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1.
As discourse in sexual education classes across the USA in 1996 began to change, media outlets became important sources of education for teenage girls. Unaffected directly by government policy, one of the most popular teenage girls' magazines, Seventeen, provided a plethora of information on sex. Several scholars have examined teenage magazines' sexual discourse, yet few have assessed the accuracy of sexual health information during a time period when the US Federal Government instituted an abstinence-only curriculum policy for public schools. In addition, there is a gap in the literature regarding magazines' attitudes about teenage abstinence, or lack thereof, especially in a time when politics had taken a very conservative stance on the issue. This paper examines Seventeen magazine between 1996 and 1998 to explore the magazine's attitude towards teen sex and abstinence and to analyse the accuracy of sexual health messages surrounding topics such as abortion, contraception and STDs.  相似文献   

2.
The apparent educational underperformance of boys has received phenomenal attention worldwide for many years. In the UK, it has led to various government reports and policies aimed at raising boys' achievement. This small-scale qualitative-interpretive pilot study, undertaken in one urban primary school in North Wales, reports the findings from exploring boys', aged six to seven years, perceptions of education. It also presents teachers' perceptions of how boys' learn and what they regard to be visible gender differences in the classroom. The research suggests that although many boys within this age group seemed generally positive about school and learning, certain issues were emerging for some boys that, if not addressed, could result in disengagement and/or underperformance. Factors include: issues related to boys' reading and literacy; boys' preference for screen-based, digital devices; gender binaries in relation to learning styles and behaviours; gender-specific syndromes; and teacher concerns about the impact of a ‘feminised’ education sector. The objective of this paper is to examine, after decades of research studies and government reports, what do we really know about the perceptions of young male learners and their experiences within the context of the primary classroom?  相似文献   

3.
Joy Walker 《Sex education》2013,13(3):239-254
The social and political climate of sex education over the last two decades has dramatically changed, with parents now being encouraged to work in partnership with professionals. This paper seeks to further the argument that involving parents in their child's sex education does matter and can have an impact on their child's future sexual health. It discusses the reality of parents' roles and skills in providing sex education within the family. In particular, the discussion explores myths parents associate with sex education, involving fathers in provision, siblings as peer educators, health professionals' attitudes towards involving parents, and school partnerships. The author calls for professionals to involve parents alongside other sources of sex education in health and educational strategies to address sexual health issues and improve sex education. Otherwise future generations of children will experience a closed cultural attitude towards sexual matters and we will not achieve lower teenage pregnancy rates or view sex education positively.  相似文献   

4.

A small-scale study into the developing sexual values and attitudes of 35 9 and 10 year-old children found a number of important gender differences. The girls were more willing to offer detailed, serious reflections, whereas the boys' contributions were shorter and more jokey, with a greater use of sexual slang. The family was the main source of sexual information for the girls, but friends and the media for the boys. The boys were more interested in contraception, abortion and the mechanics of intercourse and childbirth, whereas the girls were more interested in relationships and more aware of the pain that could be caused by loss of children and early pregnancy. The girls had clearer and more realistic aspirations than the boys in terms of both career and family life, and understood the dangers which drugs, alcohol and violence could pose to relationships; the boys, on the other hand, sometimes appeared insecure in their self-image, and tended, albeit in a joking manner, to link violence and sex. These findings are rich in implications both for policy and practice in sex education and more generally for an understanding of the way that a differentiated sexual identity develops in boys and girls.  相似文献   

5.

