Relevant bibliographies by topics / Women sex educators – Lesotho

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  2. Dissertations / Theses
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  4. Book chapters

Academic literature on the topic 'Women sex educators – Lesotho'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Women sex educators – Lesotho"

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Poteat, Tonia C., Carmen H. Logie, Darrin Adams, Tampose Mothopeng, Judith Lebona, Puleng Letsie, and Stefan Baral. "Stigma, sexual health, and human rights among women who have sex with women in Lesotho." Reproductive Health Matters 23, no. 46 (January 2015): 107–16. http://dx.doi.org/10.1016/j.rhm.2015.11.020.

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Poteat, Tonia, Carmen Logie, Darrin Adams, Judith Lebona, Puleng Letsie, Chris Beyrer, and Stefan Baral. "Sexual practices, identities and health among women who have sex with women in Lesotho – a mixed-methods study." Culture, Health & Sexuality 16, no. 2 (November 18, 2013): 120–35. http://dx.doi.org/10.1080/13691058.2013.841291.

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Assaf, Shireen, and Lindsay Mallick. "Event-based analysis of the association between alcohol use and unsafe sex in seven sub-Saharan African countries." International Journal of Alcohol and Drug Research 7, no. 1 (December 3, 2017): 1–9. http://dx.doi.org/10.7895/ijadr.245.

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Aims: To examine the association between alcohol consumption at last sex and unsafe sex in seven countries in sub-Saharan Africa.Design: Multivariable logistic regression of unsafe sex was performed using cross-sectional data with a stratified sample design from seven countries.Setting: The study uses data from the Demographic and Health Surveys of Lesotho, Kenya, Mozambique, Swaziland, Uganda, Zambia, and Zimbabwe.Participants: Men and women age 15–49 years with data available on alcohol consumption and who have had sex in the last 12 months were included in the analysis.Measures: The main independent variable is alcohol consumption at last sex with a non-cohabiting partner.Findings: The analysis has shown that alcohol consumption was a strong predictor of unsafe sex for all surveys except for women in Kenya. Age and number of sexual partners were also strong predictors of unsafe sex.Conclusions: The findings indicate that there is a positive link between alcohol consumption and unsafe sex in all countries except for Kenya among women. The inconsistent finding in Kenya requires further study. One of the main limitations of the analysis is the low number of observations found for women and men who reported drinking at last sex with a non-cohabiting partner.
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Pattman, Rob, and Megan Cockerill. "Christian women and men from Durban: peer sex educators in the making." International Journal of Inclusive Education 11, no. 4 (July 2007): 501–17. http://dx.doi.org/10.1080/13603110701391493.

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Ford, K., D. N. Wirawan, W. Suastina, B. D. Reed, and P. Muliawan. "Evaluation of a peer education programme for female sex workers in Bali, Indonesia." International Journal of STD & AIDS 11, no. 11 (November 1, 2000): 731–33. http://dx.doi.org/10.1258/0956462001915156.

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The objective of this paper is to evaluate a peer education programme for female sex workers in Bali, Indonesia. Sex workers participated in face-to-face interviews and STD exams in August-September 1998. In October 1998 one woman from each of 30 clusters was selected to be a peer educator and received a 2-day training on AIDS, STDs, condom use, and condom negotiation. After training, the peer educators were visited twice a week by field workers to answer questions and offer support. All sex workers received group education every 2 months. In January-February 1999, the sex workers again participated in face-to-face interviews and examinations. One month after peer education training, only 50% of the peer educators were still working in the clusters where they were trained. To evaluate the impact of the peer educators, sex workers in clusters where a peer educator continued to work were compared with sex workers in clusters where women did not continue to work ( n = 189). In clusters where women continued to work, there were higher levels of AIDS knowledge ( P < 0.05), STD knowledge ( P < 0.05) and condom use (82 vs 73%, P = 0.15). The prevalence of Neisseria gonorrhoeae infection was also lower in clusters with a peer educator (39% vs 55%, P = 0.05) than in clusters without a peer educator.
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Holway, Giuseppina Valle, and Kathryn Harker Tillman. "Timing of Sexual Initiation and Relationship Satisfaction in Young Adult Marital and Cohabiting Unions." Journal of Family Issues 38, no. 12 (November 2, 2015): 1675–700. http://dx.doi.org/10.1177/0192513x15613826.

