Orientador: Ângela Viana Machado Fernandes / Banca: Ana Cláudia Bortolozzi Maia / Banca: Ana Lúcia Escobar / Banca: Dulce Consuelo Andreatta Whitaker / Banca: João Augusto Gentilini / Resumo: A tese trata da ausência de conteúdos de sexualidade e orientação sexual na formação inicial de professores, nos cursos de pedagogia, mesmo sabendo que serão cobrados a ter uma abordagem competente nessa área por ocasião da sua futura atuação profissional. O objetivo foi investigar a orientação sexual como política educacional, o lugar que o tema ocupa na formação docente, e como instituições formadoras de professores em Porto Velho, capital do estado de Rondônia, estão preparando os futuros professores para lidar com o tema. Descrever os mecanismos, estratégias ou procedimentos de ensino utilizados pelos cursos de formação inicial de professores pesquisados, analisar as facilidades e dificuldades apresentadas por alunos e professores destes cursos para lidar com o tema sexualidade, além das suas sugestões para superá-las também fizeram parte dos objetivos de pesquisa. A pesquisa adotou a abordagem qualitativa, descritiva, com análise do conteúdo das respostas dadas por coordenadoras, professores e alunas líderes de turma, totalizando 16 sujeitos, de três cursos de pedagogia de instituições pública e privadas. Através da análise dos resultados, identificaram-se três categorias: a sexualidade ausente ou negada, a sexualidade proclamada e a sexualidade idealizada. A sexualidade ausente ou negada pretende que a sexualidade esteja ausente ou não apareça nas relações sociais, no cotidiano das escolas, em sala de aula e na formação dos professores. A sexualidade proclamada designa o que é tratado sobre sexualidade e orientação sexual nos cursos de pedagogia pesquisados, segundo o que é proclamado pelos respondentes, que se pretende ocupando uma posição emancipatória, ao mesmo tempo que mantém os seus traços conservadores. A sexualidade idealizada recusa a realidade do ensino sobre sexualidade e orientação sexual... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The thesis deals with absence of contents of sexuality and sexual education in the initial formation of schoolteachers, in pedagogy courses, even knowing they will take charge of a competent approach in this area due to their future professional acting. The goal was to investigate sexual education as educational policy, the place the matter occupies in teacher‟s formation, and how teaching training institutions in Porto Velho, Capitol of Rondônia State, are preparing future teachers to deal with this subject. Describing utilized mechanisms, strategies or teaching procedures by searched initial teachers formation courses, and analyzing shown facilities and difficulties by the students and professors in these courses while leading with sexuality theme, besides suggestions for their overcoming have also been part of the objectives of this research. The research adopted quality and descriptive approach, with content analysis of the provided answers from coordinators, professors and students, totalizing 16 subjects, of three pedagogy courses of public and private institutions. Through results analysis were identified three categories: absent or denied sexuality, proclaimed sexuality and idealized sexuality. Absent or denied sexuality intends sexuality as absent or non-shown in social relations, at everyday school, in the classrooms and schoolteachers formation. Proclaimed sexuality designs what is treated about sexuality and sexual education in researched pedagogy courses, according to what is proclaimed by the answerer ones, assumes an emancipatory position, although it keeps its conservative character. Idealized sexuality refuses the reality of the sexuality instruction and existent sexual education, with their contradictions, conflicts and problems in favor of an instruction ideal of this contents which is does not occur in the searched initial... (Complete abstract click electronic access below) / Résumé: ix RÉSUMÉ La thèse porte sur le manque de contenu sur la sexualité et l‟education sexuelle dans la formation initiale des enseignants, des cours de pédagogie, même en sachant qu‟ils seront amenés à adopter une approche compétente dans ce domaine au cours de leurs futures activités professionnelles. L„objectif était d‟étudier l‟education sexuelle comme politique d‟éducation, la place qui occupe le thème dans la formation des enseignants, et des institutions de formation des enseignants à Porto Velho, capitale de l‟Etat de Rondonia, se préparent les futurs enseignants à traiter de la question. Décrire