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1.
Kathleen Boyce Rodgers Prisca Tarimo Jenifer K. McGuire Marcelo Diversi 《Sex education》2018,18(6):626-639
In Tanzania, young women aged 15–24 are at high risk for HIV and nearly half (45%) of women experience pregnancy or childbirth before age 19. The HIV epidemic has motivated many parents to overcome cultural taboos and talk with their children about sexuality, but few studies in Tanzania have examined how young adults perceive these discussions. In-depth interviews with 31 Tanzanian college women (ages 18–25) reveal how they make sense of sexuality messages from mothers that are sometimes vague, admonishing and fear-based. Participants identified how mothers focused on the health, educational and social consequences of premarital sex and emphasised the avoidance of men as a strategy to maintain virginity. Mothers avoided providing specific information about safer-sex practices, or strategies to negotiate romantic relationships, sexual pressures or sexual desires. Findings offer insight into how relational and cultural contexts influence mothers’ sexual socialisation and can inform education and intervention approaches that consider the changing cultural landscape. Future qualitative research with mothers is recommended to develop programmes that are more responsive to mothers’ and daughters’ needs. 相似文献
2.
David Limond Corresponding author 《Sex education》2013,13(2):107-109
Young adolescents in communities with high rates of early sexual initiation are at risk of multiple negative health outcomes. Although sex education programs for this age group are often controversial, surveys document that many mothers and fathers would appreciate guidance about how to discuss sexuality with their children. This paper presents an innovative strategy for reaching inner‐city parents and helping them communicate effectively with their preteen sons and daughters about the importance of delaying sexual initiation. Input from 38 focus groups with 109 youths and 64 parents was used to inform the development of an intervention, called Saving Sex for Later. This theoretically grounded intervention is designed for communities where adolescents are at high risk of initiating sex prior to or early in high school. It consists of three audio‐CDs that contain dramatic role‐model stories to help parents identify ‘teachable moments’ to talk with their sons and daughters about their values and expectations, set household rules and respond appropriately to both positive changes in their adolescents' development and warning signs of trouble. In addition to describing how community input informed the stories, a random sample of 133 parents from one school community was mailed the audio‐CDs. Feedback includes examples of how parents applied messages to talk with their children about changing bodies, changing relationships and reasons for delaying sexual initiation. The next steps include evaluating whether the intervention is effective in helping parents convey sexual abstinence messages and in supporting the delayed sexual initiation of their young adolescent children. 相似文献
3.
Conversational topics among same‐sex adult friends, co‐workers, siblings, parents and children were studied. A self‐report questionnaire revealed that women's talk tends to focus on family, relationship problems, men, health, pregnancy and menstruation, food, things they've read, movies, television, clothing, and rape. Men talk more about women, sex, money, news, sports, hunting and fishing. No sex difference was found in the most frequent topic of conversation in each context. Same‐sex friends of either sex are most likely talk about the other sex, co‐workers most frequently discuss work, and sisters, brothers, mothers and daughters, fathers and sons, talk most often about family. 相似文献
4.
Jennifer M. Grossman Prioty F. Sarwar Amanda M. Richer Sumru Erkut 《American journal of sexuality education》2017,12(4):343-357
Family communication about sex can protect adolescents from risky behavior, like early sex and sex without protection. However, adolescents and parents often disagree about whether they talked with each other about sexual issues, limiting the protective effects of communication. Few studies explore these disagreements. This study included 27 pairs of early adolescents and parents. Adolescent and parent interviews were coded for agreement in reports of sexuality communication. Adolescents’ interview themes were compared across levels of agreement between adolescent–parent dyads. Adolescents who highly agreed with their parents were more likely than those who did not to describe positive parental approaches to sexuality communication and awareness of parental perspectives, while no group differences were found for responses to parents’ viewpoints. Study findings highlight the importance of sex education programs that support adolescent–parent sexuality communication, particularly for middle school students. 相似文献
5.
The role that family communication patterns (FCPs), sex, and Facebook® use play in young adults' decisions to “friend” their parents on Facebook was examined, as well as whether students who friend parents adjust their privacy settings. Results from an online survey of college students (N = 189) indicated that young adults who friend their parents are more likely to be female and report higher conversation FCPs than those who do not friend their parents. In addition, young adults who adjust privacy settings after friending parents (25.3%) update their profiles more often and report lower conversation and higher conformity FCPs than young adults who do not adjust privacy settings. 相似文献
6.
