This essay, entitled “Breaking the lawn chair, skinning the fish” - Categorization and Gender Differences in Slang Use in the TV Series Sex Education, claims that slang is part of our everyday language use and it can be found even on TV nowadays. In fact, contemporary TV series often portray a language use that includes informal language and slang expressions and words. This study aims to categorize slang expressions and words and identify gender differences in slang use in the British TV series Sex Education. By integrating quantitative and qualitative methods, the study contrasts Eble’s (1996) and Zotevska’s (2014) categorizations of slang and highlights gender perspectives on language use. First of all, the results show that Eble’s categorization proves to be incomplete to categorize the slang expressions in Sex Education. Furthermore, Zotevska’s categorization shows that a pervasive presence of taboo words and expressions is found in slang usage, whereas proper slang and pragmatic markers constitute a limited amount of the total. Secondly, the results highlight male characters as predominant slang-users. The collected data also indicate an increased presence of slang expressions and words in female speech, as a result of their emancipation and higher levels of participation in Western Societies.

In February 2021 the Swedish government announced the revision of curricula in every educational level, to correspond to the Sexuality, Consent and Relationships knowledge field. The purpose of this research is to explore the ways the Swedish high school curriculum, with the support of Skolverket’s webpage, has integrated notions of a) gender and sexuality, b) body in connection to sexuality and c) ethnicity, concerning students. This paper begins with the historical context of sex education in Sweden, reaching the current situation. Then, with a Critical Discourse Analysis (CDA) approach, it attempts to answer the research questions, based on theories from both pedagogical and gender studies to set the basis for the research analysis. The major finding of this research is that the curriculum addresses to large extent issues of inclusivity around gender and ethnicity, with a focus on gender-based violence and consent in relationships. On the other hand, the human body is not actively present in that process, while students’ sexuality is presented as more passive than active. Finally, the language of this new curriculum works in many cases in a cisnormative way while there are parts where language is more inclusive. Τhis research suggests that Swedish educational policies rethink issues of identity in relation to sex education and that they imagine a more active role for students in their own sex education.

The average age of first-time mothers is increasing, along with the incidence of sexually transmitted diseases. This indicates a low level of knowledge about fertility and an increased sexual risk-taking among young people. The aim of this study was to explore knowledge, attitudes and values about reproductive and sexual health among adolescents and young adults. An overview of the current literature was made using an integrated analysis method, including sixteen studies. The result showed an extensive lack of knowledge among young people regarding fertility, reproductive and sexual health. Many youths lacked knowledge about contraception and sexually transmitted diseases. A majority of the young people were not aware of the significance of age or the impact that sexually transmitted diseases had on their fertility. Many of the young people did however have knowledge about lifestyle factors such as smoking and diet and their impact on health. There was a positive attitude towards fertility treatments along with an overestimation of the efficiency of such treatments. The main part of the young people felt that the sex education they received was inadequate and lacked depth. It was also normative and old-fashioned. With a lack of proper education in school young people used other sources of information such as parents, friends or pornography. Young people expressed a want for easily accessible sources of information and more discussion about relations, consent and sexual abuse. More practical information was requested also. Midwives and nurses were good sources of information, a good opportunity to discuss their reproductive and sexual health was in connection with testing against sexually transmitted diseases or contraceptive counselling. In conclusion, this study showed a need for more sources of correct information regarding reproductive and sexual health that young people can easily access. Sexual education today needs to be modernized to be more inclusive to meet the needs and expectations of young people. / Medelåldern för när kvinnor föder sitt första barn har stigit, det har också förekomsten av sexuellt överförbara infektioner. Dessa fakta kan tyda på en låg kunskap om fertilitet och ett sexuellt risktagande hos unga personer idag. Syftet med studien var att undersöka vad ungdomar och unga vuxna har för kunskaper, attityder och värderingar avseende reproduktiv och sexuell hälsa. En litteraturöversikt gjordes med en integrativ analysmetod. Litteraturöversikten inkluderade sexton studier. I analysen framkom en utbredd kunskapsbrist hos ungdomar gällande fertilitet, reproduktiv och sexuell hälsa. Många ungdomar saknade kunskap om preventivmedel och sexuellt överförbara infektioner. En majoritet var inte medvetna om ålderns betydelse för fertiliteten eller hur sexuellt överförbara infektioner kan påverka fertiliteten. Många hade dock kunskap om livsstilsfaktorer som till exempel rökning och kost och dess påverkan på hälsan. I analysen framkom också en positiv inställning och övertro till fertilitetsbehandlingar. Huvuddelen av ungdomarna ansåg att den sexualundervisning de fått i skolan var bristfällig och saknade djup. Den upplevdes också som normativ och gammeldags. I brist på undervisning från skolan användes alternativa källor till information såsom föräldrar, kamrater eller pornografi. Ungdomarna efterfrågade lättillgängliga källor för information och mer diskussion om relationer, samtycke och sexuella övergrepp. Även praktisk information efterfrågades. Barnmorskor och sjuksköterskor ansågs vara bra källor i undervisningen, ett bra tillfälle att diskutera sin reproduktiva och sexuella hälsa var i samband med provtagning av könssjukdomar och preventivmedelsrådgivning. Slutsatsen från denna studie var att ungdomar behöver flera källor för korrekt information om sin reproduktiva och sexuella hälsa. Skolans sexualundervisning behöver moderniseras för att bli mer inkluderande och för att möta de behov och önskemål som finns hos ungdomar.