les mécanismes, des stratégies ou des méthodes d‟enseignement utilisées par les cours de formation initiale des enseignants interrogés, d‟analyser les avantages et les difficultés présentées par les étudiants et les enseignants de ces cours de taiter avec le thème sexualité, en plus de leurs suggestions pour les surmonter faisaient également partie des objectifs de recherche. La recherche a adopté une approche qualitative, descriptive, avec l‟analyse de contenu des réponses données par les coordonnateurs, les enseignants et leaders étudiants Turm, un total de 16 sujets, trois cours de pédagogie des institutions publiques et privées. A travers l‟analyse des résultats, nous avons identifié trois catégories: la sexualité absente ou refusée, la sexualité proclamé et la sexualité idéalisée. Sexualité absente ou refusée les affirmations que la sexualité est absent ou n‟apparaître pas dans les relations sociales, dans la vie quotidienne des écoles, des salles de classe et la formation des enseignants. La sexualité proclamé se réfère à ce qui est traité sur la sexualité et l‟orientation sexuelle dans les cours de pédagogie interrogées, selon ce qui est proclamé... (Cliquez sur l'accès complet abstraite électronique ci-dessous) / Doutor

This is a study that focused on the content of a comic book about sexual initiation directed at adolescents, seeking their validation as a didactic resource. In this work, we present the results of the research in which the comic book entitled "Sexual Initiation: Am I Ready to Start My Sex Life?" Was considered valid by judges who are specialists in the subject. The process of teaching and health promotion for adolescents' learning about sexual initiation. Educational technologies are used as auxiliary means in the formation of a critical conscience for a healthy life. As nurses working in the area of sexual and reproductive health, there was a need to develop and use didactic material that would arouse the interest, criticality and autonomy of adolescents, as well as to enable a meaningful, fun and entertaining learning in the comics. The objective was to analyze the history as a didactic resource directed to the promotion of sexual and reproductive health of adolescents; Validate the comic in terms of content and appearance encompassing clarity, relevance and representativeness. The theoretical framework of this study was based on the theory of social interaction of Lev Seminovitch Vygotsky. The validation process was carried out through a committee composed of twelve judges, distributed among teachers of basic education, researchers and professionals of the basic health network from June to September of 2016. The data were extracted by Through the application of individual questionnaires in the form of Likert scale, with items distributed in two blocks of analysis: clarity and representativeness. The data were described and for analysis the Content Validity Index was used to measure the proportion of participants who agree on panels or comic book items. In the validation of appearance and content, the judges made several suggestions, however, there was a tendency for the judges to opt for the answers in agreement. Most of the answers in the clarity block were clear (52) and very clear (53), reaching the level of agreement of 87.51% and in the representative block was indicated as representative (66) and extremely representative (42), reaching A level of agreement of 81.82%, demonstrating that the pedagogical resource was considered valid. This didactic resource is an opportunity for all to discuss sexual initiation in adolescence in a playful and interactive way, through the autonomy of adolescents, making them multipliers of knowledge. / Fundação de Amparo a Pesquisa do Estado de Alagoas / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Trata-se de um estudo que se debruçou sobre o conteúdo de uma história em quadrinhos sobre iniciação sexual dirigida à adolescentes, buscando sua validação enquanto recurso didático. Neste trabalho, apresenta-se o resultado da pesquisa em que a história em quadrinhos, intitulada: “Iniciação sexual: já estou pronto para iniciar minha vida sexual?” foi considerada válida pelos juízes especialistas no tema Pretende-se com esse recurso didático contribuir para o processo de ensino e promoção da saúde para a aprendizagem do adolescente a respeito da iniciação sexual. Utiliza-se das tecnologias educativas como meios auxiliares na formação de uma consciência crítica para uma vida saudável. Como enfermeiros/as atuantes na área de saúde sexual e reprodutiva, sentiu-se a necessidade de elaborar