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1
Sariyant, Tossaporn. "Sex education and women's health, attitudes of Thai people toward sex education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq24236.pdf.
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Gagnon, Wayne C. "Teenage sexuality and sex education an objective analysis of school sex education programs /." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002gagnonw.pdf.
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Yadav, Ruby, Oluyemi Rotimi, Hima Bindu Dubasi, and Mildred Maisonet. "Preferences in Timing of Sex Education Instruction among Tennessee Sex Education Providers and ETSU College Students." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/asrf/2018/schedule/57.
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Introduction
In 2015, compared to the national rates, Tennessee had the 9th highest teen birth rate, 15th highest rate of reported cases of chlamydia, and 14th highest rate of reported cases of gonorrhea. Sex education that includes instruction on contraception along with abstinence has been found to delay sexual initiation, decrease number of sexual partners, and increase condom or contraceptive use. These behavioral choices by young people can help reduce teen pregnancies and Sexually Transmitted Infections (STIs). Introduction of contraception topics in earlier grades can equip young people with necessary tools to prevent unwanted pregnancies and STIs before they become sexually active. We explored the grades in which sex education providers taught topics such as birth control, condoms, and abstinence and the lowest grade at which they prefer to teach these topics. We then compared providers’ responses with responses from ETSU college students who had their sex education in TN.
Methods
To obtain information from sex education providers in TN public schools, we sent a recruitment email or letter with a weblink to a web-based survey from April to June 2017, to 3,249 potential providers. Of all potential providers, 509 completed the survey, yielding a response rate of 15.7%. Of those who completed the survey, final analysis included 137 providers who taught sex education in the 2015-2016 school year to any of grades 5 through 12 students. To get information from recipients of sex education in TN schools, a convenience sample of ETSU college students were asked to complete a survey using the ETSU SONA system in Fall 2017 semester. Of 385 students who completed the survey, final analysis included 216 (56.1%) students who were between ages 18-24 and attended the grade in which they had most of their sex education in TN. Provider and student surveys had similar items on grades in which sex education topics were taught and the lowest grade in which they would want these topics to be covered. Survey responses were analyzed using descriptive tests.
Results
Most providers (83.9%) taught abstinence by grade 12, and 37.2% had taught it by middle school (i.e. at or before 8th grade). Similarly, many students mentioned that abstinence was taught by 12th grade (92.1%) and by 8th grade (62.5%). Whereas, fewer providers taught topics, such as, birth control (65.0%), how to use condoms (22.6%), how to use and where to get birth control (31.4%), and much fewer providers taught these topics by middle school (17.5%, 8.0%, 8.8%, respectively). Most students expressed that these topics be taught by 12th grade (97.7%, 97.2%, 96.3%, respectively), and over two-thirds preferred that these topics be taught by middle school (71.8%, 67.6%, 63.9%, respectively). Also, about half of providers expressed that these topics be taught by middle school (68.6%, 46.7%, 51.8%, respectively).
Conclusion
This study finds that students want contraception topics to be taught in earlier grades, and that providers also prefer to teach these topics earlier. Future research should focus on factors that can enable providers to teach these topics in earlier grades.
4
Blue, Kathleen M. "Does education come in pink or blue? the effect of sex segregation on education /." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Blue_KMITthesis2009.pdf.
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Klinterhäll, Annika, and Elisabeth Green. "Sex on the table. The formation of a wide-ranging sex education." Thesis, Malmö högskola, Fakulteten för hälsa och samhälle (HS), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27035.
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There is a settled stereotype for women and men which give them different possibilities in our society. The schools, which are one of the most important sources of knowledge, have a great possibility to influence. This is the reason why we are interested in how the schools are working with a project, which we will call X henceforth. What was the purpose with the project and what does it contain? What is missing in the former education, since the project was started? Are there any obstacles or prerequisite in the design of the project or in the school teaching on the basis of X? We have done interviews in the gathering of empirical material to find out all the answers to our questions. To support this, we have chosen a few theories which we find suitable for the material. The teacher´s and the principal find the project X very important in the development of a more open-minded pupil. They also think that the project is helping them a lot by being supported with material and knowledges how to work with the subject.
6
Post, Lauren. "Let’s Talk about Sex: Gender, Nation, and Sex Education in Contemporary Poland." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429729458.
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Trimble, Lisa M. "Toward an education of joy, desire and possibilities : sexualities education as liberatory pedagogy." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=81516.
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As sexualities educators, we rarely examine the broader social context our sexualities are shaped within, nor do we often give meaningful instruction to students on how to come to terms with emotions and desire or choosing and being good partners. Some of the ways we 'do' masculinity, femininity and gender in this culture can compromise our ability to fully engage in loving relationships with our selves and others. Teaching sexualities as transformational learning, critical theory challenges us to do better, both as individuals and as a society aware of and resisting oppression. Instead of teaching as though the body and spirit can thrive independently of one another, an authentic sexualities education would address the many dimensions of human experience, including morality, physicality and emotionality.
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Ault, Amber Lynne. "Science, sex, and subjectivity /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487861396027452.
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Bonnell, Karen. "Communication Barriers Between Teenagers & Parents About Sex & Sex-Related Topics: A Survey of Teenagers in Sex Education Class." TopSCHOLAR®, 1990. https://digitalcommons.wku.edu/theses/2166.
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Public concern about teenage pregnancy and the threat of sexually transmitted diseases like AIDS make sex education information vital for today's teenagers. A 1986 Harris survey of 1,000 teenagers cited parents as their primary source of sex education information, but 42% said they would be too nervous or afraid to bring up the subject of contraception or birth control with their parents. States like Kentucky have mandated sex education courses for all public schools to provide necessary instruction for teenagers.
