The average level of sexual knowledge and attitudes about sexual situations among surveyed high school seniors in Gregg County, Texas are presented in this thesis.

A growing body of research conducted globally has shown that parents may have a positive influence on sexual decision making and safe-sex practices of their children. The gendered nature of these conversations may be especially important, but attention to this dimension of parent-child communication remains limited. Using the qualitative data from the Linking Lives India study, this dissertation attempts to fill the gap in the current literature on role of gender in communication about sexual health between parents and their same sex adolescents in a rural tribal area in Maharashtra. It also attempts to look at the gender differences in experiences of intimacy among adolescents in the study site. Using the Theory of gender and power the study shows that gender disparities that arise from the three structures- sexual division of power (psycho-social factors), sexual division of labor (economic factors) and cathexis (social norms) generate different risks factors that affect women and girls negatively more than men and boys; specifically, in the context of sexual communication. The data elucidates that these exposures and risk factors affect mothers’ access to knowledge / information and ability to communicate with their daughters about sexual health. It also negatively affects girls’ ability to access information and communicate about sexual health with their mothers in comparison to their male counterpart.

Thesis ( M.Dev.) -- University of Limpopo, 2013 / In 2010, the Development Facilitation and Training Institute (DevFTI) (University of Limpopo) embarked on the process of expanding the Sex and Relationships Education Programme, Boys 2 Men as part of its projects. During the process, it became apparent that there was a need to evaluate the implementation process of the B2M programme by CBOs in the selected district municipalities in the Limpopo Province. The B2M project is a programme that was first put into place in 2000 as one of the ways of addressing issues of sex and relationships education for young men in especially rural areas that have limited access to such programmes. To evaluate this programme, this current study intended to explore enabling and/or hindering factors as well as experiences of trained facilitators in the implementation of the B2M programme. A qualitative case study research design was conducted using semi-structured face-to-face group interviews. As the targeted population was small a census was used (i.e. total sample =24). Content analysis method was used, looking at themes given by respondents to highlight the facilitating and/or hindering factors as well as experiences of the trained facilitators during the implementation of the B2M programme. The results indicated that, amongst others, the significant enabling factors for implementation included support by the community, host CBO and university partners; availability of facilitation material as well as infrastructural and financial support. Whilst, the significant hindering factors included lack of finance; lack of interest from the host CBOs, limited resources; and unclear terms of reference. Based on the results, it was therefore recommended that the programme set clear and specific terms of reference; facilitators be given tokens of appreciation; clear monitoring and evaluation tools be put into place; sufficient support be provided by university partners continuously; funding that is specific for the implementation of this programme be sought so as not to drain CBO financial and manpower resources; and work with facilitators and CBOs that have interest in issues that are almost similar to those that are addressed by the B2M programme. From the research results it could be concluded that this programme is valuable and it is therefore important to consider continuing with it provided that the above recommendations are considered in future implementation

Submitted in fuIfilment ofthe requirement for the degree Master of EDUCATION in the Department of Educational Psychology of the Faculty of Education at the University of Zululand, South Africa, 2003. / This study investigated the perceptions of high school learners about HTV7AIDS preventive strategies. The study reveals that the age of the learner, their gender, grade level, and the school they attend influences their perceptions. The study also reveals that the learners hold positive perceptions about abstaining from sex, delaying sex until marriage as well as knowing the HIV/AIDS status of potential partners as of paramount importance while those who do not hold positive perceptions about abstinence hold positive perception about practicing safe sex. The study reveals that there was no relationship between religion and the acceptance of circumcision as a cultural practice through which infection could be avoided; but racial grouping and age greatly influence the acceptance of this alternative strategy.

No description available.

No description available.

Thesis (MEd)--Stellenbosch University, 2013. / The problem of youth has been a key issue in South Africa since 1994, with youth seen as needing extra guidance and leadership if they are to bring about the country that many hope for. The interest in youth is also spurred on by recent studies that claim that once adolescents establish certain behavioural patterns that it becomes difficult to modify these patterns. Little research exists that describes the ordinary sociological experiences of youth, especially on sensitive issues that attract a lot of public attention- such as teenage sex and pregnancies, and what is perceived as the ‘slipping of youth morals’. There is great concern that youth are experimenting with sex at too early an age in their social and political development (Frimpong 2010: 27). In my thesis I focus on the thinking, choices and decisions that learners at one high school in Cape Town seem to make with regard to sex and sexuality, and how their choices seem to be influenced by a variety of discourses attached to the provision of a sex education programme at the school; discourses that organise their everyday thinking and actions in very concrete ways. A key goal of the study was to disarticulate and re-articulate the deficit mentality that shapes discourses of sexuality in South Africa, and to develop ‘sexual’ stories and strategies of story-telling that allow the voices of learners to be heard (Pillow 2004). My focus in this study is mainly to explore how the sex education programme reconstitutes youth’s sexual identity. In my qualitative study I challenge the tendency to view youth participation in teen sex using mainly an abstinence-only discourse, and suggest that sex education programmes ‘contaminate’ and ‘mutilate’ youth understandings of sex and sexuality in quite complex ways.