e utilizar um material didático que despertasse o interesse, a criticidade e autonomia de adolescentes, bem como possibilitasse um aprendizado significativo, lúdico e divertido no formato de histórias em quadrinhos. Objetivou-se analisar a história em como recurso didático direcionado para a promoção da saúde sexual e reprodutiva de adolescentes; validar a história em quadrinhos quanto ao conteúdo e aparência englobando a clareza, pertinência e representatividade. O referencial teórico deste estudo baseou-se na teoria da interação social de Lev Seminovitch Vygotsky. O processo de validação ocorreu por meio de um comitê composto por doze juízes/as, distribuídos entre professores/as da educação básica, pesquisadores/as e profissionais da rede básica de saúde no período de junho a setembro de 2016. Os dados foram extraídos por meio da aplicação de questionários individuais na forma de escala Likert, com itens distribuídos em dois blocos de análise: clareza e representatividade. Em relação ao instrumento utilizado para a coleta de dados, este foi avaliado quanto a sua confiabilidade, por meio do coeficiente Alfa de Cronbach, o qual considerou o instrumento válido com 0,94 para a clareza e 0,84 para a representatividade; os dados foram descritos e para análise utilizou-se o Índice de Validade de Conteúdo para medir a proporção de participantes que estão em concordância sobre os painéis ou itens da história em quadrinhos. Na validação de aparência e conteúdo os/as juízes fizeram várias sugestões, entretanto houve tendência dos/as juízes/as optarem pelas respostas em concordância. A maioria das respostas no bloco da clareza foi claro (52) e muito claro (53), alcançando o nível de concordância de 87,51% e no bloco da representatividade foi indicado como representativo (66) e extremamente representativo (42), atingindo um nível de concordância de 81,82%, demonstrando que a recurso pedagógico foi considerada válida. Este recurso didático constitui-se numa oportunidade para que todos possamdiscutir a iniciação sexual na adolescência de forma lúdica e interativa, por meio da autonomia dos adolescentes, tornando-os multiplicadores do conhecimento.

This paper stresses the need to incorporate Comprehensive Sexuality Education(CSE) during the Early Childhood and Preschool school stages in Mexico. Adetailed analysis of the content of strategies, courses of action and policies forearly education was made for both, the local and Latin-American level. Findingsindicate that there remains a need for CSE for 0 to 6-year-old Mexican children.The inclusion of a human rights and a sociocultural perspective of genderedsexuality is strongly recommended. Early life-course interactions between childrenand their caregivers have the potential to influence developmental outcomes in anenduring manner because they become internalized in the form of generalizedmental representations. CSE encompasses the history of care where consistent andcoherent secure base support is needed. / En este ensayo argumentamos sobre la necesidad de incorporar Educación Integralde la Sexualidad (EIS) en Educación Inicial (EI) y Educación Preescolar (EP)en México. Efectuamos un análisis de contenidos en documentos normativos yprogramas dirigidos a población de cero a seis años a nivel local y latinoamericano.Como resultados, encontramos que hace falta instrumentar acciones de educaciónsexual en los centros de EI y EP mexicanos. Nuestra propuesta se basa en algunasaportaciones del enfoque sociocultural construccionista de la sexualidad, y en lasperspectivas de género y derechos humanos. Concluimos que las relaciones de base segura resultan cruciales para la construcción de vínculos de apego niño-educador, y que dichos vínculos potencian el desarrollo humano en todas sus esferas, particularmente el desarrollo sexual. / No presente trabalho iremos abordar a necessidade de incorporar a EducaçãoIntegral da Sexualidade (EIS) em Educação Inicial e Pré-escolar no México.Realizamos uma análise dos conteúdos em documentos normativos e programasdirigidos as crianças entre o zero e os seis anos a nível local e latino-americano.Os resultados indicam que faz falta empreender acções de educação sexual nosCentros de Educação Infantil e Pré-escolar mexicanos. A nossa proposta tem porbase as contribuições das abordagens socioculturais da sexualidade, a perspectivade gênero, e os direitos da infância. Concluímos que as relações de base segurasão fundamentais para a construção de vínculos afetivos criança-educador e queos vínculos incentivam o desenvolvimento humano integral, particularmente odesenvolvimento sexual.