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Using the National Longitudinal Study of Adolescent to Adult Health, this research examines the association between timing of oral sex initiation and marital and cohabiting relationship satisfaction among young adults. Findings indicate that women who transition to oral sex “late” or who have no oral sex experience report higher levels of relationship satisfaction in their current coresidential unions than do women who transition at a “normative” age. Higher levels of relationship satisfaction among women who transition “late,” however, appear to be explained by their lower likelihood of experiencing forced sexual relations and sexually transmitted infections. We find no evidence of any association between timing of oral sex initiation and relationship satisfaction among men. To best promote healthy relationships, researchers, practitioners, and educators need to better understand the various types of sexual activities in which young people engage.
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Luft, Heidi, Weiming Ke, Lara Trifol, Mina Halpern, and Elaine Larson. "Sexual Relationship Power and Safe Sex Communication Among Partnered Women in the Dominican Republic." Journal of Transcultural Nursing 31, no. 1 (April 4, 2019): 28–37. http://dx.doi.org/10.1177/1043659619840413.

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Introduction: Research is needed to identify influences on safe sex communication among specific culture groups. This study aimed to (1) describe sexual behaviors and indicators of sexual power among partnered Dominican women and (2) identify which of these indicators are significantly associated with safe sex communication. Methodology: Cross-sectional surveys, grounded in the theory of gender and power, were conducted with 100 partnered women at a clinic in southeastern Dominican Republic. Linear regression modeling was used to identify significant associations. Results: Self-efficacy (β = 0.48), total personal monthly income (β = 0.21), and history of sexually transmitted infection (β = 0.19) were significantly associated with higher level of partner safe sex communication. Discussion: Nurse clinicians, educators, and researchers should consider self-efficacy, personal income, and history of sexually transmitted infection when addressing communication in HIV prevention efforts among Dominican women.
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Flowers, Sara C. "Enacting Our Multidimensional Power: Black Women Sex Educators Demonstrate the Value of an Intersectional Sexuality Education Framework." Meridians 16, no. 2 (March 1, 2018): 308–25. http://dx.doi.org/10.2979/meridians.16.2.11.

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Caswell, Shane V., and Trenton E. Gould. "Individual Moral Philosophies and Ethical Decision Making of Undergraduate Athletic Training Students and Educators." Journal of Athletic Training 43, no. 2 (March 1, 2008): 205–14. http://dx.doi.org/10.4085/1062-6050-43.2.205.

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Abstract Context: Ethics research in athletic training is lacking. Teaching students technical skills is important, but teaching them how to reason and to behave in a manner that befits responsible health care professionals is equally important. Objective: To expand ethics research in athletic training by (1) describing undergraduate athletic training students' and educators' individual moral philosophies and ethical decision-making abilities and (2) investigating the effects of sex and level of education on mean composite individual moral philosophies and ethical decision-making scores. Design: Stratified, multistage, cluster-sample correlational study. Setting: Mailed survey instruments were distributed in classroom settings at 30 institutions having Commission on Accreditation of Allied Health Education Programs (CAAHEP)–accredited athletic training programs. Patients or Other Participants: Undergraduate students and educators (n = 598: 373 women, 225 men; mean age = 23.5 ± 6.3 years) from 25 CAAHEP-accredited athletic training programs. Main Outcome Measure(s): We used the Ethics Position Questionnaire and the Dilemmas in Athletic Training Questionnaire to compute participants' mean composite individual moral philosophies (idealism and relativism) and ethical decision-making scores, respectively. Three separate 2 (sex: male, female) × 3 (education level: underclass, upper class, educator) between-subjects factorial analyses of variance using idealism, relativism, and ethical decision-making scores as dependent measures were performed. Results: Respondents reported higher idealism scores (37.57 ± 4.91) than relativism scores (31.70 ± 4.80) (response rate = 83%). The mean ethical decision-making score for all respondents was 80.76 ± 7.88. No significant interactions were revealed. The main effect for sex illustrated that men reported significantly higher relativism scores (P = .0014, η2 = .015) than did women. The main effect for education level revealed significant differences between students' and educators' idealism (P = .0190, η2 = .013), relativism (P &lt; .001, η2 = .050), and ethical decision-making scores (P &lt; .001, η2 = .027). Tukey honestly significant difference post hoc analysis indicated that educators possessed lower idealism scores (36.90 ± 5.70) and relativism scores (29.92 ± 4.86) and higher ethical decision-making scores (82.98 ± 7.62) than did students. Conclusions: Our findings do not support changes in athletic training ethics education practices to address sex-specific needs. However, when opportunities occur for students to reason using different ethical perspectives, educators should be aware of their students' and their own moral philosophies in order to optimally facilitate professional growth.
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Wainer, Howard, and Linda Steinberg. "Sex Differences in Performance on the Mathematics Section of the Scholastic Aptitude Test: A Bidirectional Validity Study." Harvard Educational Review 62, no. 3 (September 1, 1992): 323–37. http://dx.doi.org/10.17763/haer.62.3.1p1555011301r133.