This study identifies communication barriers which teenagers say prevent communication with their parents about sex and sex-related topics. Questionnaires were administered to 249 high school sex education students. The majority of teenagers (71%) said they could communicate freely with their parents about most topics, but only half (52%) said they could communicate freely with their parents about sex or sex-related topics. Thirty percent of the teenagers said they could not talk comfortably with their mothers about sex as compared to 47% who said they could not talk with their fathers. Results showed gender differences in the ability to talk with fathers about sex. Fifty-eight percent of the females reported closed communication with fathers about sex topics as compared to 33 percent of males.
Teenagers cited 13 main reasons why they could not talk with their parents about sex or sex-related topics: embarrassment (20%), poor communication in general (11%), different values about sex and dating (11%), avoidance of conflict (10%), teenager chooses not to discuss it with parents (10%), it's a topic simply not discussed (9%), parents might accuse them of being sexually active (7%), parents think they are too young (5%), they are too busy to talk about it (5%), parents don't want to discuss it (4%), parents are overprotective (4%), teenager is not close to parents (3%), and parents wouldn't understand (2%).
Items which teenagers say would make it more comfortable to discuss sex topics with parents include: parents being more understanding, non-accusing, not embarrassed, willing to listen, closer in age, less old fashioned, more informed about today's teens, open minded and less judgmental.
10
Leung, Hung-piu. "Changing from single sex to mixed sex physical education in secondary schools : a case study /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18811425.
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Jefthas, Wilna Desiree. "Youth understandings of a sex education programme." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85571.
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Thesis (MEd)--Stellenbosch University, 2013.<br>The problem of youth has been a key issue in South Africa since 1994, with youth
seen as needing extra guidance and leadership if they are to bring about the country
that many hope for. The interest in youth is also spurred on by recent studies that
claim that once adolescents establish certain behavioural patterns that it becomes
difficult to modify these patterns.
Little research exists that describes the ordinary sociological experiences of youth,
especially on sensitive issues that attract a lot of public attention- such as teenage
sex and pregnancies, and what is perceived as the ‘slipping of youth morals’. There
is great concern that youth are experimenting with sex at too early an age in their
social and political development (Frimpong 2010: 27).
In my thesis I focus on the thinking, choices and decisions that learners at one high
school in Cape Town seem to make with regard to sex and sexuality, and how their
choices seem to be influenced by a variety of discourses attached to the provision of
a sex education programme at the school; discourses that organise their everyday
thinking and actions in very concrete ways.
A key goal of the study was to disarticulate and re-articulate the deficit mentality that
shapes discourses of sexuality in South Africa, and to develop ‘sexual’ stories and
strategies of story-telling that allow the voices of learners to be heard (Pillow 2004).
My focus in this study is mainly to explore how the sex education programme
reconstitutes youth’s sexual identity. In my qualitative study I challenge the tendency
to view youth participation in teen sex using mainly an abstinence-only discourse,
and suggest that sex education programmes ‘contaminate’ and ‘mutilate’ youth
understandings of sex and sexuality in quite complex ways.
12
O'Neal, Barbara Jean. "Title VII : sex discrimination in higher education /." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-10022007-144508/.
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Dzanic, Dzenan, and Rebecca Nyman-Gripenhed. "Motivationsarbete i skolan : - utifrån sex pedagoger och sex tolvåringars perspektiv." Thesis, Växjö University, School of Education, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-7035.
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<p>Det övergripande syftet med denna studie är att belysa hur lärandeprocessen med fokus på motivationsarbetet i grundskolans tidigare år kan se ut men också försöka ge en bild av hur pedagoger kan motivera elever till fortsatt lärande.</p><p>Denna studie bygger på en litteraturdel samt en kvalitativ studie i form av sammanlagt tolv semistrukturerade intervjuer fördelat på sex elever och sex pedagoger.</p><p>Resultatet av intervjuerna från pedagogernas sida visar att relationen mellan pedagog och elev är en viktig del i att motivation ska uppstå och växa fram.</p><p>Resultatet av intervjuerna från eleverna tyder på att ett lärande som tar sin utgångspunkt i en undervisning som stimulerar flera sinnen gynnar motivationen.</p>
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Myers, Sandra Campbell. "Comprehensive Sex Education in a Rural School District." Youngstown State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1391689957.
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Murphy, Stephanie Margaret. "Encountering sex education and imagining positive sex : a discursive exploration of young people's accounts." Thesis, University of East London, 2012. http://roar.uel.ac.uk/3051/.
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This study sought to explore how young people constructed their experience of sex and relationship education in the school setting, and their expectations of sexual relations. A Foucauldian-informed discourse analytic approach was adopted to examine how discourses of sex and sexuality as deployed by young people are informed by material and social structures, social relations and institutionalised practices, particularly sex education as delivered in schools, and how this impacted on possible ‘ways of being’ open to young people. Of particular interest was how gender and power were implicated in the way young people constitute their sexual subjectivities, knowledge and practices. A functional and transformative discourse related to sex was most dominant in the young peoples’ talk, with young people constructed as enterprising subjects able to ‘use’ sex to achieve social success. Young people talked their sexual subjectivities into being within a social sphere that constructed sex as having real implications for their lived experience, but which was divorced from their embodied experience. The findings of the research are discussed in relation to implications for clinical practice and future research. One of the most pertinent implications is the call by young people for a more complex understanding of their sexual and gender identity. Exploration of the wider issues pertaining to, along with the implications of, a range of sexual behaviours must be articulated and reflected upon in sex education lessons. Acknowledging the social, psychological, and emotional complexities of sexuality and sexual experience, as well as the physical, will enable young people to embody sexual subjectivities that genuinely reflect their complex lived experience, and provide space to recognise their strengths and resources in navigating sexual experience.