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Bakgrund: Erkända globala och nationella dokument framhåller sexualitet som en mänsklig rättighet. Trots detta förbises personer med intellektuell funktionsnedsättning (IF) rätt till sin sexualitet. Förbiseendet medför bland annat att de får bristande stöd av personal i detta viktiga livsområde varpå deras möjlighet att uttrycka sin sexuella identitet minimeras. Syfte: Studien syftar till att undersöka personals upplevelser av att bemöta personer med IF:s sexualitet inom bostäder med särskild service enligt LSS utifrån sin kunskap och kompetens, samt vad de ser för eventuellt kompetensbehov. Metod: Vi har använt en kvalitativ forskningsdesign och intervjuat sju kommunalt anställda personer inom bostäder med särskild service. Alla informanter har erfarenhet av att arbeta med LSS personkrets ett och några även av personkrets tre. Studiens insamlade empiri har analyserats med hjälp av tematisk analys och slutligen har vi tolkat vårt resultat med hjälp av ett socialkonstruktivistiskt perspektiv på sexualitet och teorier om professionellt handlingsutrymme. Resultat: Studien visar att informanterna har begränsad kunskap och färdigheter i att bemöta sexuella behov hos personer med IF. Dessutom framkommer en övergripande tabukänsla kring ämnet sexualitet med tystnadskultur som följd. Riktlinjer och vägledningsdokument saknas att luta sig emot samt bristande stöd från ledning framkommer. Informanterna uttrycker en stor osäkerhet kring att vara ett sexuellt stöd och efterfrågar omfattande kompetensutveckling för att de ska känna sig kunskapsmässigt och rättsligt säkra att arbeta med sexualitet. Slutsats: För att förbättra stödet och möjligheterna för personer med IF att få vara sexuella personer och bli erkända som sådana på ett respektfullt sätt, krävs det bättre utbildning, riktlinjer samt lagstöd för personalen. Det är också viktigt att arbeta mot de fördomar och tabun som råder kring sexualitet och IF, så att människor med IF inte stigmatiseras och marginaliseras ytterligare. Detta är ett område där personal och samhället som helhet har en avgörande roll, genom att se till att alla individer har rätt till sin sexuella identitet och sina sexuella behov. / Background: Nationally and globally established documents accentuate sexuality as a human right. Although this is the case, people with intellectual disabilities (ID) are shunned regarding their rights to their own sexuality. This precedence leads to caregivers, tasked with supporting intellectually disabled service users, to neglect helping them in this field, giving them less opportunities to express their own sexual identities. Purpose: This study aims to evaluate caregivers experiences when it comes to addressing sexuality in the residential homes of the people with IDs that they support, as well as what competence they deem as necessary to handle such situations. Method: In this qualitative study we have interviewed seven municipally employed, tasked with supporting people with ID within group homes. The empirical data we've collected has been analyzed with the help of a thematic analysis, for which our result has been interpreted while using social constructivist perspectives on sexuality and theories on professional discretion. Results: The study shows that the informants have limited knowledge and lack of skill when it comes to assisting people with ID with their sexualities, as well as coping with the stigma related to the topic sexuality and the culture of silence that follows. Most workplaces lack guidance documents and rules regarding the topic of sexuality and a lack of support from managers. Conclusion: To better help shape the support needs and possibilities of people with ID, allowing them to voice their sexualities and being recognized as sexual beings in a respectful manner; education, guidance, overall rules and regulations are needed for the caregivers tasked to work with them. This is an area where the caregivers and society as a whole have a deciding role, making sure that all people, no matter their abilities, are allowed to express themselves sexually. It is also important that society keeps on working against the taboo that is related to disabled people and sexual expression, which could lead to being stigmatized more than what they already are.