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In this article, Howard Wainer and Linda Steinberg examine sex differences in scores on the mathematics section of the Scholastic Aptitude Test (SAT-M) by comparing the SAT-M scores of men and women who performed similarly in first-year college math courses. Matching almost 47,000 men and women on type of math course taken and grade received, the authors found that, on average, women had scored about 33 SAT points lower than men who had taken the same course and received the same grade. The authors then analyzed the same data using prospective regression analysis and found somewhat larger sex differences in the same direction. Though the data do not allow any conclusions about the cause of these differences in SAT-M scores,they do provide evidence of sex differences in the validity of the SAT-M as a predictor of college math performance. The authors conclude with a discussion of how educators might respond to possible inequities in test performance.
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Dissertations / Theses on the topic "Women sex educators – Lesotho"

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Molapo, Joseph Mohato. "A Christian analytic approach of marriage through abduction among the Basotho people of Lesotho a challenge for pastoral care ministry /." Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-01172005-151033/.

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Knowles, Ma[r]garetha Hubrecht. "A narrative analysis of educators' lived experiences of motherhood and teaching." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-06042008-074812/.

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Gonzales, Irene. "Latinas aspiring to the superintendency : a portraiture study." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Dissertations/Spring2007/I_Gonzales_043007.pdf.

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Mxunyelwa, Nontsingiselo Victoria. "Perceptions of barriers to women's upward mobility in the Butterworth District Education Department." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020910.

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The aim of the present study explores barriers to women educators’ upward mobility in the Department of Education, using the Butterworth Education District as the area of study. Women as human beings, too, have a valid case regarding recognition of their legitimate aspirations because in striving for them, they are exercising their rights similar to their male counterpart. It must also be understood that the same legislative prescripts apply to both male and female educators and the necessary intellectual and physical capacity plus skills commitment and perseverance are understood to be important criteria for promotions. The question of perception of barriers to upward mobility of women in the education department and the wider public sector in South Africa is topical and continues to engender research and policy guidelines. However, conclusive findings and solutions are far from being realised. Empirical research and other scholarly writings posit that despite a suite of legislation and policy guidelines introduced in South Africa since 1994, women continue to encounter barriers in their effort to move up their career ladder. It is argued women are under-represented in management positions in comparison to men all over the world. Unequal representation of women in public sectors, nationally, provincially and locally has illustrated the need for gender equity and mainstreaming in senior management. In research done for the Department of Education in South Africa it was also found that although the teaching environment is made up of both men and women, men in management are acceptable, but women in management experience problems not only from male employees, but from female employees as well.
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Motalingoane-Khau, Mathabo Senkepeng. "Women teachers talk sex : a gendered analysis of woman teachers' experiences of teaching sexuality education in rural schools in the age of HIV and AIDS." Thesis, 2010. http://hdl.handle.net/10413/3476.

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With the current scourge of HIV and AIDS among the youth in Sub-Saharan Africa, sexuality education has been hailed as the vaccine against new infections. This places teachers at the forefront of the pandemic as facilitators of knowledge. This study explores women teachers’ experiences of teaching sexuality education in rural schools in the age of HIV and AIDS. As a participant researcher, I have worked through photo-voice, drawings, memory work, and focus group discussions with eight Basotho women teachers, and explored how womanhood and teacher-hood shape and reshape each other in becoming a sexuality education woman teacher. I highlight the gender dynamics characteristic of rural communities and how they play out in the construction of sexuality discourses in relation to women teachers, and how such constructions create im/possibilities for women teachers’ facilitation of sexuality education. An eclectic theoretical approach, with an emphasis on feminist theories, informed the study. A qualitative research design employing a phenomenological narrative approach has been used. The findings show women teachers experiencing the teaching of sexuality education as a challenge. Their experiences are reflected as shaping and being shaped by their understandings regarding sexuality, and their positioning as women and teachers within rural communities. Challenges that create impossibilities for women teachers’ effective facilitation of sexuality education include the patriarchal gender order in Lesotho, cultural practices, teachers’ own sexualities and teachers’ fears of contravening the social constructions of good womanhood. I argue that Basotho women teachers are facing a challenge of negotiating the socially constructed contestations between normalised womanhood and teacher-hood and thus choose to perform the normalised womanhood at the expense of teacher-hood. The womanhood they perform shapes their teacher identity such that woman teacher-hood in sexuality education becomes ineffective. This study makes unique contributions to the field of sexuality education in particular and feminist scholarship in general. The methodological contribution lies in the use of visual methods to illuminate women teachers’ positioning in relation to sexuality education. While previous studies in sexuality education have been on pedagogy, this study presents a body of knowledge based on a gendered analysis of women teachers’ embodied experiences of teaching sexuality education and the meanings they make of their experiences.
Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2010.
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Langford, Rachel. "Discourses of the good early childhood educator in professional training : reproducing marginality or working toward social change." 2005. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=232641&T=F.