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Meillier, Jill M. "The importance of elementary sexuality education." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002meillierj.pdf.
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Klimek, Jennifer L. "Sex differences in academic dishonesty : a sex role explanation." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1027124.
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Previous research on academic dishonesty in colleges and universities has consistently shown unacceptable rates of cheating, yet inconsistent reports of sex differences in cheating. Sex differences in cheating were studied in relation to sex role orientation and attitudes towards cheating, and in light of a distinction between two types of cheating; cheating to benefit oneself and cheating to benefit another. 256 undergraduate students completed anonymous surveys to tap their sex role orientation, attitudes towards cheating, and reported frequency of cheating. Although females reported having more disapproving attitudes towards cheating than males, they reported engaging in cheating just as much as males. Sex role orientation was not directly related to cheating, but female-associated characteristics were related to attitudes towards cheating, which, in turn, were strongly related to cheating behavior. It was also found that participants reported engaging in more cheating to benefit another person than cheating to benefit themselves.<br>Department of Psychological Science
18
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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Morris, Ronald. "Philosophical foundations of moral values in sex education." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63345.
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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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Cawley, Jenna. "SEX EDUCATION POLICY IN FLORIDA: STRATEGIES FOR CHANGE." Master's thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3467.
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Sex education policies and programs in Florida are largely dominated by the abstinence-only approach. This paper makes the case that abstinence-only education is a failing policy in Florida, and evaluates strategies advocates may use in order to accomplish reform. Three different strategies are evaluated: countywide school district reform, statewide rejection of federal abstinence-only funding, and statewide standardization of sex education via legislation. Contrasts are drawn between all three strategies with regard to their potential impact on sex education policy in Florida, viability, and the challenges they present to advocates. This paper concludes that statewide standardization of sex education in Florida represents the best way to remedy the problem of insufficient sex education, but is unlikely to occur without increased bipartisan support in the Florida legislature. Statewide rejection of Title V federal abstinence-only funds remains an important policy goal for the purpose of accomplishing an end to federal abstinence grants but would likely achieve very little for Florida's students. Countywide sex education changes are thus far the only substantive victory for sex education advocates in Florida and should be instituted across the state with advocates taking special care to engage teachers, medical professionals, parents and local community leaders.<br>M.A.<br>Department of Political Science<br>Sciences<br>Political Science MA
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Kimberley, A. E. "Sex education with pupils of junior school age." Thesis, University of Bradford, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.371476.
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Campbell, Joan. "Parent orientated sex education for pre-school children." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52393.
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Thesis (M Social Work)--Stellenbosch University, 2001.<br>ENGLISH ABSTRACT: The aim of the study was to present guidelines for the composition of a parent
orientated sex education programme for pre-school children. An exploratory study
was undertaken to describe and investigate the nature and extent of parental sex
education to pre-school children. The investigation was done by first exploring
existing research literature and describing it. The empirical study was based upon
both the literature study and mothers' opinions on sex education.
Pre-school children are disproportionately !ll0re likely to be sexually abused with
devastating consequences which result in behavioural and emotional problems
throughout their lives. The ultimate responsibility of prevention of child sexual abuse
should be with the parent. However, two problems persist. Firstly, parents are often
the perpetrators and therefore it is not justified to leave the responsibility solely to the
parents. Secondly, parents who want to teach their children prevention strategies
often lack the skills and knowledge.
Therefore, the concept of a prevention structure in which the child can live and find
support should be put into practice by the school. Prevention strategies should
include sex education, a neutral home environment and a safe environment for
disclosure of sexual abuse. This prevention structure should include the teacher, the
social worker and the parent. These three components should support each other to
implement an atmosphere of prevention and healthy sexual development. Linking and inter-dependence are important because there is always a possibility that one of
the participants may be corrupt.
Social workers should provide an effective basis for a personal safety programme to
parents which should be supported and facilitated by schools. Training parents to
become sex educators encourages better parent-child communication, builds the
family support network, and has an impact on the ability of the family to deal more
positively with sexual concerns. This does not only result in the prevention of sexual
abuse but also contributes to the healthy sexual functioning, development and
understanding of the sexuality of pre-school children. Through parent orientated sex
education, parents can also dispel sexual myths and misinformation that their preschool
children gain from peers and other sources.
Despite the increasing public awareness devoted to sexual abuse and the advantage
of sex education, a formal prevention education structure has not yet been
implemented for pre-school children in South Africa.
The first objective of this study was to describe and investigate the extent of parental
sex education presented to pre-school children. The second objective was to
investigate the acceptability of a sex education programme for pre-school children.
The third objective was to describe the physical and sexual boundaries existing in the
home environments of parents of pre-school children and finally to determine the
sexual behaviours of pre-school children, which parents regard as acceptable. The main conclusions, based on the findings of the study, indicated that parents
were in favour of sex education for pre-school children and that they require more
information which would empower them to sex educate their pre-school children at
home. They were also in favour of a classroom-based sex education programme.
