Young men, masculinities and sex education

Limmer, Mark

doi:10.1080/14681811.2010.515093

Cited by 21 publications

(22 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Young people criticised SRE for being overly biological 20 48 51 58 65 66 and for presenting sex as a scientific activity, 42 67 deeming this approach basic, 40 41 48 51 repetitive, 51 54 68 narrowly focused, 39 68 69 technical 69 70 and above all, irrelevant. 46 48 54 56 63 68 71 This approach was also observed to de-eroticise and disembody sex. 67 …”

Section: Synthesismentioning

confidence: 88%

“… 58 They suggested group discussions, 43 44 47 54 56 58 59 skills-based lessons, demonstrations 56 57 60 and diverse activities, 43 55 56 61 62 appreciating dynamic teaching techniques. 63 Some advocated small group teaching 41 46 or smaller classes that were easier to control. 44 Class control was deemed essential for SRE 43 but was often reported to be lacking.…”

Section: Synthesismentioning

confidence: 99%

“…SRE was described as prescribing appropriate behaviour, 72 shaping student sexuality as a ‘problem’ to be managed 73 and presenting a model of ‘legitimate’ sexuality. 48 Young people noted a focus on unwanted pregnancy and STIs, 40 42 46 54 57 63 67 70 74 75 also observing the negative portrayal of teenage pregnancy 67 and the casting of young men as sexual predators. 40 46 SRE was described as heteronormative; 61 76 young people reported that homosexuality was barely mentioned, 48 63 74 77 78 rendering lesbian, gay, bisexual and transgendered students invisible.…”

Section: Synthesismentioning

confidence: 99%

See 2 more Smart Citations

What do young people think about their school-based sex and relationship education? A qualitative synthesis of young people's views and experiences

2016

View full text Add to dashboard Cite

ObjectivesAlthough sex and relationship education (SRE) represents a key strand in policies to safeguard young people and improve their sexual health, it currently lacks statutory status, government guidance is outdated and a third of UK schools has poor-quality SRE. We aimed to investigate whether current provision meets young people's needs.DesignSynthesis of qualitative studies of young people's views of their school-based SRE.SettingEligible studies originated from the UK, Ireland, the USA, Australia, New Zealand, Canada, Japan, Iran, Brazil and Sweden.ParticipantsStudies of students aged 4–19 in full-time education, young adults ≤19 (not necessarily in full-time education) or adults ≤25 if recalling their experiences of school-based SRE.Results–69 publications were identified, with 55 remaining after quality appraisal (representing 48 studies). The synthesis found that although sex is a potent and potentially embarrassing topic, schools appear reluctant to acknowledge this and attempt to teach SRE in the same way as other subjects. Young people report feeling vulnerable in SRE, with young men anxious to conceal sexual ignorance and young women risking sexual harassment if they participate. Schools appear to have difficulty accepting that some young people are sexually active, leading to SRE that is out of touch with many young people's lives. Young people report that SRE can be negative, gendered and heterosexist. They expressed dislike of their own teachers delivering SRE due to blurred boundaries, lack of anonymity, embarrassment and poor training.ConclusionsSRE should be ‘sex-positive’ and delivered by experts who maintain clear boundaries with students. Schools should acknowledge that sex is a special subject with unique challenges, as well as the fact and range of young people's sexual activity, otherwise young people will continue to disengage from SRE and opportunities for safeguarding and improving their sexual health will be reduced.

show abstract

Section: Synthesismentioning

confidence: 88%

Section: Synthesismentioning

confidence: 99%

Section: Synthesismentioning

confidence: 99%

See 1 more Smart Citation

What do young people think about their school-based sex and relationship education? A qualitative synthesis of young people's views and experiences

2016

View full text Add to dashboard Cite

show abstract

“…This is not to suggest that all instances of inappropriate behaviour should go unsanctioned. As has been recorded elsewhere, male students were considerably more disruptive in SRE than their female counterparts (Buston, Wight, & Hart, 2002;Hilton, 2003;Hilton, 2007;Limmer, 2010;Measor et al, 2000;Strange, Oakley, Forrest, & The RIPPLE Study Team, 2003).…”