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Pahliney, Kethamonie. "An investigation of gender discrimination against South African women educators of Indian descent." Thesis, 1991. http://hdl.handle.net/10413/3007.

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Claims of gender discrimination by women educators in South Africa were investigated through an examination of specific issues surrounding the employment of women educators of Indian descent. These include maternity leave, housing subsidy, pension scheme, medical aid, salaries, merit awards and promotions. The study is located within the context of the general oppression of all women in society. The analysis used the sexual division of labour as its central focus. Since the subjects under investigation were members of a minority ethnic group, factors such as their cultural heritage, race, and class difference were considered an integral part of the analysis. The study assessed the validity of each of the claims of discrimination through an examination of official documentation such as the Principal's Handbook and staff circulars relating to teachers' conditions of service, regulations and occupational incentives. Wherever possible, the claims were empirically examined through an analysis of the responses obtained from a sample of educators. Cross-tabulations and Chi-square analyses were used to test the claims statistically. Participation in a union as a possible organising strategy for women educators in their challenge of gender discrimination is suggested. A list of recommendations for the amelioration of gender discrimination against women educators is presented at the end of the study.
Thesis (M.A.)-University of Natal, 1991.
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Sikhwivhilu, Avhaseli Phyllis. "Factors influencing the job satisfaction of female educators." Thesis, 2003. http://hdl.handle.net/10500/666.

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Deeds, Janice M. "Attracting college men to sexual violence prevention a multiple case study of male peer educators /." 2009. http://proquest.umi.com/pqdweb?did=1932327691&sid=1&Fmt=2&clientId=14215&RQT=309&VName=PQD.

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Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009.
Title from title screen (site viewed February 25, 2010). PDF text: x, 186 p. ; 2 Mb. UMI publication number: AAT 3386836. Includes bibliographical references. Also available in microfilm and microfiche formats.
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Maharaj, K. "Frustrated careers? : the perceptions of female educators at a Durban primary school." Thesis, 2003. http://hdl.handle.net/10413/3157.

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The study examined perceptions of female educators at a primary school in Durban, with regard to issues of gender equality. The literature review revealed that women educators have faced great injustices regarding past educational policies (before 1994) and the nature of gender biased practices both in society and within the school systems. The study highlights some of the main barriers, both intrinsic and extrinsic, faced by women teachers which prevented their upward mobility in the profession, thus determining their perceptions of their present career status. It also focuses on strategies that women educators perceived in helping to advance in their career as a teacher thereby achieving satisfaction. The research consisted of a quantitative phase which included the use of self-completion questionnaires to determine the perceptions of the female educators to their present career status. The data collected was used to develop strategies women teachers can use to advance their careers. The findings revealed that there were two groups of teachers each with different set of perceptions. The younger generation of teachers did not experience intrinsic barriers and displayed more satisfied perceptions of their career. The older generation of teachers seemed less satisfied with their present career status. Both, however agreed that organizational constraints (extrinsic barriers) affected their advancement in the profession.
Thesis (M.Ed.)-University of Natal, Durban, 2003.
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Books on the topic "Women sex educators – Lesotho"

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Letuka, P. Women in Lesotho. Maseru, Lesotho: Women and Law in Southern Africa, 1997.

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Roberts, J. P. Maybanke Anderson: Sex, suffrage & social reform. Sydney, NSW: Hale & Iremonger, 1993.

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Roberts, J. P. Maybanke Anderson: Sex, suffrage & social reform. 2nd ed. Avalon, NSW: Ruskin Rowe Press, 1997.

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Gauthier, Lorraine. Dat e and acquaintance rape: Educators' guide. Toronto: York University, 1992.

