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This thesis explores male sexual assault and sexual harassment perpetration. The theoretical orientations were constituted of a theoretical synthesis of primarily Max Weber's theory of action, motivation and subjective meaning, and theoretical aspects of sensemaking. Four research questions were divided into two qualitative studies. Study 1 conducted a systematic review of a diverse field of the research literature on sexual harassment and sexual assault perpetration. The two objectives of study 1 were to explore what kinds of factors are associated with sexual harassment and sexual assault perpetration and what kinds of meanings the research literature attributes to perpetrators actions. The first objective of study 2 was constituted of a qualitative investigation of what kinds of subjective meanings selfidentified perpetrators attribute to their actions. Analysis relied on a hermeneutical interpretation of meaning. Empirical materials were obtained via asynchronous online inquiries and collection of confessional online posts authored by self-identified perpetrators. The second objective of study 2 was to explore in what ways factors associated with male sexual harassment and/or sexual assault perpetration against women affect the subjective meanings perpetrators' attribute to their actions. Findings from study 1 (research review) suggest that sexual misconduct is associated with factors stemming from individual (e.g. psychological characteristics), social (e.g. norms, attitudes and beliefs of how to act as a man), situational (e.g. alcohol intoxication's distortion of meaning and detrimental effect on judgement), communicative (e.g. misperception and misinterpretation of cues from women) and power-related (e.g. sexually harassing or assaulting as a means to obtain or to exert power) factors. Findings further suggest that the research literature attributes obtainment of sexual/physical gratification, exertion of power, will to power and obtainment of a perceived sense of control as primary meanings of perpetrators sexually coercive or harassing actions. Primary findings of study 2 highlight the complex nature of power and its central relation to sexual misconduct, where perpetrators attribute will to power, obtainment of sexual gratification, obtaining enjoyment from exerting power, and ideological subordination as the subjective meaning of their actions. Suggested further is that selfidentified perpetrators attribution of subjective meanings to their actions is characterized by a sensemaking practice of moral disengagement, where distortion of the meaning of sexually oriented actions through euphemistic labeling and perceiving sexually coercive behaviors as a form of game or play are central aspects. Lastly, analysis of the empirical materials in this study suggests that the subjective meanings these men attribute to their actions are associated with individual, socioculturally embedded, situational, communicative and power-related factors.

Made available in DSpace on 2014-06-11T19:25:16Z (GMT). No. of bitstreams: 0 Previous issue date: 2003Bitstream added on 2014-06-13T19:32:15Z : No. of bitstreams: 1 correa_cim_me_mar.pdf: 535351 bytes, checksum: 8768fa95de6a6c34167dc36a4de92401 (MD5) / Este estudo tem como objetivo identificar a presença de ações educativas voltadas à sexualidade em uma escola pública de uma pequena cidade do interior paulista e as sugestões apontadas pelos professores e alunos para a viabilização de ações voltadas à realidade escolar. Foram utilizados questionários e registros de ocorrências para a coleta de dados junto a professores e alunos. Os resultados indicaram que a abordagem dos assuntos relativos à educação sexual está condicionada ao currículo de matérias específicas e vinculada à figura do professor, sendo realizada de maneira assistemática e descontínua, distante das proposições dos Parâmetros Curriculares Nacionais. Utilizando-se o referencial da psicologia da saúde e os princípios da análise do comportamento, identificou-se a necessidade de programas de intervenção dirigidos primeiramente à capacitação de professores e, em seguida, à promoção da saúde de alunos, focando-se conteúdos e habilidades envolvidos no comportamento sexual saudável. / The objective of this study is to identify the presence of educative actions directed to sexuality in a public school of a small town of the Paulista country and the sugestions showed by teachers and pupils to make possible the actions concerning the educational reality. Questionnaires and registrations of occurrences have been used to the data collection related to teachers and pupils. The results showed that the approach of the subjects relating to sexual education is conditioned to the curriculum of specific disciplines and linked to the teacher's figure, being performed in an asystematic and discontinuous way, remote from the propositions of the National Curricular Parameters. By using the reference of health psychology and the principles of behaviour analysis, it has been identified the necessity of intervention programs directed firstly to capacitate teachers and then to promote the pupils health, emphasizing contents and abilities involved in healthy sexual behaviour.

The purpose of the current study was to examine the relation of sexual attitudes and knowledge on risky sexual behavior (RSB), while including sex, sexual double standards (SDS), and conservative religiosity as moderators. Findings suggested that sexual knowledge, sexual attitudes, and conservative religiosity associated negatively with RSB for female participants. SDS positively associated with RSB for male participants. The interaction of sexual knowledge and SDS on RSB was significant in male participants and indicated that higher sexual knowledge is associated with higher RSB when SDS is higher. The interaction of sexual knowledge and conservative religiosity on RSB was significant in male participants and indicated that religiosity may serve as a protective factor against engagement in risky behaviors. There was a significant interaction of sexual attitudes and SDS on RSB in female participants, which indicated a negative relation between sexual attitudes and RSB when SDS was low.

