sex classes are unwarranted.

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Martin, Jacqueline L., and Hildy S. Ross. "Sibling aggression: Sex differences and parents’ reactions." International Journal of Behavioral Development 29, no. 2 (March 2005): 129–38. http://dx.doi.org/10.1080/01650250444000469.

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Thirty-nine families were observed extensively at home when children were 21/2 and 41/2 years of age and again 2 years later. The Social Relations Model is used to investigate children’s sex differences in aggression and parents’ prohibiting aggression during sibling conflict. In the first observation period, boys engaged in more severe and mild physical aggression, grabbing, insulting, and property damage than girls. At Time 2, boys engaged in more mild physical aggression and insulting, than girls, but there were no sex differences in other forms of aggression. At Time 1, parents’ responses were relatively uninfluenced by the sex of the children. However, parents were more likely to prohibit mild physical aggression, grabbing, and property damage by and towards girls at the second time period. Conversely, parents showed more tolerance for boys’ mild physical aggression at Time 2, suggesting that this socialisation message may play a role in boys’ greater use of physical aggression both at home and with peers.

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Proverawati, Atikah, Endy Paryanto Prawirohartono, and Tjahjono Kuntjoro. "Jenis kelamin anak, pendidikan ibu, dan motivasi dari guru serta hubungannya dengan preferensi makanan anak sekolah pada anak prasekolah di TK Universitas Muhammadiyah Purwokerto." Jurnal Gizi Klinik Indonesia 5, no. 2 (November 1, 2008): 78. http://dx.doi.org/10.22146/ijcn.17553.

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Background: Preference to foods among children is a predictor of food consumption pattern. Therefore good under- standing on food preference of children, factors related to foods most likes and disliked needs to be studied for nutrition education and food supply planning for children.Objective: To find out the relationship between children sex, education of mother, and motivation of teachers with preference to foods available in school among preschool children at Muhammadiyah University of Purwokerto.Methods: The study used cross sectional approach by analyzing data of 60 preschool children. Observation and interview were carry out to identify food preference of the children. The independent variables were children sex, education of mothers, and motivation of teachers whereas the dependent variable was preference to foods available in school.Results: Boys liked jellies and quail egg satay whereas girls liked vegetable filled pastry and cracker fries. The result of chi-square test showed that there was difference in food preference between the girls and boys (p<0.05). Education of mothers was also related to preference to foods among children.Conclusion: There were significant relationship between sex and education of mothers with preference to foods available in school among preschool children

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42

Fontao, Maria del Pilar González. "Sex Differences in Academic Performance and Aptitudes for Cognition." Perceptual and Motor Skills 85, no. 3 (December 1997): 1031–34. http://dx.doi.org/10.2466/pms.1997.85.3.1031.

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Sex differences were investigated in the different cognition capacities and academic performance of 706 secondary school students. Girls scored significantly higher on subjective imagery and academic performance, while boys were significantly higher on greater objective imagery but not on creative perception or intelligence. We mention the relevance of findings in systematic education.

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Redman, Peter, Debbie Epstein, Mary Jane Kehily, and Mairtin Mac An Ghaill. "Boys Bonding: Same-sex friendship, the unconscious and heterosexual discourse." Discourse: Studies in the Cultural Politics of Education 23, no. 2 (August 2002): 179–91. http://dx.doi.org/10.1080/0159630022000000769.

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Burns, Ailsa, and Ross Homel. "Sex Role Satisfaction Among Australian Children: Some Sex, Age, and Cultural Group Comparisons." Psychology of Women Quarterly 10, no. 3 (September 1986): 285–96. http://dx.doi.org/10.1111/j.1471-6402.1986.tb00754.x.

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Children's satisfaction with being a member of their own sex was explored within two Australian samples. In a national sample of 2,268 children, grades 1–6, trends were similar to those reported in the United States. Girls were less satisfied with their sex role than boys, and older girls were more dissatisfied than younger girls. The most frequent reason girls offered for dissatisfaction with their sex was restriction of sports opportunities. In a smaller sample of 9-11-year-olds (133 boys, 146 girls), chosen to include adequate representation of children of non-Anglo immigrants, it was found that while Anglo-Australian girls were less satisfied with their sex role than boys, non-Anglo girls were just as satisfied as the boys. The non-Anglo girls were no higher in global satisfaction with themselves or with their lives in general than other children. They were, however, less likely to offer self-definitions that included sports abilities and interests. While non-Anglo parents observed a stronger public/private division of labor in certain childcare activities, this difference was not associated with children's satisfaction with their sex role. However, across the entire sample, children's sex-role satisfaction was associated with parents' division of labor on two tasks on which cultural groups did not differ—disciplining and comforting.