采用修订的《家庭教养方式调查表》测查了470名普通中学生的家庭教养方式,并探讨了其中247名普通高中生家庭教养方式与321名职高生家庭教养方式的异同。结果显示,由24道题组成的调查表具有较好的一致性和效度;普通高中生父母对子女的要求程度和关心程度都显著低于初中生,父母对子女的要求程度显著高于其关心程度;尽管母亲对中学男女生的教养方式没有明显差异,父亲对男生尤其是高中男生的要求程度、对女生尤其是初中女生的关心程度都明显高一些;结合两个维度对中学生家庭教养方式进行诊断之后发现,采取放任型教养方式的父母的文化程度偏低,而权威型和溺爱型的父母文化程度则较高。应用该调查表对职业高中生的测查发现了类似的规律,但职高生父母对子女的关心程度明显高于其要求程度,这与普高生父母的做法刚好相反;尽管他们采用权威型教养方式的比例差别不大,但有更多的职高生父母采取了放任型和溺爱型的教养方式,采取专制型教养方式的职高生父母相对更少。 相似文献
7.
This study explores the themes in the talk of two mothers and daughters as they share a self‐created story with an iPad app. Vygotsky's theory of learning is applied to inform a thematic analysis and help interpret the learning potential within the observed parent–child exchanges. A deductive–inductive thematic analysis identified three recurring themes in the parent–child talk: realistic fiction, scaffolding variations, and engaged players and objects of ‘play’. The themes suggested that Vygotsky's theory has particular relevance in exploring the learning processes facilitated by the iPad app. In addition, however, post‐Vygotskian theoretical frameworks were helpful in capturing the dynamic co‐construction of the authentic and multimedia stories parents and children shared. 相似文献
8.
Alison Kelly Juliet Alexander Umar Azam Carol Bretherton Gillian Burgess Alice Dorney 《British Journal of Sociology of Education》1982,3(3):281-295
Parents of 116 first‐year pupils at an urban comprehensive school were studied by questionnaire and interview. They were asked about their educational and occupational aspirations for their children, their views on sexual equality and their children's out‐of‐school activities. Educational aspirations were found to be high, with little differentiation between the sexes. Parents were enthusiastic about their daughters studying physical science and neutral about craft subjects. Occupational aspirations were also high and although they tended to be sex‐stereotyped, parents were found to be generally supportive of non‐traditional choices. Class differences were few. Most parents were in favour of working mothers, equal pay and men helping with housework. However these egalitarian attitudes coexisted with more traditional assumptions about male breadwinners and a woman's main responsibility being to her children. Parents’ own domestic labour and that which they required of their children was strongly sex‐stereotyped. The messages which children receive about gender from their homes are contradictory, but not as uniformly traditional as many teachers assume. 相似文献
9.
This analysis set out to identify associations between birth order and sexual health outcomes, focusing on family involvement in sex education and early sexual experiences. The third National Survey of Sexual Attitudes and Lifestyles is a stratified probability sample survey of 15 162 men and women aged 16–74 in Britain. Logistic regression was conducted to identify odds ratios for the association between birth order and sexual health outcomes. Multiple logistic regression was performed adjusting for socio-demographic factors and sibling number. Middle-born and last-born men had lower odds of reporting ease talking to parents about sex around age 14 and learning about sex from their mothers. Last-born women had lower odds of reporting a parental main source of sex education or having learned about sex from their mother. Findings represent an exploratory analysis in an under-researched area, and provide the basis for further research on the association between birth order and parental involvement in sex education, as well as the role and impact of sex education provided by older siblings. 相似文献
10.
《Child abuse & neglect》2014,38(12):1914-1922
Abusive head trauma (AHT) is still too common, and probably underestimated. It is the leading cause of death from child abuse. Crying is thought to contribute to the act of shaking. Objectives of this study were to (a) assess parents’ knowledge about infant crying, their ability to manage crying, and their knowledge about AHT; and (b) assess the feasibility and the impact of a simple educational intervention about crying and AHT with parents shortly after their child's birth. A short questionnaire was completed orally by the parents of 190 consecutive newborns in a maternity hospital at day 2 of life. Then, during the routine examination of the child, the pediatrician gave parents a short talk about infant crying and AHT, and a pamphlet. Finally, parents were contacted by phone at 6 weeks for the post-intervention questionnaire assessing their knowledge about crying and AHT. Among 202 consecutive births, parents of 190 children were included (266 parents; 70% mothers) over a 1-month period and answered the pre-intervention questionnaire. The intervention was feasible and easy to provide. Twenty-seven percent of mothers and 36% of fathers had never heard of AHT. At 6 weeks, 183 parents (68% of the sample; 80% mothers) answered the post-intervention questionnaire. Parents’ knowledge improved significantly post-intervention. Parents found the intervention acceptable and useful. Health care professionals such as pediatricians or nurses could easily provide this brief talk to all parents during systematic newborn examination. 相似文献
11.