[pt] Devido ao tabu que se encontra ao abordar educação sexual como estratégia de prevenção ao abuso sexual, torna-se relevante entender o que crianças, adolescentes e responsáveis sabem e pensam sobre esse assunto. Nessa direção, a presente dissertação teve por finalidade identificar e analisar sentidos atribuídos por famílias atendidas no projeto Talentos do Tatame, em Petrópolis, acerca da educação sexual de crianças e adolescentes. Além disso, identificar se e como campanhas de prevenção ao abuso sexual atingem crianças, adolescentes e familiares; analisar resistências à temática da educação sexual nos espaços de socialização de crianças e adolescentes e verificar a existência de diálogo, no seio da família, sobre proteção do corpo como forma de cuidado. De abordagem qualitativa, a pesquisa adotou como instrumento de produção de dados a realização de entrevistas semiestruturadas com crianças, adolescentes e responsáveis inseridos no projeto Talentos do Tatame. Para análise do material empírico produzido, utilizou-se o método de interpretação de sentidos atribuídos. Os resultados revelaram que, apesar do tabu que perdura em torno da temática, crianças, adolescentes e responsáveis têm interesse em conhecer mais sobre educação sexual, bem como a presença de mulheres como principais responsáveis pelas informações sobre o cuidado ao corpo. A análise dos dados permitiu conhecer diversas formas de cuidado a que as famílias atribuem o sentido de ações de prevenção ao abuso sexual, conferindo-lhes importância. / [en] Due to the taboo found when addressing sex education as a strategy to prevent sexual abuse, it is relevant to understand what children, adolescents and guardians know and think about this subject. In this sense, this dissertation aimed to identify and analyze meanings attributed by families assisted in the Talents of Tatami project, in Petrópolis, about the sexual education of children and adolescents. In addition, identify whether and how sexual abuse prevention campaigns affect children, adolescents and family members; to analyze resistance to the theme of sexual education in the spaces of socialization of children and adolescents and to verify the existence of dialogue within the family about the protection of the body as a form of care. From a qualitative approach, the research adopted as an instrument for data production the realization of semi-structured interviews with children, adolescents and guardians inserted in the Project Talents of Tatami. For the analysis of the empirical material produced, the method of interpretation of assigned meanings was used. The results revealed that, despite the taboo that persists around the theme, children, adolescents and guardians are interested in knowing more about sex education, as well as the presence of women as main responsible for information on body care. Data analysis allowed us to know several forms of care to which families attribute the meaning of actions to prevent sexual abuse, giving them importance.

The purpose of this study was to research student perspectives about, and participation in, leadership and service at Catholic female single-sex high schools. This study draws data from a Catholic female single-sex high school in a metropolitan area of the United States. Data collection included school document review, site observation, and interviews of current students (n=10), young alumnae (n=5), mature alumnae (n=5), and current faculty and staff (n=6). The data was analyzed using an adapted theoretical framework of Wenger's (1998) social theory of learning, informed by Lave and Wenger's (1991) concept of communities of practice. This study addresses how the situated experience of the Catholic female single-sex high school affects students' expectations, values, and behaviors regarding leadership and service. The data show that the situated experience of a Catholic female single-sex high school encouraged engagement and interest in leadership and service. Students were empowered to believe that gender should not be an obstacle in seeking positions of leadership or service. However, although the environment was successful in advocating for participation in leadership and service, the social structure, social practices, identity formation, and situated environment tended to reinforce traditional gender-based notions of leadership and service. The culture of the school did not encourage the use of a critical lens to view the inequity that women experience, resulting in student expectations, behaviors, and values that were reproduced from the dominant culture in society. Student relationship to community and Catholicity is also discussed. In order to achieve the benefits of female empowerment advocated by the school, greater emphasis should be placed on identifying and addressing the obstacles to female leadership and service in society at large. There should be continued research to identify effective strategies for empowering female students to participate in leadership and service opportunities in high school, while providing them with a clearer sense of the challenges they will face in leadership and service positions later in life. In this way, the mission of Catholic female single-sex high schools can be more fully realized, which will hasten the day when true gender equity is achieved in the broader social context.

iAbstractThis exploratory study aims to investigate the connection between menstrual perceptions,knowledge and education about menstruation as well as the period product choice. Using thefeminist approach, research data were gathered from three focus groups of girls between 14 and15 years old that went to the same high school in Visby (Sweden). Thematic analysis was usedto analyse the data. The findings show that the stigma surrounding menstruation affects girls’everyday lives, forcing them to hide and control their periods and emotions. This results inconstant stress in school. Menstrual concealment also has an impact on period products girlschoose. Participants were lacking knowledge regarding period products and showed nointention to use sustainable period products. Thus, menstrual knowledge is important to reducenegative perceptions and attitudes toward menstruation and period products as well as thefeeling of shame about women’s reproductive functions. Girls gain this knowledge by talkingto other females, especially moms, but also via the Internet and social media. In school, sexeducation starts too late and does not cover emotions, menstrual pain, the different periodproducts, how the menstrual cycle affects girls’ lives and the fact that menstruation is differentfor every girl.