En 2017, l’éducation à la sexualité au Québec est redevenue obligatoire dans la foulée des dénonciations de violences sexuelles sur les réseaux sociaux avec les #metoo et #moiaussi. Conjointement, plusieurs discours autour de l’hypersexualisation des jeunes filles, de l’accessibilité à la pornographie et de la multiplication de contenus à caractère sexuel dans les médias numériques inquiètent de plus en plus les adultes québécois.e.s (Mercier, 2016). Des initiatives pour répondre à ce que nous considérons, dans ce mémoire, comme une panique morale ont donc vu le jour. Ainsi, Télé-Québec a pour mandat de faire des capsules humoristiques et ludiques adressées aux jeunes de 12 à 15 ans pour faire leur éducation sexuelle avec On parle de sexe (2018-2019). Dans le cadre du mémoire, nous nous posons la question: est-ce que ces capsules reproduisent ou remettent en question des normes sociales véhiculées au Québec autour de la sexualité? Pour y répondre, nous mobilisons les théories critiques de la sexualité (Foucault, Rubin, Bozon) afin de développer l’analyse d’une capsule qui traite des pratiques sexuelles « moins conventionnelles ». À travers une analyse textuelle et visuelle, nous avons constaté une tension entre le désir de discuter de sexualité de manière décomplexée et de protéger la jeunesse contre les maux contemporains liées à la panique morale des adultes. Le dispositif de la sexualité (Foucault) nous permet d’inscrire l’étude de cet échantillon dans un contexte sociopolitique et historique particulier au Québec, en nous permettant de tirer des conclusions autour de l’humour comme vecteur d’oppression ou de libération des normes sociales autour de la sexualité. / Since 2017, sexual education in Quebec has once again become mandatory in the context of widespread accusations of sexual violence on social media (#metoo, #moiaussi). Following this wave, several initiatives have emerged to respond to what we describe in this study as a « moral panic » around youth sexuality associated with widespread access to sexually explicit material on the Internet. Quebec adults are increasingly concerned about the hypersexualisation of young girls, the accessibility of pornography and the proliferation of sexual content. In this context, the Québec public broadcasting company Télé-Québec produced a web series entitled “On parle de sexe” (2018-2019) that explores various questions around sexuality in humorous and playful episodes addressed to teenagers aged 12 to 15. This study explores the following question: does this web series reproduce or question the social norms used in Quebec around sexuality? In order to respond to this question, we draw on the field of critical sexuality studies (Foucault, Rubin, Bozon) to analyze one episode that deals with “less conventional” sexual practices. Through textual and visual analysis, we explore a tension between the desire to discuss sexuality in an uninhibited manner and to protect youth from the contemporary evils associated with moral panic. The dispositif of sexuality (Foucault) allows us to situate the study of this sample in a particular socio-political and historical context in Quebec, while allowing us to draw conclusions around humour as a vector of oppression or liberation from social norms.

Aim: Sexual education and related topics are constantly relevant subjects. Since 1955 it has had a mandatory place in Swedish schools. As of mid-2022 additional changes will be implemented. The subject, currently called sex och samlevnad (sex and togetherness) will change into sexualitet, samtycke och relationer (sexuality, consent, and relations). As a result, this will have implications affecting the current education and textbooks. The goal of the current paper is to examine these changes together with textbooks in religious studies.     Theory and Method: Using a content analysis this paper will examine three textbooks, spanning three curriculums, and categorize their content. Additionally, a critical discourse analysis, inspired by Fairclough (1992) and Eilard and Dahl (2021) will examine the discourses in the third and currently used textbook.    Results: By using the major themes from the subject sexualitet, samtycke och relationer, the data was categorized into the following categories: (1) Sexuality; (2) Consent and own rights, with subcategories as abortion and rape and (3) Relations, with subcategories as marriage, divorce, faithfulness. Across the three textbooks the relations category was the most common, with sexuality and own rights getting gradually improved across the textbooks, while consent had very few mentions. The critical discourse analysis found that it is often the religious practitioners acting as objects in the textbook. In the third textbook there is primarily a truth modality, where most statements are presented without other points of view. Regarding intertextuality, this textbook is well structured in relation to the current curriculum.