唐宋时期,有子嗣人家的女孩子不能参与财产的直接继承和占有。女儿所能得到的娘家家产只有少量的私财和奁产陪嫁。民间通行的女儿占有和支配娘家家产的方式主要有：奁产陪嫁、招婿入赘、立嗣外甥外孙、遗嘱继产等。 相似文献
12.
Intergenerational transmission of gender segregation: How parents’ occupational field affects gender differences in field of study choices 
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下载免费PDF全文 Maaike van der Vleuten Eva Jaspers Ineke Maas Tanja van der Lippe 《British Educational Research Journal》2018,44(2):294-318
The study explores how parents’ occupational field affects gender differences in educational fields. On the one hand, the theory of direct transfer predicts that adolescents enter fields similar to those of their parents because of intergenerational transmission of occupation‐specific resources and that adolescents are more likely to draw upon the resources provided by the higher‐status parent. On the other hand, the theory of sex‐role learning predicts that boys and girls are more likely to choose more gender‐stereotypical fields of study because they learn ‘appropriate’ gender‐role behaviour from their parents’ occupational field and that boys are more likely to learn this behaviour from their father and girls from their mother. We use longitudinal data collected from adolescents and their parents in the Netherlands (N = 2,497) and tested our hypotheses using multiple‐group structural equation modelling and multinomial regression analyses. In line with sex‐role learning, results show that especially mothers who are employed in a more feminine occupational field influence their daughters to enter a more feminine field of study (health, biology, agriculture and veterinary) and their sons to enter a more masculine field of study (science and technology). Mothers’ occupational field therefore not only influences girls’ field of study, but also boys’. This study highlights the role of horizontal characteristics when examining which field of study adolescents enter. Contrary to the stratification literature, which primarily focuses on fathers, this study concludes that mothers play a more important role in gender differences in fields of study. 相似文献
13.
Jensen TK Gulbrandsen W Mossige S Reichelt S Tjersland OA 《Child abuse & neglect》2005,29(12):1395-1413
OBJECTIVE: The present study investigated the context in which children were able to report their child sexual abuse experiences and the children's views as to what made it difficult to talk about abuse and what helped them in the disclosing process. The aim was to study disclosures as they were occurring in their natural settings. METHOD: Data were obtained from therapeutic sessions and follow-up interviews from 20 families with 22 children. These children had said something that made their caregivers concerned about ongoing child sexual abuse. Qualitative analysis was conducted to capture the children's and caregiver's perspectives of the disclosure process. RESULTS: The children felt it was difficult to find situations containing enough privacy and prompts that they could share their experiences. They also were sensitive to others reactions, and whether their disclosures would be misinterpreted. When the children did disclose they did it in situations where the theme of child sexual abuse was in some form addressed or activated. The results indicate that disclosure is a fundamentally dialogical process that becomes less difficult if the children perceive that there is an opportunity to talk, and a purpose for speaking, and a connection has been established to what they are talking about. CONCLUSIONS: It is difficult for children to initiate a conversation about something secret, confusing and distressful, and where there are few conversational routines in a family for talking about such themes. Children also are sensitive to the needs of their caregivers and fear consequences for their family and offender. Children need a supportive structure or scaffold in order to reveal their experiences of child sexual abuse. 相似文献
14.
Aida Orgocka 《Sex education》2013,13(3):255-271
This research explored how Muslim immigrant girls' communication and education about sexuality was mediated through their mothers and school‐based sexuality education (SBSE) classes. Thirty mothers and their 38 daughters living in Illinois participated in focus group discussions and individual semi‐structured interviews that gauged girls' and mothers' perceptions regarding communication about sexuality and SBSE. Thematic analysis showed that little communication regarding sexuality happened between mothers and daughters, and that which did occur was confined primarily to the risks premarital sexual relationships posed to the social order. Furthermore, participants reported that although SBSE classes were informative, they perceived that these classes marginalized Muslim girls' experiences and decisions to abstain from premarital sex by primarily emphasizing prevention from sexually transmitted infections and diseases. Given these perceptions, some participants opted not to attend SBSE classes. This research contributes to enriching the knowledge base of sexuality educators and communities regarding the diverse challenges immigrant youths face in learning about their sexuality. Alternative ways to reach Muslim immigrant youths are discussed. 相似文献
15.
王华荣 《蒙自师范高等专科学校学报》2004,2(1):40-43
美籍华裔作家谭恩美的小说《喜福会》展现的是一幅中美文化交流的画卷。在该小说中,四位生活在美国的中国母亲与她们出生在美国并在美国长大的女儿们经历了文化冲突,文化谅解和文化融合的过程。然而文化谅解和文化融合并非易事,为让女儿们真正地理解自己和中国文化,四位母亲做出了巨大的努力。她们不失时机地与女儿们交谈,讲述她们敢于脱离封建家庭,走向新生活的勇气并在日常生活中给予女儿无微不至的中国式的母爱。母亲们看似平常的一举一动深深地触动了女儿们的心灵。曾对母亲怀有极大偏见的四位女儿开始真正理解她们的母亲及其代表的中国文化,最终使文化冲突走向融合。 相似文献
16.