In conclusion it is recommended that a sex education programme is to be
implemented at pre-schools for parents of pre-school children, as well as a
classroom based sex education and a personal safety programme for pre-school
children.<br>AFRIKAANSE OPSOMMING: Die doel van die navorsing is om moontlike riglyne vir 'n ouer-georiënteerde
seksopvoedingsprogram vir pre-primêre kinders saam te stel. 'n Verkennende studie
is onderneem om die omvang en aard van ouer-georiënteerde seksopvoeding vir
pre-primêre kinders te ondersoek. Verder is bestaande navorsingsliteratuur
bestudeer en beskryf. Die empiriese ondersoek wat daarop volg, is gebaseer op
sowel die literatuurstudie as moeders se menings oor seksvoorligting.
Pre-primêre kinders het 'n groter kans om seksueel gemolesteer te word wat kan lei
tot die ervaring van emosionele- en gedragsprobleme, met vernietigende gevolge vir
die res van hul lewens. Die uiteindelike verantwoordelikheid om die kind teen
molestering te beskerm, berus by die ouers. Dit skep egter twee probleme. Ten
eerste is die ouer dikwels self die oortreder en daarom kan die verantwoordelikheid
nie uitsluitlik by die ouer berus nie. Tweedens, is die ouers wat wel seksopvoeding
aan hul kinders wil bied, dikwels weens 'n gebrek aan kennis en vaardighede,
onbevoeg om dit te doen.
Dit is daarom die skool se verantwoordelikheid om 'n voorkomende struktuur te skep
waarin die kind kan leef en ondersteuning kan vind. 'n Voorkomende strategie moet
seksvoorligting, 'n neutrale leefruimte sowel as 'n veilige omgewing vir die
bekendmaking van seksuele molestering insluit. Hierdie voorkomende struktuur moet
die onderwyser, die maatskaplike werker en die ouer betrek. Hierdie drie komponente moet mekaar ondersteun om "n atmosfeer van voorkoming en gesonde
seksuele ontwikkeling te implimenteer. Aangesien die integriteit van die partye nie
gewaarborg kan word nie, is noue skakeling en interafhanklikheid van die drie
komponente belangrik.
Maatskaplike werkers behoort "n effektiewe persoonlike veiligheidsprogram, wat deur
die skool ondersteun en gefasiliteer word, aan die ouers te voorsien. Ouers as
seksvoorligters bevorder die kommunikasie tussen ouer en kind, verstewig die
ondersteuningsnetwerk van die gesin en ontwikkel die vermoë om seksuele
aangeleenthede openlik te hanteer. Gevolglik word seksuele molestering voorkom
en gesonde seksuele funksionering bevorder. Die ouer verkry ook insig in die
seksuele ontwikkeling van die pre-primêre kind. Deur middel van ouer-georiënteerde
seksvoorliging, kan ouers mites en verkeerde inligting, wat dikwels deur die
portuurgroep oorgedra word, regstel.
Ten spyte van die toenemende mediadekking en bewuswording van die voordeel
van seksopvoeding, is daar nog geen formele opvoedkundige voorkomende
veiligheidsprogram in Suid-Afrika geïmplementeer nie.
Die eerste doelwit van die studie was om die omvang en aard van pre-primêre
kinders se seksuele opvoeding te ondersoek. Die tweede doelwit was om ouers se
aanvaarding van seksvoorligting van pre-primêre kinders te ondersoek; die derde
doelwit was om die fisiese en seksuele grense in die huislike omgewing te ondersoek
en laastens, om aanvaarbare seksuele gedrag van pre-primêre kinders te
ondersoek. Daar word tot die gevolgtrekking gekom dat ouers wel ten gunste is van ouergeoriënteerde
seksvoorligting vir pre-primêre kinders en dat hulle die behoefte het
aan leiding om dit te doen. Die ouers is ook ten gunste van die aanbieding van
seksvoorligting in die klaskamer.
Daar word aanbeveel dat 'n veiligheidsprogram, wat 'n ouer-georiënteerde
seksvoorligtingsprogram vir ouers van pre-primêre kinders, sowel as seksvoorligting
in die klas behels, in skole geïmplimenteer moet word.
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McKeown, Nora Grace. ""Student Bodies" - A Podcast Series About Sex Education." Ohio University Honors Tutorial College / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1619024637475707.
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King, Jasmine L. "College Students' Perceptions of Their Sex Education Experiences." University of Akron / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=akron1281642102.
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Wade, Jeannette Marie. "Sex Education, Communication, and Life Satisfaction in Adolescence." University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1302828381.
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Guillory, Dorothy. "Sex education for young adolescents : enhancing parental involvement /." Master's thesis, This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-05042010-020028/.
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Christopherson, Cynthia R. "Mothers' Preferences Regarding Sex Education in the Home." DigitalCommons@USU, 1990. https://digitalcommons.usu.edu/etd/2343.
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There is a large amount of evidence suggesting a need to educate children concerning sexual issues. The extent of adolescent pregnancy, sexually transmitted diseases, and the spread of AIDS are all indicators of the lack of appropriate education. In view of these social concerns, along with the controversy concerning sex education taught in school, it would seem to be helpful if parents provided more adequate sex education. Parents are a primary source of sex education for their children, but many parents lack knowledge and feel inadequate in this role. Without appropriate sex education, children turn to other sources for answers to their sexual questions. These sources can provide false and sometimes harmful information to children.