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Che, Megan, Elaine Wiegert, and Karen Threlkeld. "Problem solving strategies of girls and boys in single-sex mathematics classrooms." Educational Studies in Mathematics 79, no. 2 (July 30, 2011): 311–26. http://dx.doi.org/10.1007/s10649-011-9346-x.

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Harris, Mary B. "Coeducation and Sex Roles." Australian Journal of Education 30, no. 2 (August 1986): 117–31. http://dx.doi.org/10.1177/000494418603000202.

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In order to test conflicting hypotheses about the effects of coeducational versus single-sex schooling, 538 first-term Australian university students who had attended single sex or coeducational high schools were compared on a number of variables relating to sex roles. Those from the two types of schools did not differ significantly on the Australian Sex Roles Inventory or on a measure of nontraditional attitudes towards sex roles, although males and females differed in predictable ways. Most subjects, particularly those from coeducational schools, felt that coeducational schools are preferable and lead to a more natural attitude towards the opposite sex. Subjects from coeducational rather than single-sex schools said that they had more opposite-sex friends in high school and were more likely to feel that their school helped rather than hindered their everyday relations with the opposite sex and their chances for a happy marriage. However subjects did not feel that boys and girls learn or behave better in coeducational schools, and there were no differences in the percentages of subjects from the two types of schools who reported having had sexual intercourse or been in love while in high school. The single-sex schools attended tended to differ from the coeducational ones in being smaller, more urban, and more likely to be selective, which made comparisons difficult to interpret. Nevertheless it seems reasonable to conclude that coeducational schooling, at least for this selective sample, may have some advantages in fostering interactions with the opposite sex.

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Akter, Fahmida, Md Mokbul Hossain, Abu Ahmed Shamim, Mehedi Hasan, Abu Abdullah Mohammad Hanif, Moyazzam Hossaine, Mohammad Aman Ullah, et al. "Inadequate Dietary Diversity and Its Determinants Among Adolescent Girls and Boys: Evidence from the National Nutrition Surveillance Study in Bangladesh." Current Developments in Nutrition 4, Supplement_2 (May 29, 2020): 502. http://dx.doi.org/10.1093/cdn/nzaa046_002.

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Abstract Objectives Bangladesh is experiencing triple burden of malnutrition among adolescents, which may be associated with inadequate dietary diversity (IDD). In the recently completed round of the national nutrition surveillance (NNS 2018–2019), we explored the prevalence of IDD and its determinants among adolescent girls and boys. Methods A total of 4808 adolescent girls and 4761 adolescent boys were interviewed. We used minimum dietary diversity for women (MDD-W) questionnaire to collect dietary data. IDD was defined as consumption of <5 food groups out of 10 food groups in the past 24 hours. Bivariate and multivariable logistic regression were performed to identify risk factors for IDD among adolescent girls and boys. Results The prevalence of IDD was 55.5% and 50.6% among the adolescent girls and boys. Prevalence of IDD decreased with an increase of educational attainment among girls (no education 77.8% and grade 10 completed education 49.2%) and boys (no education 68.2% and grade 10 completed education 44.2%). The prevalence of IDD in slum, urban and rural areas was 66.4%, 55.6%, and 51.9% among girls and 61.4%, 50.5% and 52.6% among boys, respectively. Prevalence of IDD was lowest among the richest wealth quintile (girls: 45.4% and boys: 43.1%). Among adolescent girls education (e.g., for grade 10 completed, AOR: 3.42, P = 0.002), marital status (AOR: 1.24, P = 0.046), processed food consumption (AOR: 1.66, P < 0.001), television viewing time (e. g. for ≤60 min/day, AOR: 1.37, P < 0.001), and sex of household head (AOR: 0.81, P = 0.003) were significantly associated with IDD. Among the adolescent boys age (AOR: 0.82, P = 0.024), education (e.g., for grade 10 completed, AOR: 2.36, P < 0.001), sex of household heads (AOR: 0.80, P = 0.002), livestock ownership (AOR: 1.22, P = 0.012), fruits and vegetable consumption (AOR: 1.38, P = 0.004), processed food intake (AOR: 1.74, P < 0.001), physical activity (AOR: 0.76, P = 0.001), and television viewing time (e. g. for ≤60 min/day, AOR: 1.19, P = 0.021) were significantly associated with IDD. Conclusions About more than half of the adolescent girls and boys consume inadequately diversified diet in Bangladesh. The study identified a number of factors associated with IDD, which should be addressed through comprehensive and sustainable public health interventions. Funding Sources Ministry of Health and Family Welfare, Bangladesh.