This paper questions the concept of feminisation which has been invoked by some commentators to explain the widely reported difficulties with boys. Its focus is upon primary schooling, and the point is made that a literature dominated by the consider ations of adolescence and secondary schooling has underestimated the degree to which younger boys are socialised into the norms of hegemonic masculinity. Attachment behaviour theory is used as the framework for analysis, and a detailed study of a primary school provides evidence for the central contention that peers, rather than teachers, are the main role models for boys. The discussion is therefore critical of the notion that an increased number of male teachers who will act as role models has any serious purchase in tackling the problems of boys' identity formation. The paper identifies a number of weaknesses in the conceptualisation of 'the problem with boys' and points out the degree to which homophobic and sexualised bullying is a largely unrecognised issue in primary schools. The conclusion is that such issues need to be tackled in the light of an understanding of the significance of peer attachments.  相似文献   

6.
Popular discourses about ‘boys' education’—both in Australia and internationally—have often been drawn from oppositional storylines that construct ‘boys’ at school as a new disadvantaged group. This paper rejects such a construction, arguing that it fails to take account of the economic and social advantages that boys, as a single group, still experience in the post-schooling years; that it fails to differentiate within the category of ‘boy’, to examine how particular groups of boys fare far less well than do other groups of boys; and that it neglects the impact of constructs of masculinity upon boys' lives at school. The paper considers four issues of significance for boys at school: narrow and stereotypical subject choice; unruly and risk-taking behaviours; poor literacy achievement; and low school retention rates. However, it demonstrates that these issues predominantly affect boys who are unprotected by economic and social privilege.  相似文献   

7.
The current debate about boys education risks taking us back decades in terms of understanding the significance of gender in relation to education. Of particular concern here is the tendency within such debates to rely on dichotomous understandings of gender which reinscribe essentialist understandings of both ‘girls’ and ‘boys’. In this way, the so‐called gender wars construct a climate whereby difference between the categories obfuscates difference within each. Here this issue is explored most specifically in relation to access to higher education and the possible impact of single‐sex schooling. Current debates surrounding boys' experience of schooling have refreshed interest in the possible benefits of single‐sex education, particularly for boys. Schools are establishing single‐sex classes for boys and in some cases parallel education (the provision of single‐sex facilities for girls and boys at the same campus) is being promoted as a way forward. In this paper we examine data from Australia's largest and most diverse university in order to explore the relationship between single‐sex schooling and access to higher education in ways which account for difference based primarily on school sector and socio‐economic status. In these terms, if single‐sex schooling is beneficial for boys we need to consider which boys are benefiting and at whose expense.  相似文献   

8.
Adolescent pregnancy continues to be a major concern for policy-makers, programme developers, helping professionals and society generally in the USA, especially in light of the US federal government's legislative emphasis on abstinence-only sex education until recently. Studies have found that abstinence-only programmes do not succeed in preventing young people from becoming sexually active or pregnant; most young people have sexual intercourse in their teenage years long before they even contemplate marriage. The purpose of this qualitative study was to explore how 32 teenage mothers learned about sex and their related views about pregnancy and birth control. Findings indicate that they have often received little accurate information about sex from their parents and schools. Findings also reveal their widely varying views about birth control and pregnancy. Overall, the findings support the need for comprehensive sexuality education that addresses the topics covered in this study in an age-appropriate manner. The findings also suggest ways that helping professionals in other settings besides schools can help young people address these issues.  相似文献   

9.
Abstract

Many initiatives relating to young people's sexual health have focused on under 16s. Yet, most young people become sexually active between the ages of 16 and 19 and 80 per cent of under-18 conceptions are to 16- and 17-year-olds. The shift from school to further education marks a time of transition in young people's lives. It is a time when information and support with sexual health issues is particularly relevant.

Reforms to the further education sector invite a fresh look at how every young person's health and well-being can best be supported. This is in the context of the government teenage pregnancy strategy, which aims to reduce under-18 conceptions. This paper reports on research conducted by the Sex Education Forum with young people and staff in further education settings across England. This research was used to write guidance on the provision of sexual health services for young people in further education settings, which was published by the Department for Education and Skills and with support from the Department of Health and ministerial backing in June 2007.  相似文献   

10.
Objective To investigate the attitudes of the main stakeholders towards the introduction of sex education in schools in Russia.

Design Qualitative semi-structured interview study.

Setting Altai Krai, Volgograd Oblast, Moscow, Russian Federation.