One hundred and seventy parents from Cache Valley, Utah, were interviewed over the phone to ascertain their views regarding sex education for their children. Parental adequacy as sex educators, ages and places parents would prefer their children be taught sexual issues, and content areas and materials parents would find most useful in teaching sex education were all evaluated. The results indicate that participants view themselves as better sex educators than their parents were. Overall parents prefer that sexual anatomy be taught at the youngest age and birth control at the latest age. Parents also prefer that sexual topics should be taught in the home, and many feel comfortable with sexual issues being taught both at home and at school. Parents prefer that topics including "everything," factual information, abstinence, and sex as positive should be included within a sex education program. On the other hand, they prefer that explicit or graphic materials, birth control, and sex as negative should not be included within a sex education program. They would also prefer a program in the home utilizing a combination of print and video materials.
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Hauck, Elizabeth Carol. "Staying on Script: Sexual Scripts and Sex Education." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2401.
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Existing research suggests that men and women develop differing sexual scripts that influence their behavior, interactions and emotions regarding sex. The objective of this project is to examine the experiences of men and women with formal sex education programs, especially in regards to information about: anatomy and biology, sexual responsibility and risk taking, sexual desire, virginity and abstinence, as well as to explore sources of sex education outside of school. Several studies suggest masculine sexual scripts dictate that men generally construct a more body-focused approach to sex, with an emphasis on competition, aggression and achievement. Conversely, emphasized feminine sexual scripts call for a more emotion-focused approach to sex that stresses self-control, resistance and sexual 'gatekeeping'. One of the explanations for this is adolescents' experience with formal sex education in school. Gendered messages in sex education that reproduce dominant sexual scripts have the potential to reinforce sexual double standards that affirm male desire and regulate female desire. Previous studies have determined school to be a place where individuals develop scripts that guide them through many aspects of social life. While one recent study has pointed to the existence of gendered messages in sex education films, there is little research on how men's and women's experiences with formal sex education influence their interaction with different sexual scripts.
Additionally, this research recognizes that interaction with sexual scripts occurs in a multitude of settings over the life course, and although formal sex education is the focus of this analysis because of the explicit messages communicated to adolescents during a very formative stage, other more informal sources of sexual information (i.e. family, peers, and the internet) are explored in comparison with school-based sex education. The findings of this study indicate a gendered patter in access to sexual scripts, drawing from participants' accounts of their sex education experiences in school, as well as important differences in the messages, or scripts communicated to them about sex from friends, family and online. Most notably, men and women generally recount interaction with scripts that reinforce traditional masculine and feminine sexuality in formal, school-based sex education programs. However, sexual learning from more informal sources, like from families and the internet, indicate possible shifts in traditional gendered sexuality, especially for women.
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Wolf, Kimberly. "Sex educator or change agent? Experiences of a sex(uality) peer education programme in an era of HIV and AIDS." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/12999.
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Includes bibliographical references.<br>Despite the popularity of sex(uality) peer education as an HIV prevention strategy within diverse contexts, an understanding of the experiences of those intimately placed within these programmes is limited. Instead, the majority of research in this field relies on hegemonic notions of rational human behaviour that operates under the assumption that knowledge leads to sexual behaviour change. This study explores peer facilitators, peer educators, and NGO staff experiences of a sex(uality) peer education programme in Cape Town, South Africa to understand meaning-making around sex(uality) peer education within the complex power dynamics of donor-NGO interactions. This study provides a critical case study of a schools-based sex(uality) peer education intervention, drawing on individual and focus group interviews. Using a feminist and gender lense, the study highlights a number of features of the programme and implementation, which reinforces gender inequalities and notions of a rational sexual being rather than creating channels for a new understanding of sex(uality) to emerge. These include peer facilitators’ and peer educators’ experience as change agents rather than sex educators, the preference for biomedical and socio-economic content over gender content, and the overall absence of a critical engagement with gender constructions and power dynamics in relationships. The study also points to the limits of donor-funded interventions, which tend to prescribe the content and scope of schools-based programmes, to the detriment of real engagement with issues that face and constrain the target group including the implications of what ‘sex(uality) education’ has come to mean for young men and women engaged in these interventions.
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Leung, Hung-piu, and 梁雄標. "Changing from single sex to mixed sex physical education in secondary schools: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B3195957X.
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Freeman, Susan Kathleen. "Making sense of sex : adolescent girls and sex education in the United States, 1940-1960 /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486402957198327.
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Hamam, Natalie Ann. "Information about sex after stroke." Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/17555.