Master of Science / Department of Family Studies and Human Services / Joyce Baptist / Quality of couples sexual communication remains an understudied area, despite its link with important relational outcomes such as relationship satisfaction, sexual satisfaction and condom use. Using a sample of 441 college students, this study examined how parent-child sexual communication (frequency, quality and permissive and restrictive messages) is related to sexual attitudes (permissive and idealistic) and couples sexual communication. Results suggests quality of couples sexual communication was positively related to frequency of parent-child sexual communication and negatively related to quality of parent-child sexual communication. There was not a significant relationship between the types of messages about sexuality from parents and quality of couples sexual communication. However, permissive parental messages were positively related to permissive sexual attitudes and restrictive parental messages was negatively related to permissive sexual attitudes. Idealistic sexual attitudes were found to be positively related to couples sexual communication. Finally, idealistic sexual attitudes marginally mediated the relationship between quality of parent-child sexual communication and quality of couples sexual communication. Clinical and research implications are discussed.

Orientador: Lígia Márcia Martins / Banca: Ana Cláudia Bortolozzi Maia / Banca: Ângelo Antônio Abrantes / Resumo: A educação sexual foi inserida oficialmente no currículo de todas as escolas brasileiras de ensino fundamental com a publicação dos Parâmetros Curriculares Nacionais (PCN), pelo Ministério da Educação (MEC), em 1997. Em 2010, a UNESCO publicou a Orientação Técnica Internacional sobre Educação em Sexualidade, recomendando a todos os países do mundo que abordem temas relacionados à sexualidade na educação escolar, propondo formas de realização dessa tarefa com crianças a partir dos cinco anos de idade, adolescentes e adultos de todas as idades. O presente trabalho faz, então, uma análise dessas propostas de acordo com a categoria totalidade do método materialista histórico-dialético e baseado na pedagogia histórico-crítica, visando identificar os interesses que a educação sexual na escola vem atender. O ponto de partida deste trabalho é o conjunto de informações extraídas das referidas propostas, bem como alguns aspectos do ideário pedagógico contemporâneo que as fundamentam e algumas informações históricas relacionadas à sexualidade e à educação sexual (real empírico). Para desvelar as mediações e contradições internas do fenômeno são adotados os pressupostos da pedagogia histórico-crítica referentes à sua concepção de desenvolvimento humano, conhecimento científico e funções da escola (mediação teórica). Por meio da relação entre os objetivos, métodos e conteúdos propostos pelos documentos analisados e a totalidade histórico-social, busca-se superar a apreensão aparente da educação sexual na escola e identificar os interesses relacionados a esse processo (real concreto). As informações coletadas permitem concluir que historicamente a educação sexual é proposta com a finalidade de controle social, o que se verifica também nas propostas analisadas... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Sexual education was inserted on scholar curriculum in Brazil by the publication of the National Curricular Parameters, by the Education Ministry (MEC, in Portuguese), in 1997. In 2010, UNESCO published the International Guidelines on Sexuality Education, recommending to all countries in the world to discuss themes related to sexuality in scholar education, proposing manners to perform this task with kids since five years old, teenagers and adults of all ages. So, this work consists in an analysis of these proposals according to the historical-dialectical materialism and based on historical-critical pedagogy, in order to identify the interests that sexual education at school comes to satisfy. The starting point of this work is the set of information extracted from the referred proposals, as well some aspects of the pedagogical contemporary ideary that provide their basis, and also some historical information about sexuality and sexual education (empirical reality). In order to unveiling the mediations and internal contradictions of the phenomenon are adopted the assumptions of historical-critical pedagogy referred to its human development conception, scientific knowledge and school functions (theoretical mediation). By the relation between the objectives, methods and contents proposed by the analysed documents and the historical-social totality, this work intends to overcome the apparent apprehension of sexual education at school and identify the interests related to this process (concrete reality). The collected information allows to conclude that historically sexual education is proposed in order to control society, what is also verified in the analysed proposals. By joining to the new pedagogy, the sexual education recommended by MEC and UNESCO omits scientific contents and emphasizes the empirical student interest in the educational process... (Completo abstract click electronic access below) / Mestre