Section: Humour: Help or Hindrancementioning

confidence: 62%

Educator–student communication in sex & relationship education: a comparison of teacher and peer-led interventions

Dobson

Beckmann

Forrest

2017

Pastoral Care in Education

View full text Add to dashboard Cite

2017) 'Educatorstudent communication in sex relationship education : a comparison of teacher and peer-led interventions.', Pastoral care in education., 35 (4). pp. 267-283.The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. ABSTRACTThis paper presents findings from a comparative study of peer-and teacher-led Sex and Relationship Education (SRE). One lesson delivered by a peer educator, and one lesson delivered by a teacher was observed with the aim of exploring the communicative process between educators and students within SRE. It is claimed that open communication between students and peer educators promotes the adoption of positive attitudes to sexual health, making it a potential alternative to teacher-led provision. Yet to our knowledge, no studies have investigated the communicative process within peer-led adolescent health interventions to examine factors underpinning its potential efficacy. The development of a coding scheme to measure the extent to which educators and students are communicating openly within SRE is used to describe the communicative process between sex educators and students, characterise differences in communication within peer and teacher-led conditions and discuss how these differences affect student participation in SRE. Results suggest interaction of students in the peer-led condition was different to that of students receiving teacher-led SRE; and provide valuable insight into educator-student communication in the context of classroom-based SRE.

show abstract

“…Neste estudo, argumenta-se que o ponto de partida para se estudar a educação em sexualidade (ES) dos/as adolescentes é que o comportamento sexual é, pelo menos em parte, moldado pela aprendizagem social (GIDDENS, 1992;LIMMER, 2010;LOURO, 2007;VILAÇA, 2008;VILAÇA;SEQUEIRA;JENSEN, 2011) anos, DP= 5,9). A maior parte tinha mais de 35 anos (61%) e possuía como grau académico Licenciatura (86,2%) ou Mestrado (10,3%).…”

Section: Introductionunclassified

Perceções de professores/as sobre as diferenças de género na educação em sexualidade em escolas portuguesas

Vilaça

2014

EDUC

View full text Add to dashboard Cite

Argumenta-se que os/as estudantes usam ativamente o material de educação em sexualidade (ES), bem como os aspetos da vida na escola, como recursos simbólicos para construir a sua identidade de género e as suas relações de poder. Neste sentido, aplicou-se uma entrevista semiestruturada a uma amostra intencional de professores/as, que lecionam entre o 7º e o 12º anos de escolaridade e já desenvolveram projetos ou atividades de ES (N=87), para focar, entre outros aspetos, as características de género que afetam a resposta dos/as estudantes na ES, visando: i) conhecer as diferenças de género nas reações à ES; ii) conhecer a natureza das interações de género durante a ES; iii) compreender como o género e a identidade sexual foram evidenciados pelos/as adolescentes nas suas respostas à ES. De acordo com o discurso da maior parte dos/as professores/as, durante a ES os rapazes tentaram demostrar a sua masculinidade mostrando-se diferentes das raparigas e distanciando-se de todos os assuntos relacionados com a sexualidade das mulheres, desvalorizando e afastando-se de tudo o que é feminino o que envolveu, por vezes, depreciar e insultar as raparigas. As alunas reagiram positivamente porque a ES mantém e apoia o seu sentido de identidade de género e o que os códigos de género prescrevem para elas. Estes resultados revelam que é essencial trabalhar na formação de professores/as a relação entre género, sexualidade e poder para ficarem capacitados para refletir criticamente sobre as reações dos/as alunos/as no sentido de promover a equidade de género.

show abstract

Young men, masculinities and sex education

Cited by 21 publications

References 18 publications

What do young people think about their school-based sex and relationship education? A qualitative synthesis of young people's views and experiences

What do young people think about their school-based sex and relationship education? A qualitative synthesis of young people's views and experiences

Educator–student communication in sex & relationship education: a comparison of teacher and peer-led interventions

Perceções de professores/as sobre as diferenças de género na educação em sexualidade em escolas portuguesas

Contact Info

Product

Resources

About