Participants One hundred and fifty-three interviews with Intersectoral HIV/AIDS Committee members, government officials responsible for HIV policies and interventions, non-governmental organisation and private-sector representatives.

Main outcome measures Perception of and attitudes towards the introduction of sex education in schools.

Results Ninety-one per cent of stakeholders welcomed the introduction of sex education in schools and emphasised its importance for a child's personal development, public health, sexually transmitted diseases and HIV/AIDS control, and pregnancy planning. The majority of respondents suggested providing different information for each age and grade. Despite the claimed support of interviewed policy-makers and main HIV stakeholders, there has been no action to introduce sex education. The majority of respondents were of the view that wider positive support through propaganda about health, sex and healthy lifestyle should be gained prior to introducing sex education in schools by addressing the stigma surrounding sexual issues.

Conclusions There was little opposition to the introduction of sex education in Russian schools expressed in our survey, but there are uncertainties regarding curriculum quality, teaching methods and the starting grade of teaching about sex, and there is a need to cover local sensitivities in the territories. These concerns could and should be addressed during curriculum design, development and programme implementation by the federal and local authorities. Wider involvement of educational specialists, peer-adults, health workers, celebrities and religious representatives in discussion of the curriculum could help prevent opposition to its implementation.

Contribution to knowledge Discussion of sex-related topics has been taboo in Russia and there has been little research into opinions on issues related to sex education. The contribution of this research is in gaining theoretical in-depth understanding of the attitudes of the interviewed stakeholders in Russia about the introduction of sex education in schools.  相似文献   

11.
Boys' attitude to writing is widely perceived as an issue in English primary and secondary schools. Prior research has identified a link between negative attitudes to writing and lower achievement and raised the issue of the stereotyping of boys as underachievers in literacy. The study reported here suggests that if we are to understand the problems associated with the underachievement of boys, we should take into account boys' perspectives on their experiences as literacy learners. In this study, boys aged 8–11 drawn from three London schools in the UK, were interviewed in small groups annually over 3 years of their primary schooling. The boys' teachers were also interviewed separately. These interviews generated insights into the teachers' views of the boys and the boys' views of themselves as literacy learners, especially as writers. The data indicated the boys were highly sensitive to the social situation in the classroom. The boys responded best to their literacy learning when their teachers treated them as individuals, valued their ideas and incorporated strategies for developing learner agency into their daily classroom practice. This article concludes that a teaching approach that includes consulting children about what helps or hinders their learning and a fresh teacher focus on gender issues would increase gender awareness.  相似文献   

12.

Unlike many other countries, physics is highly popular in secondary education in Scotland, with large numbers opting for study at the Higher Grade on which entry to higher education is based. This paper reports a project that explored the attitudes and perceptions of Scottish girls and boys towards physics over the age range of 10-18 years old. Towards the end of primary school, attitudes towards science are very positive and both boys and girls are looking forward to studying more science in secondary school, although there is no evidence that the introduction of primary science has been a factor. By the end of the second year of secondary school, these positive attitudes have declined quite markedly and a significant decline of girls' attitudes towards science relative to boys' attitudes was clearly observed. The success of the Standard Grade physics course (a 2-year course taken in third and fourth year, ages 14-16 approximately) is easy to observe in terms of the restoration of positive attitudes of boys and girls again as the pupils move through third and fourth year. This process is especially clearly marked among girls. Surprisingly, over 90 per cent of the observed fourth year pupils wanted to continue studies in physics but a marked decline in attitude is observed during the Higher Grade course (a 1-year course which follows Standard Grade), this being more marked for boys. If the number of girls in physics is an issue for concern within the structure of Scottish system, then the focus of attention should be the structure and nature of the science course in the early secondary school.  相似文献   