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Pule, Neville. The impact of retrenched returnees on gender relations in rural Lesotho. [Maseru?]: s.n., 1997.

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BOLESWA Conference (2000 National University of Lesotho). Religion and gender: Proceedings of the BOLESWA Conference held at the National University of Lesotho, 2000. Roma, Lesotho: Dept. of Theology and Religious Studies, National University of Lesotho, 2002.

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The sex side of life: Mary Ware Dennett's pioneering battle for birth control and sex education. New York: New Press, 1996.

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Brown-Simpson, Angie. Beyond Barbie: Community based sex and relationships education with girls and young women : a workers' compendium. London: fpa, 2003.

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Wheeler, Kathryn A. How schools can stop shortchanging girls (and boys): Gender-equity strategies : a practical manual for K-12 educators. Wellesley, MA: Center for Research on Women, 1993.

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Raḥel, Herts-Lazarovits, ed. Maʻagalim shel hadarah: Sipuran shel "Imahot ha-ḥinukh ha-ḳibutsi". Ramat Efʻal: Yad Ṭabenḳin, 2011.

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Book chapters on the topic "Women sex educators – Lesotho"

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Sanson, Helena. "Women and language in the ‘Secolo delle donne’." In Women, Language and Grammar in Italy, 1500-1900. British Academy, 2011. http://dx.doi.org/10.5871/bacad/9780197264836.003.0004.

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This chapter discusses the complex linguistic situation of Italy in the eighteenth century, taking into account its broader implications as well as, specifically, women's relationship with spoken and written language. Throughout the century, Italian continued to be above all a written tool and still had to withstand competition from the dialects and from Latin, both in terms of writing and in the context of schooling. A new front of rivalry opened up with French, which, especially in the highest classes, occupied a privileged role at the expense of Italian, with women in particular often being attacked for indulging in its use. The debates on the education of women that enlivened the Settecento did not overlook the question of language: the Enlightenment re-evaluation of women's role in society, as educators and as citizens, explains the frequent pleas by educationalists and men of letters that the female sex should learn Italian. If, on the one hand, female periodicals and novels allowed women access to written Italian to an unprecedented degree, on the other a large number of female writers, journalists, and translators were able to offer their own direct contribution to language and the literary world.
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Miller, Emma V. "‘[B]orn to make a real life, however it cracks your heart’:1 Creative women and daydreaming in Margo Lanagan’s Tender Morsels (2008)." In Incest in contemporary literature, 133–58. Manchester University Press, 2018. http://dx.doi.org/10.7228/manchester/9781526122162.003.0007.

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Since its release in 2008 as a Young Adult (YA) text, Tender Morsels has been subject to widespread praise and censure. In reviews and reading groups it has been criticised by adults (including educators), as well its target audience of fourteen plus readers, for containing circumstances too challenging and traumatic for young readers; and with incestuous sexual abuse and gang rape in the first few pages it is easy to see why that has been the case. By juxtaposing the dominant psychoanalytic theories of literary criticism, with the fairytale retellings by feminist authors from the 1970s to the present time, as well as key second wave feminist texts like Simone de Beauvoir’s The Second Sex (1949) and Susan Brownmiller’s Against Our Will (1975), this novel can be seen to not only challenge the prevalence of a ‘real’ feminism in our literary criticism, but also in the Western world at large.
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Bullock, Julia C. "Coeducation in the Age of “Good Wife, Wise Mother”." In Rethinking Japanese Feminisms. University of Hawai'i Press, 2017. http://dx.doi.org/10.21313/hawaii/9780824866693.003.0006.

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Although postwar conservatives argued that coeducation was “forced” on Japanese people as part of Occupation-era reforms, in fact a number of progressive Japanese educators began advocating for coeducation in the early twentieth century. This chapter analyzes the work of one such prominent educator, Koizumi Ikuko (1892–1964), whose seminal book Danjo kyōgakuron (On coeducation, 1931) forwarded a compelling argument for coeducation at a time when the Japanese government sought to reinforce gender differences through sex-segregated education. Koizumi’s advocacy of coeducation was underwritten by a presumption of equality between the sexes that was radical for its time, and remarkable for its anticipation of Occupation-era debates on gender and education that transformed the postwar discursive landscape. Understanding Koizumi’s theories about sexual equality thus helps us to re-think histories of Japanese women during the 1930s that characterize them as compliant with the contemporary “good wife and wise mother” ideology of women’s roles.
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