With this project I want to know how the earlier sex education has affected queer peoples experiences with sex and start a discussion of the new sexual education curriculum and if the changes to the curriculum were too late or not. My goal is to get the new generation of queer people to not forget to keep fighting for the rights that we got and to show everyone outside of the queer community the exclusivity that we have faced for years within a topic not a lot of people are talking about. To do this I interviewed queer people to get their insights and experiences from their sex education and tell their stories of exclusivity through photographic zine.

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This thesis report explores and talks about my different experiences, thoughts, ideas, designs and field trips that I took in order to make my project happen. For my project, I created a 3D graphic book and I wanted to educate, empower and start conversations with young teen girls in India about consent and victim blaming through it. I have explored how to talk about a serious topic such as rape without triggering people, given a detailed insight as to how I discovered my visual style for my book, explored how people in India react to my project, sex education level taught in India, collaborated with different people in Sweden and India that helped make my project work and used a metaphorical story of Medusa to communicate my message.

There is a settled stereotype for women and men which give them different possibilities in our society. The schools, which are one of the most important sources of knowledge, have a great possibility to influence. This is the reason why we are interested in how the schools are working with a project, which we will call X henceforth. What was the purpose with the project and what does it contain? What is missing in the former education, since the project was started? Are there any obstacles or prerequisite in the design of the project or in the school teaching on the basis of X? We have done interviews in the gathering of empirical material to find out all the answers to our questions. To support this, we have chosen a few theories which we find suitable for the material. The teacher´s and the principal find the project X very important in the development of a more open-minded pupil. They also think that the project is helping them a lot by being supported with material and knowledges how to work with the subject.

This study examined the extent to which human sexuality topics are covered in Florida middle school science classrooms and the process by which curricular decisions are made regarding human sexuality education on a county-wide basis. Primary data included interviews with county-level administrators who oversee curricular decisions related to the middle-grades science curriculum or health curriculum in twelve school districts within the state. These districts represented four geographic locations and districts of various sizes. Administrators from four of the twelve studies in the sample chose to provide information regarding their human sexuality education curriculum. In two cases, teacher leads were identified and were interviewed to understand the implementation of the curriculum within the classroom. Additional data were collected from the district curriculum guides for human sexuality education and the adopted middle-grades science textbook for each county. The interview and documentary data were analyzed by comparison to established criteria for a comprehensive human sexuality education curriculum. The analysis revealed that the scope of human sexuality education varied considerably within the sample and that much of the curricula in place failed to include topics and activities that have been identified as important in a successful human sexuality education program. These findings are limited because few counties chose to fully participate. Additional research is clearly needed to examine the effectiveness of existing human sexuality education curricula in Florida. In addition, research is needed to understand the characteristics, values, and beliefs of successful human sexuality education instructors across the state.

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The purpose of this study was to identify instructional practices that are effective for teaching boys in all-boys, independent schools in Virginia. Teachers' self-reported levels of preparedness to teach boys was also investigated. The study was a basic qualitative study that used a qualitatively designed survey to collect data regarding the instructional teaching practices used by teachers of all-boys, independent schools in Virginia. The reported data identified several instructional practices that align with prior research conducted by Reichert and Hawley (2010b). The findings of this study indicated that active movement and hands-on, interactive learning are effective instructional practices for teaching boys. Additionally, the study indicated that teachers are prepared to teach boys, and relationships built on trust and respect are important for boys to learn. / Doctor of Education / The purpose of this study was to identify instructional practices that are effective for teaching boys in all-boys, independent schools in Virginia. Teachers' self-reported levels of preparedness to teach boys was also investigated. For the purposes of this study, the term "instructional practice" refers to a specific teaching method used in a lesson, unit of study, or assigned task that is effective. The participants could deem the practice effective for a variety of reasons, either measurable or immeasurable, including but not limited to a boy's performance level, behavior, engagement, attentiveness, motivation, and/or overall quality of work. The study was a basic qualitative study that used a qualitatively designed survey to collect data regarding the instructional teaching practices used by teachers of all-boys, independent schools in Virginia. The reported data identified several instructional practices that align with prior research conducted by Reichert and Hawley (2010b). The findings of this study indicated that active movement and hands-on, interactive learning are effective instructional practices for teaching boys. Additionally, the study indicated that teachers are prepared to teach boys, and relationships built on trust and respect are important for boys to learn.