13.
Abstract

Evidence exists about the increasing rate of sexual involvement, decrease in age of first sexual experience and the existence of different forms of sexual aberration such as prostitution, sexual exploitation and rape among Nigerian youth. In spite of these problems sex education has not been included in the framework of the formal education system in Nigeria. The introduction of sex education in our formal school system is now necessary not only to provide adolescents with valuable knowledge about sex, but also as a means of averting risks associated with unplanned coital sex such as teenage pregnancy, illegitimacy and other medical and psychological risks. This paper attempts to answer questions related to such issues as who should teach sex education, whether sex education should be taught as a subject or integrated into some or all school subjects, the content of sex education and how sex education materials should be presented. It is anticipated that the introduction of sex education in the formal school system is likely to lead to some conflicts with cultural and religious norms and with existing sex knowledge which youths have from their peers, magazines, pictures and pornography.  相似文献   

14.
This paper explores the role of sex and relationship education (SRE) in reducing teenage pregnancy rates. It critically examines some of the assumptions underlying the emphasis placed on SRE within the teenage pregnancy strategy ( SEU, 1999 ) – in particular, the view that ignorance of sexual matters plays a key part in teenage conception. An analysis of these assumptions is used to explore the reasons why the research evidence on the efficacy of sex education in changing adolescent sexual behaviour is mixed. Attention is drawn to the wider contexts within which adolescent sexual behaviour occurs – and the wider contexts within which schools are operating to provide SRE. Also highlighted are suggestions from the literature about what young people want from sex education and the possible implications for reducing teenage pregnancy. The paper concludes that although important, SRE, on its own, is unlikely to be the panacea sought by politicians to reduce the incidence of teenage pregnancy in the United Kingdom.  相似文献   

15.

Gender gaps in physics in favour of boys are more prominent in Israel than in other countries. The main research question is to find out what gender issues are at play in Israeli advanced placement physics classes. Matriculation exam scores from approximately 400 high schools were analysed across 12 years. In addition, semi-constructed interviews were conducted with 50 advanced placement physics students (25 girls and 25 boys). In terms of participation, it was found that the ratio of girls to boys has been unchanged from 1988 to 2000 and is roughly 1:3. In terms of performance, it was found that the final matriculation scores of boys and girls are similar. However, breaking up the final scores into its two components - teachers' given grades and matriculation test scores - showed that boy's test scores are usually higher than girls' test scores, while girls' teachers' given grades are usually higher than boys'. Results from semi-constructed interviews pointed to two factors that are especially unfavourable to many girls: excessive competitiveness and lack of teaching for understanding. Girls' yearning for deep understanding is seen as a form of questing for connected knowledge. It is suggested that instructional methods that foster students' understanding while decreasing competitiveness in physics classes might contribute to girls' participation and performance in advanced physics classes while also supporting the learning of many boys.  相似文献   

16.
Peer regulation of teenage sexual identities   总被引：2，自引：0，他引：2  
This article examines the teenage policing of heterosexuality in schools and contributes to debates about teenage sexual moralities and heterosexual male agency. It reports on a qualitative study in England of the collective sexual values of 12‐ to 13‐year‐olds and 14‐ to 15‐year‐olds. Focus group interviews indicated that pupils developed a consensual sexual morality through collusive sex talk. Homophobic and misogynistic views and verbal abuse were found to be key instruments of teenage peer regulation of sexual identities crossing class and ethnic boundaries. We found that the ‘official’ discourse of sex education did not relate to teenage lives. Anxieties about heterosexual masculinity and girls' sexual agency were conveyed by some boys through verbal sexual harassment—a form of behaviour regarded as intimidating yet normal. While white and Asian boys were more conservative in their views about marriage than girls, white and Asian girls struggled to resist heterosexual masculine power through career aspirations, by questioning marriage and being informed about sexual issues.  相似文献   