Lam Pui Shan, Denise. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (leaves 168-177). / Abstracts in English and Chinese. / Abstract --- p.iii / Acknowledgements --- p.vii / Chapter 1. --- Introduction --- p.1 / Chapter 1.1. --- Individual Level --- p.5 / Chapter 1.2. --- Organizational Level --- p.5 / Chapter 1.3. --- Contextual Level --- p.6 / Chapter 2. --- Literature Review --- p.9 / Chapter 2.1. --- Coercive Isomorphism --- p.12 / Chapter 2.2. --- Mimetic Isomorphism --- p.14 / Chapter 2.3. --- Normative Isomorphism --- p.15 / Chapter 3. --- Methodology --- p.26 / Chapter 3.1. --- Methods of Data Collection --- p.27 / Chapter 3.2. --- Methods Related to Different Levels of Analysis --- p.34 / Chapter 4. --- Textual Analysis 一 Overall Review --- p.40 / Chapter 4.1. --- "“Sex Education""" --- p.40 / Chapter 4.2. --- """Hyper World""" --- p.66 / Chapter 4.3. --- “Mother's Drawer is at the Bottommost，， --- p.68 / Chapter 5. --- Individual Level --- p.70 / Chapter 5.1. --- Personal Backgrounds --- p.70 / Chapter 5.2. --- Degree of Freedom Experienced --- p.73 / Chapter 5.3. --- Mechanisms of Isomorphic Forces within the Individual Level --- p.83 / Chapter 5.4. --- Control and Autonomy Sourced from the Individual Level --- p.86 / Chapter 6. --- Organizational Level --- p.88 / Chapter 6.1. --- Organizational Structure --- p.88 / Chapter 6.2. --- Organizational Missions and Goals --- p.91 / Chapter 6.3. --- Code of Rules of RTHK --- p.92 / Chapter 6.4. --- Organizational Culture --- p.95 / Chapter 6.5. --- Mechanisms of Isomorphic Forces within the Organizational Level --- p.105 / Chapter 6.6. --- "Comparisons with “Hyper World"" and “Mother's Drawer is at the Bottommost""" --- p.109 / Chapter 6.7. --- Control and Autonomy Sourced from the Organizational Level --- p.123 / Chapter 7. --- Contextual Level --- p.126 / Chapter 7.1. --- Governmental Regulations --- p.126 / Chapter 7.2. --- Suppliers of Information and Advices --- p.129 / Chapter 7.3. --- Power Relations between RTHK and Different Resources Suppliers --- p.131 / Chapter 7.4. --- Social Expectations on Sex Education --- p.137 / Chapter 7.5. --- Role Expectations from the Public Perceived by Staff --- p.140 / Chapter 7.6. --- Mechanisms of Isomorphic Forces within the Contextual Level --- p.143 / Chapter 7.7. --- Control and Autonomy Sourced from the Contextual Level --- p.149 / Chapter 8. --- Conclusion --- p.153 / Chapter 8.1. --- Control on the Production of “Sex Education ´ح --- p.153 / Chapter 8.2. --- Autonomy in the Production of “Sex Education ´ح --- p.157 / Chapter 8.3. --- Balance between Control and Autonomy --- p.165 / Bibliography --- p.168

published_or_final_version / Education / Master / Master of Education

The increase in teenage pregnancy among school going learners is reported in the media as a crisis. Politicians and other stakeholders have also raised their views and concerns about pregnancy. In particular, these views and concerns perceive teenage pregnancy among school going learners as a cancer that needs a remedy because it has negative consequences for the learners, in particular the girl child. However, for all the sense of public crisis concerning sexuality and schooling, the voices of young people themselves regarding their own sexual subjectivity are seldom heard. This study focused on how girls in a former model C all girls high school negotiate and make sense of the meaning of the messages that they receive from the formal curriculum. The concept of student sexual cultures was employed in this study. Student sexual cultures are the informal groups that exist in the school and the girls take part in it. It is in these groups that the girls learn about sexuality and also make sense of their own gendered identities. This study employed ethnographic techniques of classroom observation coupled with in-depth interviews, focus groups and solicited narratives in order to understand how the participants experience and "take up" the messages they receive in the formal sexuality education component of the Life Orientation (LO) curriculum. The data was collected over a period of three months and was analysed using a directed content analysis. Four dominant themes emerged from the study. Firstly, the data reveals the school is a space of competing and conflicting discourses of sexuality and the learners are involved in a constant negotiation of the meanings of the messages. Secondly, the data shows the contested and confirmations of learners subjectivity. It shows that learners are regarded as sexual beings both in the formal and informal school cultures but there are limitations around one's sexual subjectivities. Thirdly, the data reveals that the school is a site in which a variety of femininities are reproduced, contested and struggled over. Femininities are constructed in the complex context of the school thus the school emerges as a site in which multiple femininities intersect with class, race and sexuality. Lastly, this study argues for the incorporation of the discourse of erotics in the formal curriculum which allows young people's voices to be heard. This approach (discourse of erotics) can be seen as a process of becoming, which focuses on possibilities of improving sexuality education as opposed to an imposed sexual model that is applied to young people and assumed to be the solution to young people's sexuality.