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Background: Participating in sexual activities involves multifaceted and intricate physical, spiritual, biological, psychological, social and cultural connections. Stroke causes numerous problems which impact sexual activities and lowers the satisfaction with sex life for both the stroke survivor and their partner. The lack of information about sex and relationships during rehabilitation is thought to exacerbate the physical and psychosocial impacts caused by the stroke itself. The clinical guidelines for stroke management recommend that “stroke survivors and their partners should be offered: the opportunity to discuss issues relating to sexuality with an appropriate healthcare professional; and written information addressing issues relating to sexuality post stroke” (NSF, 2010, p. 29). In most stroke rehabilitation units, sex is not addressed as part of standard practice and the available written information addressing issues relating to sex after stroke have not been evaluated. More research on the need for information from the perspectives of stroke survivors and their partners’ on sex and relationships after stroke is warranted. Aims: The overall aim of this study was to uncover ways in which health professionals can improve the information available to stroke survivors about sexual activities after stroke. To achieve the above aim, three research questions were addressed. Each of these questions is the focus of the following three phases of this study. Phase 1: What is known about sex after stroke from existing research? Phase 2: What content is covered by existing educational material on sex after stroke? Phase 3: What information does a group of stroke survivors and their partners need about sex after stroke, and in what form? Method: A qualitative descriptive design was used for both Phase Two and Phase Three of the research. In Phase Two text data from nine existing educational materials about sex after stroke was analysed using content analysis. Textual data were collected from factsheets, booklets and brochures about sex after stroke which were produced from reputable sources, such as stroke organisations, and available online in English. In Phase Three nine stroke survivors aged between 48 and 62 from a metropolitan city in Australia participated in a semi-structured interview about their sexual concerns following stroke and their perspectives on the information needed to address their concerns. The interviews were transcribed verbatim and analysed using content analysis. Results: Phase Two analysis indicated that there was consistency in the content of the education materials which covered three main content areas: the problems experienced after stroke, suggested solutions for resuming sex after stroke and general reassurance. Content describing potential problems reflected published research, but solutions and reassurance were general, nonspecific, and often not supported by evidence. Phase Three analysis revealed that participants’ felt that their engagement in sex was negatively affected due to physical, emotional, and social changes experienced as a consequence of stroke. Most participants did not receive information about sex and they also had not sought out this type of information. The participants considered that information about sex ought to be available and that health care providers should have initiated conversations about sexual issues. They also expressed desire for the information to be delivered at a time when they felt ready to engage with it, in a variety of formats, and by a health professional with whom they had good rapport. Discussion: Some implicit messages within existing education material about sex after stroke appear to discourage recovery. Despite this, some information may still be useful to stroke survivors, their partners and health professionals. Some stroke survivors want information about sex after stroke to be available and accessible. Ideally, health care providers ought to be prepared with knowledge about sex after stroke and the ability to initiate and engage in conversations about sex. Resources need to be developed with a range of content and in various formats in order to meet the individual concerns of stroke survivors and their partners.
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Thom, Carol E. "A comparison of the effect of single-sex versus mixed-sex classes on middle school student achievement." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=709.
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Hunt, Cynthia M. ""They Were Trying to Scare Us": College Students' Retrospective Accounts of School Based Sex Education." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1619020812376081.
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Famighetti, Karen. "The effect of comprehensive sex education on contraceptive use." Connect to Electronic Thesis (CONTENTdm), 2010. http://worldcat.org/oclc/650339133/viewonline.
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Elley, Sharon Tracey. "Sex and relationship education and young people's lived experiences." Thesis, University of Leeds, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494591.
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This thesis investigates the interface between Sex and Relationship Education (hereafter SRE) and young people's lived experiences as mediated by gender, heterosexuality anc. class. The knowledge/practice gap has highlighted how young people either lack sexual knowledge or do not act on SRE messages despite an abundance of information. Assumptions within SRE, however, presume that young people make rational and calculated decisions. This thesis argues instead that young people's experiences. identities and opportunities are mediated by the meanings and values which are generated by discourses about gender and sexuality as well as locally enacted practices.
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Riley, Joanne. "Evaluating the delivery of sex education in secondary schools." Thesis, University of Southampton, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.245009.
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ALTMANN, HELENA. "TRUTHS AND PEDAGOGIES IN SEX EDUCATION AT ONE SCHOOL." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2005. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=6496@1.
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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO<br>Esta tese teve como objetivo investigar a construção social
da educação sexual em
uma escola municipal do Rio de Janeiro com um Núcleo de
Adolescentes
Multiplicadores (NAM). Foi desenvolvida uma pesquisa
etnográfica entre agosto
de 2002 e junho de 2003, tendo sido feitas observações dos
encontros do NAM,
de aulas de diversas disciplinas e, em especial, das de
Ciências, além de reuniões,
recreios e outros. Foram realizadas entrevistas com
professoras/es e estudantes.
Sendo a sexualidade um importante foco de investimento
político e de tecnologia
de governo, a escola desponta como um espaço privilegiado
para o desenvolvimento do biopoder. Esta tese demonstra de que
modo a educação está
imbricada nessa problemática e como ela se relaciona com
outras áreas do saber,
como a biologia, a medicina, a demografia e a psicologia, a
fim de gerenciar a
sexualidade adolescente. A educação sexual tem sido
realizada nas escolas,
predominantemente por professoras/es de Ciências, a partir
do tema reprodução
humana e, em algumas escolas, dentro do NAM. A escola
oferece um saber que
se propõe científico e, portanto, verdadeiro sobre a
sexualidade, o qual é utilizado
pelos/as alunos/as como um critério de verdade para avaliar
seus conhecimentos
prévios sobre esse tema. O corpo humano é concebido como um
organismo e cada
um dos órgãos é estudado tendo como foco principal a função
reprodutiva. Ganha
assim destaque o corpo da mulher em relação ao do homem.
Contraditoriamente, ao desenvolver a educação sexual a partir do tema
reprodução, é esta que acaba
sendo enfatizada, quando é justamente a ocorrência dela
entre adolescentes que diversas políticas educacionais querem evitar. As
intervenções escolares buscam
desenvolver nos/as adolescentes um sentido de
responsabilidade em torno das
relações sexuais, buscando mudar ou adequar os dispositivos
que estruturam os
comportamentos preventivos. Para isso, além de recomendar o
uso do
preservativo para uma prática de sexo seguro, aconselha-se
um determinado
modelo de relacionamento no qual a relação sexual deva
ocorrer. De modo semelhante, a gravidez desponta como uma experiência
inadequada a esse período
da vida.<br>This thesis has the objective of investigating the social
construction of sex
education in a public school with a Nucleus of Adolescent
Multipliers (NAM). An
ethnographic research was developed in a school in Rio de
Janeiro, Brazil,
between August, 2002, and June, 2003. During this period,
NAM`s meetings,
classes of various subjects, and, specially, the classes of
Sciences were observed,
as well as meetings, breaks, and other activities. Students
and teachers were
interviewed. The current intense debate about the sexuality
of adolescents is
caused by the fact that sexuality is an important focus of
political investment and
of governance technology, and, the school reveals itself as
a privileged space for
the development of biopower. This thesis demonstrates in
what ways education is
imbricated in this problematic and how it relates to other
areas of knowledge, as
biology, medicine, demography and psychology, in order to
manage the
adolescent sexuality. Sex education has been taught at
schools mainly by Science
teachers based on the theme of human reproduction, and, in
some schools, in
the framework of NAM. The school offers the students a
knowledge that pretends
to be scientific, and, therefore, true about sexuality,
which is used by them as a
criterion of truth to judge their previous knowledge about
this theme. In this
perspective, the human body is conceived as an organism and
each organ is
studied having as main focus its reproduction function.