17.
Parents can play an important role in reducing their children's risk for teenage pregnancy and sexually transmitted infections, and in promoting sexual health during adolescence. The purpose of this study was to explore communication between parents, family members and young people and how it influences their romantic and sexual behaviours. Semi-structured interviews were conducted with 28 African American, American Indian, Euro-American and Latina women aged 19–29 years. Findings clustered into five themes. First, mothers were often the primary source of reproductive education. Second, fathers provided valuable guidance, although they were not the first source of information. Third, parental expectations influenced young people's sexual behaviours both positively and negatively. Fourth, aunts, uncles and grandparents were trusted sources of advice for personal discussions. Fifth, over one-third of participants perceived that there was no adult available to them during their teenage years for discussions about romance. Sex educators can encourage and guide parents to discuss romantic and sexual issues with young people as a way to support their young people's healthy sexual and romantic behaviours. Health and sex educators should also identify young people lacking support and encourage stronger relationships with family including fathers and extended family members.  相似文献   

18.
This article disrupts dominant discourses around boys and reading that often homogenise young males as reluctant, disengaged and, at times, adversarial readers. Rather than essentialising boys, we argue there is a need for a more sophisticated knowledge base about the influences, constraints and diverse experiences of boys as readers in society today. Drawing on interviews (n = 30) with Year 4 (8 to 9-year-old) boys at six schools, we consider their personal recounts of their enjoyment in reading, their preferred reading choices and narratives related to their experiences as readers at school. Analysis highlights boys' emerging reading interests, sophisticated and specific reading preferences, and changes in reading identities over time. Boys' preferences for particular fiction authors, novel series and genres dispute the common assumption in educational contexts that boys prefer to engage with non-fiction books. This finding is significant, as negative gendered stereotypes can impact on boys' reading self-concepts. It is also critical given Jerrim and Moss's recent research highlighting the importance of fiction in the development of reading skills. We consider implications for pedagogical practices that broaden reading experiences for the diversity of emerging masculine reading identities in nations such as Australia, where there is an absence of reading for pleasure in education policies.  相似文献   

19.
African-American youth suffer disproportionately from sexual risk consequences including unintended pregnancy and sexually transmitted infections. Parents educating young people about sex may be one approach to reduce sexual risk behaviour among this population. The purpose of this study was to determine young people's perceptions of parents' attitudes about sex and assess whether these perceptions affect sexual risk. Data were collected from 560 African-Americans, aged 9–19 years. Most (73.4%) thought their parents would be unhappy if they got someone pregnant/got pregnant, with more girls feeling this way than boys (p = 0.013). Sexually active boys who thought their parents would be unhappy if they got someone pregnant reported fewer sexual partners within the past year (p < 0.01) and fewer sexual encounters in the past 3 months (p = 0.01) compared to those whose parents would think otherwise. Our research illustrates that parents' explicit and unstated attitudes are apparent to their offspring, and young people's perceptions can impact their risk behaviour. As such, early and often sex education communication between parents and young people should be encouraged. Sexual health interventions encouraging parents to educate about sex and its consequences could enhance the health of young African-Americans.  相似文献   

20.
In 1927 the Swedish grammar school opened up for girls. Thereby girls got access to higher education on the same conditions as boys, at least formally. Thus, many towns' boys and girls were seated in the same classroom. In the large cities, however, sex segregation remained, as separate grammar schools for girls were established and some boys' grammar schools were still reserved for boys. The main aim of this paper is to compare the process of gender construction in these different school forms during the period 1927–1960. The questions put are: Were the discourses and the discursive practices of these schools part of the politics of equality or the politics of difference with regard to gender? Which representations of gender and gendered patterns of communication and domination did they produce? The main data consists of interviews with 30 ex-students of coeducational schools and female and male single-sex schools. The conclusion is that the pedagogy in all school forms was inscribed within the meritocratic discourse of equality, which was also important in shaping the students' subjectives. Both girls and boys had to prove themselves worthy of the privilege of attending the grammar school, and in this respect girls as a group were more successful than boys. To begin with the politics of equality also operated in the norms for how girls should dress and look, but later on a discrete make-up was allowed. The politics of difference was manifest in the swot syndrome, the techniques for punishments and rewards, and also, at least partly, in physical education. It was also manifest in the traditional representations of masculinity and femininity, like the male breadwinner and the housewife, prevalent in boys' grammar schools. Girls in female single sex schools, on the other hand, were firmly determined to make a career of their own.  相似文献   

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