Thesis advisor: Sandra R. Mott / The purpose of this research was to address the gap in the literature regarding the lack of first hand accounts of the factors that influence adolescent sexual decision making. Using a narrative approach, I asked a cohort of late adolescent participants to tell their stories about the events surrounding their decision to become sexually active, and how this initial decision affected subsequent decision making. The specific research questions that guided the study were: 1) What are late adolescents' perspectives of the factors that influenced their decision to become and remain sexually active? and 2) What is the effect of sexual decision making regarding coital debut on subsequent sexual activity? To accomplish my research aims I used narrative inquiry to elicit rich information, in the adolescents' own words, about what they perceive to be the most salient factors that contributed to their decisions to engage in sexual activity. I recruited a purposive sample of 11 late adolescents between the ages of 18 and 22 years from a series of family planning and sexually transmitted infection (STI) clinics in the Northeastern United States. As their stories unfolded, four main components emerged. These components included the internal and external environmental context, expected social norms, implied sexual consent, and self-reflection and evaluation. The results of this study provide evidence that adolescent sexual decision making is a complex process with multiple layers of influence. Through the stories of my participants, I have constructed a more comprehensive conceptualization of adolescent sexual decision making and related sexual behaviors. This will guide the development of possible interventions to improve health care for this population. These interventions include expanding nursing knowledge to inform the development of theories, practice innovations, research, sexual health education, and policies for addressing adolescents' needs across the continuum of the adolescents' development from childhood to adulthood. / Thesis (PhD) — Boston College, 2009. / Submitted to: Boston College. Connell School of Nursing. / Discipline: Nursing.

Sexual differences are dramatic and widespread across taxa. However, a common genome between males and females should hinder phenotypic divergence. In this thesis I have used experimental, genomic, and theoretical approaches to study processes that can facilitate and maintain differences between males and females. I studied two mechanisms for the evolution of sexual dimorphism - condition-dependence and gene duplication. If sex-specific traits are costly, then individuals should only express such traits when they possess enough resources to do so. I experimentally manipulated adult condition and found that the sex-biased gene expression depends on condition. Second, duplication events can permit different gene copies to adopt sex-specific expression. I showed that half of all duplicate families have paralogs with different sex-biased expression patterns between members. I investigated how current sexual dimorphism may support novel dimorphism. With regards gene duplication, I found that related duplicates did not always have different expression patterns. However, duplicating a pre-existing sex-biased gene effectively increases organismal sexual dimorphism overall. From a theoretical perspective, I investigated how sexually dimorphic recombination rates allow novel sexually antagonistic variation to invade. Male and female recombination rates separately affect invasion probabilities of new alleles. Finally, I examined the assumption that a common genetic architecture impedes the evolution of sexual dimorphism. First, I conducted a literature review to test whether additive genetic variances in shared traits were different between the sexes. There were few significant statistical differences. However, extreme male-biased variances were more common than extreme female-biased variances. Sexual dimorphism is expected to evolve easily in such traits. Second, I compared these results to findings from the multivariate literature. In contrast to single trait studies, almost all multivariate studies of sexual dimorphism have found variance differences, both in magnitude and orientation, between males and females. Overall, this thesis concludes that sexual dimorphism can evolve by processes that generate novel sexual dimorphism or that take advantage of pre-existing dimorphism. Furthermore, a common genome is not necessarily a strong barrier if genetic variances differ between the sexes. It will be an exciting challenge to understand how mutation and selection work together to allow organisms differ in their ability evolve sexual dimorphism.

Although recent studies have begun to examine potential factors that might affect sexual appeals effectiveness, many questions remain unexplored. Based on previous studies relevant to sexual appeals, this study firstly distinguishes and explores two types of sexual appeals: implicit and explicit. Furthermore, this study compares the effects of two types of sexual appeals when product types are considered. In addition, sensation seeking is also incorporated into this research to examine how it may sway the effectiveness of the sexual appeals. The present study uses experimental design to investigate the advertising effects of different types of sexual appeals (non-sexual appeal vs. explicit appeal vs. implicit appeal) and product type (sex-related vs.non sex-related). A 3X3 factorial design is conducted. The ad effects are measured by purchase intention and attitude toward the brand to observe the response under different scenarios. The results indicate that when a sex-related product is promoted, sexual appeals are more effective than non-sexual appeals. There is an interaction effect between sexual appeal and product type. To be specific, the explicit sexual appeal is more effective than the implicit sexual appeal when a sex-related product is promoted. However, such superior effects disappear as it turns to non sex-related product promotion. Additionally, for individuals with higher sensation seeking, the explicit sexual appeal is more effective than the implicit sexual appeal when the product is related to sex. On the opposite, for those with median degree of sensation seeking, the implicit appeal is more effective than the explicit appeal to promote the product which is not sex-related. Finally, for those with low degree of sensation seeking, there is no difference in advertising effectiveness between explicit and implicit appeal. According to these findings, this study suggests that marketers should consider not only the product they promote but also the sensation seeking of the target consumers before choosing an appropriate sexual appeal to maximize the advertising effects.