Thus, the woman`s body
receives greater emphasis than the man`s body.
Contradictorily, when sex
education is developed on the basis of the reproduction
theme, precisely this ends
up being emphasized, in spite the fact that it is exactly
its occurrence among
adolescents that the various educational policies intend to
avoid. The school
interventions try to develop among adolescents a sense of
responsibility around
the sexual relations, aiming to change or to adequate the
mechanisms that
structure patterns of preventive behavior. With this
objective, the school, besides
fostering the use of preservatives for the practice of safe
sex, ends up
recommending a specific model of relationship, in which sex
relations should
occur. In a similar way, pregnancy appears as an inadequate
experience for this
period of life.
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Mellanby, Alexander Robert. "A pause : an intervention programme of school sex education." Thesis, King's College London (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265146.
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Wiley, Debra T. "Sex Education and Faith: Implications for the Black Church." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1277465340.
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Newman, Janet. "Sex education and social change : perspectives on the 1960s." Thesis, Open University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.277900.
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Vescolani, Megan Jane. "Ethical and effective sex education to prevent teenage pregnancy." Connect to Electronic Thesis (CONTENTdm), 2009. http://worldcat.org/oclc/457043553/viewonline.
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Gaston, Ruth Hatch. "Christian counseling with teen-age girls in sex education." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.
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Daschel, Rebecca L. "The effectiveness of sex education programs in the schools." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009daschelr.pdf.
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Rantajääskö, H. (Hillamaria). "The current ethical debates on sex education:a content analysis of eighth grade health education textbooks." Master's thesis, University of Oulu, 2013. http://urn.fi/URN:NBN:fi:oulu-201311151865.
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This master’s thesis considers the discussion of ethical sex education in the Finnish comprehensive school system. Sex education in school is known to be a sensitive matter. An ethical approach to sex education may increase sensitivities and present a challenge for educators. However, ethical discussions in the teaching of sex education should not be neglected. The importance of integrating ethical discussions in sex education seems evident and necessary. This approach appears more widely recognized in the international community than in Finland, therefore international sources are included in the discussion in this research. The theoretical framework of the thesis consists of defining sex education, introducing ethical theories, and an ethical approach as a basis for sex education. Different ideological approaches to sex education are examined and discussed in addition to ethical debates central to sex education. For this research, three different ideologies were selected: conservatism, liberalism, and feminism. These ideologies are discussed relative to sex education. In order to discuss the matter of ethical questions in a more concrete way, five different current ethical issues were identified as the research themes. These ethical issues are part of the ongoing public debate, but are not usually addressed in the school context. The five themes identified and analyzed are: abortion, contraception, pornography, sexual diversity, and abstinence. This is a qualitative research study involving analysis of four different 8th grade health education textbooks. The research focuses on examining how the textbooks present information relative to the research themes and the relationship to current ethical debates. The purpose of this research was to analyze the content, context, presentation, and discussion of the themes. The research methodology used is a data driven content analysis. All of the textbooks are currently in use and are from different textbook publishers (Otava, Tammi, WSOY, Edita). The results of this study indicate that ethical positions and values are either directly presented or implied in the textbooks. The content is not limited to factual information as may have formerly been the case. However, this study indicates the need for a broader, more equitable, and open discussion because the most difficult and societally divisive issues are not addressed, such as the justification of abortion. Liberal views seem to dominate ethical issues in sex education. Feminist views have a limited role and conservative views, even less. The purpose of this research is to add to the existing body of knowledge and to promote a more open dialogue of the ethical aspects of sex education from different perspectives, ideologies, and worldviews. In our multicultural society, considering and respecting different worldviews (conservatism, liberalism, and feminism) on the sensitive issues related to sexuality is of increasing importance<br>Tämä pro -gradu työ tarkastelee eettistä seksuaalikasvatusta suomalaisessa peruskoulujärjestelmässä. Seksuaalikasvatuksen opettaminen voi olla jo itsessään haastava aihe opettajalle. Kun seksuaalikasvatusta tarkastellaan eettisistä näkökulmista, voivat opettajat kokea opettamisen entistä haastavampana. Eettistä keskustelua opetuksessa ei tule kuitenkaan jättää pois, ja sen integroiminen seksuaalikasvatukseen tulisi nähdä