Turkish Social Work Students’ Attitudes Toward Sexuality

Duyan, Veli; Duyan, Gülsüm Çamur

doi:10.1007/s11199-005-3736-4

Cited by 50 publications

(48 citation statements)

References 12 publications

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“…Formal sexual education is very important in promoting positive attitudes and behaviors about sexuality [25]. In Turkey, sexual education is only provided in a limited number of medical settings and the education is mainly very restricted and informal.…”

Section: Discussionmentioning

confidence: 99%

Turkish University Students’ Beliefs in Sexual Myths

2009

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Sexual myths are exaggerated and unscientific ideas on sexual topics that people mistakenly believe to be true. Sex education is the most cost effective intervention to prevent sexual problems and to promote high standards concerning the quality of sexual life. In this study, the sexual beliefs of Turkish university students were evaluated. A 33-question survey form was administered to 290 females and 308 males (total of 598) senior university students. A greater proportion of females than males had received formal education about sexuality. Approximately one-third of the males believed that providing sex education encouraged sexual behavior. More than half of the students believed that marrying a virgin increased sexual satisfaction and that circumcision was important for cleanliness of the penis. The percentages of students who accepted or rejected these myths were similar regardless of whether they were studying social sciences, physical science, and health sciences. Studying the sexual beliefs of adolescents and young people will be beneficial in planning sex education programs as well as determining their content within academic and medical environments.

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Section: Discussionmentioning

confidence: 99%

Turkish University Students’ Beliefs in Sexual Myths

2009

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“…Sexual orientation is another factor determining attitude towards gender differences in addition to the secondary position of women. The research showed that female preservice teachers were more tolerant to sexual orientation differences than male participants (Duyan & Duyan, 2005;Gelbal & Duyan, 2006;Sakallı, 2002;Şah, 2012).…”

Section: Discussionmentioning

confidence: 99%

Preservice History Teachers’ Attitudes towards Identity Differences

Yazici¹

2017

HES

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The ongoing changes in history education in support of diversity have an effect on Turkey even if on a limited scale. Although the current history curriculum in Turkey promotes the identity transmission instead of respecting different identities, it also has some goals such as "teaching the students about basic values including peace, tolerance, mutual understanding, democracy, and human rights, and making them sensitive about maintaining and improving these values", which is compatible with the contemporary understanding of history education. However, it must be noted that the attitudes and perceptions of teachers are as important as their presence in curriculum in terms of reaching the aims of history education. The aim of this study was to reveal preservice history teachers' attitudes towards identity differences. Identity Attitudes Scale (IAS), which was developed by Yazıcı (2016) to measure the attitudes towards identity differences, was conducted on 314 preservice history teachers. Preservice teachers' attitudes towards identity differences in terms of gender, and their ethnic, religious and political identities were examined using t-test and one-way variance analysis. As a result, it was found that the variables had effect on preservice teachers' attitudes at varying rates.

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“…The literature also reveals that female preservice teachers are more likely to tolerate sexual orientation differences compared to male participants (Duyan and Duyan, 2005;Gelbal and Duyan, 2006;Sakallı, 2002;Şah, 2012). Moreover, female participants were more likely to tolerate diverse political identities because they scored higher on democratic attitudes compared to male participants (Aydemir and Aksoy, 2010;Çermik, 2013;Genç and Kalafat, 2007;Gömleksiz and Kan, 2008;Saracaloğlu, Evin and Varol, 2004).…”

Section: Conclusion and Suggestionsmentioning

confidence: 99%

“…Kadının ikincil konumu yanında toplumsal cinsiyet tutumlarını belirleyen bir diğer etken ise cinsel yönelim farklılıklarıdır. Yapılan araştırmalar kadın öğretmen adaylarının cinsel yönelim farklılıkları konusunda da erkek katılımcılara oranla daha toleranslı olduklarını ortaya koymaktadır (Duyan ve Duyan, 2005;Gelbal ve Duyan, 2006;Sakallı, 2002;Şah, 2012).…”

Section: Tartışma Ve Sonuçunclassified

The Investigation of the Students’ Attitudes toward Identity Differences in Faculty of Education

Yazici¹,

Budak²

2017

IOJES

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Some improvements have undergone in Turkey's approach towards differences since 2000s especially within the framework of adaptation into European Union. This change effected educational policies, and obstructions to right demands of different ethnic groups and religious education were removed largely. However, teacher's characteristics should reflect this change so that it could be permanent and meaningful. The aim of this study was to reveal preservice teachers' attitudes towards identity differences. Identity Attitudes Scale (IAS), which was developed by Yazıcı (2016) to measure the attitudes towards identity differences, was conducted on 506 preservice teachers. Preservice teachers' attitudes towards identity differences in terms of gender, social environment, grade level, curriculum, and their ethnic, religious and political identities were examined using t-test, one-way variance analysis, and correlation analysis. As a result, it was found that the variables had effect on preservice teachers' attitudes at varying rates. Moreover, it was concluded that education faculties in Turkey weren't able to catch up with the changes on identity differences since the undergraduate education had slight effect on preservice teachers' attitudes.© 2017 IOJES. All rights reserved Keywords: 1 Identity, diversity, attitude, preservice teacher, teacher education Extended SummaryTurkey is a country with various identities since it has the inheritance of an empire. The number of Syrian refugees has been increasing lately, and their participation in education system makes it difficult to solve education problems in a traditional way. Moreover, different religious, denominational, and gender identities place increased demands on education, diversifying the expectations from education (Çayır, 2014). Significant advancements in rights associated with different cultural and religious identities have been made in the last decade in education system of Turkey, which tries to overcome these issues.Although daily political discussions or extraordinary conditions sometimes overshadow the efforts of embracing identity differences in Turkey, positive changes are also observed. The educational system is unable to catch up with this improvement; however, the nation-building reflexes do not appear to affect the field of education any longer. Nevertheless, it should be kept in mind that teachers' attitudes are important for making the values of respecting different identities in education permanent and compatible with democratic values. The aim of this study is to reveal the preservice teachers' attitudes towards identity differences. Within this scope, the research questions are as follows: Do the preservice teachers' attitudes towards identical diversity differ in terms of gender?  Do the preservice teachers' attitudes towards identical diversity differ in terms of their social environment? Do the preservice teachers' attitudes towards identical diversity differ in terms of their grade level?

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Turkish Social Work Students’ Attitudes Toward Sexuality

Cited by 50 publications

References 12 publications

Turkish University Students’ Beliefs in Sexual Myths

Turkish University Students’ Beliefs in Sexual Myths

Preservice History Teachers’ Attitudes towards Identity Differences

The Investigation of the Students’ Attitudes toward Identity Differences in Faculty of Education

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