Using multiple regression analysis, this study analyzes the impact of state-level adolescent reproductive health statutes on rates of teenage pregnancy, birth and abortion rates. This study also analyzes the impact that adolescent reproductive health policy outputs have had on teenage pregnancy outcomes between 1992 and 2008, and the disparate impact of policies on minority teens. While some preventive adolescent reproductive health policies are found to impact teen pregnancy outcomes, most research findings pertain to the impact of abortion policy. Restrictions on minors' access to confidential prenatal care are associated with reduced rates of teen abortion while restricting access to contraceptive services is associated with increases in teen abortion. Surprisingly, states with more family planning program spending are found to have been less effective in reducing rates of teen pregnancy and births between 1992 and 2008. Abortion restrictions are found to decrease rates of teen abortion and increase rates of teen birth. Mandated parental involvement in minors' abortions is found to increase rates of teen birth and contributed to a slower rate of decline in teen abortion between 1992 and 2008. This study indicates disparate impact of both preventive adolescent reproductive health policies and restrictive abortion policies. Restrictive abortion statutes were found to have an exceptionally strong positive effect on rates of Black teen birth, with a moderate impact on Hispanic teen birth and no impact on White teen birth.

Though much research exists on LGBT+ exclusion from school-based sexual and reproductive health (SRH) education, the strategies used by LGBT+ individuals during their search for knowledge regarding the subject are not as widely documented. Using the ethnographic research method of semi-structured interviews, this research explores the experiences of young LGBT+ adults with formal sexual and reproductive health education and examines the self-education methods employed by this population in the context of exclusionary and cisheteronormative curricula. This project also functions to contribute to existing literature in the field of anthropology and other social sciences regarding the subject of SRH education, particularly LGBT+ SRH education. Furthermore, this study supports the need for additional research through the use of applied anthropology concerning interactions between institutions, policy and individual experiences of health.

This thesis discusses authors Elise Ottesen-Jensen and Elin Cederblom’s texts on sex education in the early 20th century. The purpose of this thesis is to examine how sexuality, women, men and gender are portrayed in the texts and books. The study aims to explore whether the authors texts vary depending on their ideological affiliation which is made visible through intersectional theory. Ottesen-Jensen writes from a working class and socialist perspective whilst Cederblom provides a conservative perspective on the subject. Through a qualitative text analysis, the study examines and compares how sexuality is portrayed and treated in the texts and how the discussion regarding sex education in relation to men, women and gender develops. To give the discussion a greater depth, the method also has a large focus on the authors context and the context of the time where the study takes place which makes connections and patterns more visible. The conclusion of this thesis is that the authors provide different views on sex education.  Ottesen-Jensen is significantly more progressive in her advice and opinions than Cederblom who has a conservative approach. Both authors have a clear view of what tasks a woman should be engaged in and what a man should do. While the man is seen as a figure of the public and working life, the woman has great responsibility at home in the reproduction, upbringing of children and everything else related to it. The source material matches the context of the time and its accepted views. Regardless of the authors' ideological affiliation both Cederblom and Ottesen-Jensen’s material discusses sex education in relation to thoughts and opinions about eugenics and population planning. What is most characteristic of the study's conclusion is the material's mixture of conservative and progressive opinions. Progressive opinions that are still relevant today such as views on abortion and prostitution.

Students in a large mid-Atlantic city graduate from the public district high schools at an average annual rate of fifty-six percent. This low rate of high school completion predicts future financial and social instability for not only those individuals who drop out of school, but also for their surrounding community. The research on dropouts highlights the significance that students' low levels of academic and social engagement in school have on their decisions to leave school. Advocates for single-sex education argue that students engage and achieve at high levels when learning in this educational model. According to the current literature, students' success in single-sex schools is primarily a result of the proacademic choice that they and their guardians make when electing to attend a single-sex school. Through focus groups, interviews, and observations, this study explores what student engagement looks like at an all-girls urban neighborhood public high school that is non-selective and where the proacademic choice of students is not a factor. With new federal policy measures advocating innovation in public education, single-sex schools - historically inaccessible to minority students from low-income communities - are finding a foothold in urban public school systems across the country. This study aims to illuminate the extent to which a single-sex school serves as a "site of transformation" for young women of color from a low-income neighborhood. The realization of the school's mission, to interrupt the social reproduction of the neighborhood through the education of its young women, depends on its students' graduation from high school and their access to and success through college. Data related to various features of the school are analyzed to highlight how student engagement is promoted and inhibited at the school and ultimately results in transformative and/or reproductive educational experiences for students. / Urban Education