tarpeellisena ja välttämättömänä. Toisin kuin Suomessa, kansainvälisissä tutkimuksissa ja käytännöissä seksuaalikasvatuksen eettinen ulottuvuus on ollut paljon esillä. Tämän vuoksi tutkimuksessa on käytetty suomalaisten lähteiden lisäksi verrattain paljon kansainvälisiä lähteitä. Tutkimuksen teoreettinen viitekehys alkaa seksuaalikasvatuksen määrittelystä. Tämän jälkeen esittelen erilaisia eettisiä teorioita, joita käytetään eettisen seksuaalikasvatuksen määrittämiseen. Eettisen seksuaalikasvatuksen taustalla olevien ideologioiden hahmottaminen ja määritteleminen kuuluvat myös teoreettiseen viitekehykseen. Tutkimukseen on valittu kolme eri ideologiaa, jotka ovat liberalismi, konservatismi ja feminismi. Näitä ideologioita tarkastellaan seksuaalikasvatuksen ja siihen liittyvien ongelmallisten kysymysten valossa. Lisäksi esittelen viisi eri seksuaalikasvatukseen liittyvää eettistä teemaa, joiden avulla eettisen seksuaalikasvatuksen problematiikka konkretisoituu. Nämä aiheet ovat ajankohtaisia teemoja julkisessa keskustelussa, mutta aiheiden eettinen ulottuvuus ei ole aina sisällytettynä peruskoulun opetukseen. Nämä viisi eri teemaa ovat: abortti, ehkäisy, pornografia, seksuaalinen pidättäytyminen ja seksuaalinen moninaisuus. Tämä tutkimus on laadullinen ja sen tutkimuskohteena on neljä kahdeksasluokkalaisille suunnattua terveystiedonoppikirjaa. Tutkimuskysymykset kohdentuvat oppikirjojen sisältöön. Tutkin, millä tavalla nämä viisi aiemmin mainittua eri teemaa on käsitelty oppikirjoissa. Tarkastelen myös, millä tavoin oppikirjat käsittelevät näiden aiheiden eettistä problematiikkaa. Tavoitteena on tutkia sisällön lisäksi sitä, miten teemat on esitetty ja missä asiayhteydessä ne käsitellään, ja mitä viestiä niillä halutaan välittää oppilaille. Tutkimusmenetelmäksi on valittu aineistolähtöinen sisällönanalyysi. Kaikki oppikirjat ovat käytössä ja ne ovat eri kustantajilta (Otava, Tammi, WSOY, Edita). Perinteisesti Suomessa seksuaalikasvatusta on käsitelty lähinnä asiatietona. Tämän tutkimuksen tulokset osoittavat, että eettisiä kannanottoja ja arvoja on joko suoraan tai välillisesti viestitettyinä käsitellyissä oppikirjoissa. Tutkimustulosten mukaan tarvetta on yhä laajemmalle ja avoimemmalle keskustelulle, koska haastavat ja mielipiteitä jakavat aiheet, kuten abortin oikeutus, eivät ole mukana oppimateriaalissa. Oppikirjoissa on nähtävissä vahva liberalistinen aatesuuntauksen ote, joka jättää vähemmän tilaa feministiselle ja lähes olemattoman osan konservatiiviselle näkökulmalle. Tämä tutkielma haluaa nostaa esille peruskoulun seksuaalikasvatuksessa ilmenevää puutetta eri arvomaailmojen ja näkökulmien käsittelemisessä. Olisi tärkeää, että eri näkökulmien, ideologioiden ja maailmankatsomusten välinen dialogi voisi toteutua kouluissa. Monikulttuuristuvassa yhteiskunnassamme on yhä suurempi tarve ottaa huomioon tasapuolisesti eri maailmankatsomuksia myös seksuaalikasvatuksen osalta
48
D'Entremont, Laura S. "Development and Validity of the Teachers' Attitude, Comfort and Training Scale (TACTS) on Sexuality Education." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc278365/.
Full textAbstract:
The purpose of the study was to design and validate an instrument designed to investigate teachers' attitudes in regard to adolescent sexuality education. Test development adhered to the guidelines of Aligna and Crocker. Cronbach alpha was performed on the entire instrument and determined the reliability to be .8003, thus the instrument was consistent in measuring the domain areas. A panel of experts assessed content validity of items. A principal component factor analysis and a Pearson's product moment correlation were used for construct validity. Teacher concerns about curriculum
implementation, teacher comfort with the subject matter, course-specific teacher attitudes, teacher interest about curriculum content, and teacher attitudes toward sexuality were found to be the constructs of the TACTS.
49
Edwards, Larry Guy. "Dimensions of gender discrimination in Oklahoma's system of higher education : case studies /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1989.
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50
Szabo, Zsuzsanna Rozalia. "Sex-role, attributional style, and career choices: A cross-cultural analysis." Diss., The University of Arizona, 2005. http://hdl.handle.net/10150/280755.
Full textAbstract:
In the contemporary society choice of career is sex-stereotyped. There are more females in educational and nursing careers, and there are more males in engineering and science careers. Females and males perceive their roles in the society in a sex-stereotyped way and they try to fit into culturally appropriate sex-roles. People make causal attributions for different situations in life and think and behave according to the causal attributions they make. The research question of this dissertation asks if sex-role and attributional style affect career choices, and if the answer is different across cultures. Two studies were concerned with the relationship between sex-role, attributional style, and career choices at college and high school levels in two different cultures (the United States and Romania). Comparisons were made also between females in single-sex high school and coeducational high schools. A third study determined the changes in career choices following attributional retraining. Results from the studies show that career choices are sex-stereotyped and sex-roles influence choice of career in both cultures. The sex-stereotypical choice of careers is more evident in Romania. Females in single-sex education schools report more adaptive sex-roles and attributional styles, and they choose more diverse career fields than females in coeducational schools. Attributional retraining is related to changes in career choices.