Michael G. Wyness 《British Journal of Sociology of Education》1992,13(1):89-103
This paper addresses public concern over the extent to which the school has supplanted parental responsibilities for the sex education of their children. This concern is investigated through a series of interviews with parents of adolescent children. I argue that rather than focus on an opposition between the intrusive school and the private domestic unit, the problem with sex education is located within the domestic unit as parents had difficulties in initiating discussion on sexual matters. Far from being intrusive, most parents saw the school as a crucial source of information and support. Parents operated confidently at a more informal level of sex talk within the home. Findings suggest that although parents admit to a degree of anxiety, through the family routine parents were able to ‘normalise’ sex talk within the home and gain insights into their children's sexual awareness. 相似文献
17.
Research Findings: The current study analyzed the relation between the amount of mathematical input that preschool children hear (i.e., math talk) from their mothers in their homes and their early math ability a year later. Forty mother–child dyads recorded their naturalistic exchanges in their homes using an enhanced audio-recording device (the Language ENvironment Analysis System). Results from a sample of naturalistic interactions during mealtimes indicated that all mothers involved their children in a variety of math exchanges, although there were differences in the amount of math input that children received. Moreover, being exposed to more instances of math talk was positively related to children’s early mathematical ability a year after the recordings, even after we controlled for maternal education, self-regulation, and recorded minutes. Practice or Policy: These findings improve the understanding of how mothers use math with their preschool children in naturalistic contexts, providing some insight for parents into how to foster children’s math skills through verbal input in their normal routines. Moreover, these findings inform kindergarten teachers and practitioners about the math input that children receive at home, which may encourage them to adapt their practice by considering the home environment. 相似文献
18.
Susana Mendive Mayra Mascareño Lara Daniela Aldoney J. Carola Pérez José P. Pezoa 《Child development》2020,91(6):2042-2062
This study used Latent Class Analysis to identify groups of children exposed to similar Home Language and Literacy Environments (HLLE) and explored whether belonging to a given HLLE group was related to children’s language and early literacy growth from prekindergarten to kindergarten. Participants were 1,425 Chilean mothers and their children (Mage = 52.52 months at baseline) from low-socioeconomic status households. Four HLLE groups were identified, which were associated with different trajectories of language and early literacy development. Children from groups whose mothers either read and talk about past events with them or teach them letters in addition to reading and talking about past events, showed higher relative vocabulary and letter knowledge. Implications for research and interventions are discussed. 相似文献
19.
Sex education and diverse sexualities are controversial topics within the primary school arena. Concepts of childhood innocence have influenced sex education curriculum, policy development and teaching practices within schools. However, research shows that primary school-aged students are aware of and talk about sexualities. The aim of this research is to reveal the pedagogical experiences of primary school teachers in relation to scenarios inclusive of diverse sexualities. Social constructionist theories of pedagogy and phenomenographic methods are used to provide a detailed analysis of the ways in which primary teacher participants conceptualise their encounters with students who introduce concepts of diverse sexualities. This research reveals that primary students ask questions about diverse sexualities, they use homophobic expressions (often as a daily occurrence), they sometimes reveal homosexual feelings to teachers, some have same-sex parents and some are being raised with knowledge of diverse sexualities. Without comprehensive policy and curriculum support, and appropriate professional learning for teachers, teachers are unable to make well-informed pedagogical decisions that promote inclusive education. 相似文献
20.
How do children begin to make the transition from seeing the natural world to scientifically observing the natural world? This study explored how differences in parent conversational strategies and disciplinary knowledge impact children’s experience observing biological phenomena during shared informal learning. A total of 79 parent–child pairs with children ages 6–10 participated in a controlled study in which half of the parents used their natural conversational style and the other half were trained to use 4 conversational strategies during family observations of pollination in a botanical garden. Parents were also assigned to high- and low-knowledge groups according to their knowledge of pollination biology. Findings suggest that parents who received training used the conversational strategies more than parents who used their natural conversational style. Parents and children who knew more about pollination at the start of the study exhibited higher levels of disciplinary talk in the garden. However, the use of the conversational strategies also increased the amount of disciplinary talk in the garden. The extent to which families engaged in disciplinary talk in the garden predicted significant variance in what children learned from the experience. An extended example illustrates how shared family noticing and conversation may support learning to observe nature. 相似文献