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Shi, Wen, Yuxuan Lin, Zihan Zhang, and Jing Su. "Gender Differences in Sex Education in China: A Structural Topic Modeling Analysis Based on Online Knowledge Community Zhihu." Children 9, no. 5 (April 26, 2022): 615. http://dx.doi.org/10.3390/children9050615.

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Considering the traditional concept of sex in China’s official discourse and lack of social support system for sex education in China, burgeoning Internet knowledge community serves as an important forum for unprepared Chinese young parents to discuss and improve sex education. In this study, we conducted a structural topic modeling analysis of sex education discussions on Zhihu, the biggest online knowledge community in China. We found attention towards sex education are biased in China, where basic sexual terminologies are mentioned, but other important topics such as reproductive health, emotional attachment, and gender identity are insufficient or even absent, failing to fulfill the goal of Comprehensive Sexuality Education (CSE). This study paid special attention to gender differences in discussants, expected educators, and expected receivers of sex education. Findings show that boys are not considered as important sex education objects as girls, although many of them suffered from sexual assault and sexual diseases. They are always mentioned as roles that offend women rather than promoting or protecting themselves through sexual knowledge. Most discussants and expected educators of sex education are women, reflecting men’s lack of attention to sex education issues as both individuals and fathers.

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Shi, Wen, Yuxuan Lin, Zihan Zhang, and Jing Su. "Gender Differences in Sex Education in China: A Structural Topic Modeling Analysis Based on Online Knowledge Community Zhihu." Children 9, no. 5 (April 26, 2022): 615. http://dx.doi.org/10.3390/children9050615.

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Considering the traditional concept of sex in China’s official discourse and lack of social support system for sex education in China, burgeoning Internet knowledge community serves as an important forum for unprepared Chinese young parents to discuss and improve sex education. In this study, we conducted a structural topic modeling analysis of sex education discussions on Zhihu, the biggest online knowledge community in China. We found attention towards sex education are biased in China, where basic sexual terminologies are mentioned, but other important topics such as reproductive health, emotional attachment, and gender identity are insufficient or even absent, failing to fulfill the goal of Comprehensive Sexuality Education (CSE). This study paid special attention to gender differences in discussants, expected educators, and expected receivers of sex education. Findings show that boys are not considered as important sex education objects as girls, although many of them suffered from sexual assault and sexual diseases. They are always mentioned as roles that offend women rather than promoting or protecting themselves through sexual knowledge. Most discussants and expected educators of sex education are women, reflecting men’s lack of attention to sex education issues as both individuals and fathers.

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Oettingen, Gabriele. "The Influence of the Kindergarten Teacher on Sex Differences in Behavior." International Journal of Behavioral Development 8, no. 1 (March 1985): 3–13. http://dx.doi.org/10.1177/016502548500800102.

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The effect of the teacher on choice of activities of boys and girls in a German kindergarten is examined and her differential attraction for boys and girls is considered. The results indicate that the presence of the kindergarten teacher has a marked impact on boys' and girls' activity choices, thereby reducing the differences in boys' and girls' preferences for certain activities. The data also suggest that the teacher has a stronger attraction for girls than for boys. Possible influencing factors are discussed. The presence of the teacher is suggested to be a variable worth considering in kindergarten studies to give us further insights into children's behavior.

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Journal articles on the topic 'Sex education for boys'

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