This research study focuses on the sexual encounters of teenagers. Teenagers do not always have private intimate places of their own and tend to use school grounds, toilets and classrooms to engage in sexual activities. Recently, various newspapers published articles about teen pregnancy and sex on school grounds. The alarming rate of sexual activities at schools among South African teenagers became a driving force for the researcher to investigate this phenomenon. The goal was to develop in-depth understanding of the experiences of teenagers being engaged in sexual activities at school and social work support required. A qualitative approach was employed following explorative, descriptive and contextual research designs. The study was conducted in the Gauteng province. Semi-structured interviews were employed to collect data. Purposive sampling was utilised. Analysis of data was conducted according to Tesch (cited in Smit, 2002) and Guba's model (cited in Shenton, 2004) was employed for data verification. / Social Work / M.A. (Social Science (Social Work))

This research study focuses on the sexual encounters of teenagers. Teenagers do not always have private intimate places of their own and tend to use school grounds, toilets and classrooms to engage in sexual activities. Recently, various newspapers published articles about teen pregnancy and sex on school grounds. The alarming rate of sexual activities at schools among South African teenagers became a driving force for the researcher to investigate this phenomenon. The goal was to develop in-depth understanding of the experiences of teenagers being engaged in sexual activities at school and social work support required. A qualitative approach was employed following explorative, descriptive and contextual research designs. The study was conducted in the Gauteng province. Semi-structured interviews were employed to collect data. Purposive sampling was utilised. Analysis of data was conducted according to Tesch (cited in Smit, 2002) and Guba's model (cited in Shenton, 2004) was employed for data verification. / Social Work / M.A. (Social Science (Social Work))

Sex-education in Canada has predominantly been informed by an abstinence-based content, leaving the sexual literacy of adolescents hanging in the balance. As public health statistics indicate, sexually transmitted infection, early and unwanted pregnancy, and rates of HIV/ AIDS are staggeringly high. At the center of these statistics is the young Black female, as they are disproportionately over-represented in negative public health statistics. Many factors have been theorized to be the cause; from socioeconomic factors to educational limitations, it has been historically concluded that the individual failings and class issues of Black women are the root cause of sexual decision making that causes negative health implications. However, adopting a critical perspective may lead to a different conclusion. This qualitative study sought to explore if the lack of comprehensive, racially attentive, and reflective sex-education as well as the influential societal discourse that shapes Black women and their sexuality in stereotypical lights, may have an impact on the sexual decision making of Black women. Through centering and highlighting the lived experiences, perspectives, and insights of a diverse pool of Black women, the stereotypes and scripts of Black femininity and sexuality, their root causes, and the impacts on young Black girl’s sexual decision making were captured to collaboratively redefine and reclaim Black femininity and sexuality while capturing what would be helpful to include in sex-education, specific to Black girls and women. This study’s theoretical underpinnings are Black Feminist Theory, Critical Race Theory, and Hip-Hop Feminism, which has been coined by me as “the trifecta”. A focus group with Black female-identified participants was conducted and facilitated through open-ended question and discussion based processes. Thematic analysis was adopted to explore themes, meanings and to gain a better understanding of the participant’s collective perspectives regarding sex-education and Black femininity and sexuality. The main finding of this study, based in the lived experiences and insights of the participants, were that harmful societal scripts and stereotypes about Black femininity and sexuality historically and as they are presented in popular media, coupled with inconsistent and bare sex education, has the ability to affect the sexual decision making of young Black girls in a way that feeds participation in unsafe sexual practices. This study fills gaps in literature because it contributes to the limited critical body of research that paramount the voices and insight of Black women in regards to sexual practice. This study also fills gaps by extending the conversation of Black women and sexual decision making, by suggesting tangible solutions of how the participant’s insights can be injected into larger policy and practice as well as social work research. The information supplied by the participants of this study will help social workers, policy makers, and educators create racially attentive, comprehensive, and accessible sex-education. / Thesis / Master of Social Work (MSW) / Sex-education in Canada has predominantly been informed by an abstinence-based content, leaving the sexual literacy of adolescents hanging in the balance. As public health statistics indicate, sexually transmitted infection, early and unwanted pregnancy, and rates of HIV/ AIDS are staggeringly high. At the center of these statistics is the young Black female, as they are disproportionately over-represented in negative public health statistics. Many factors have been theorized to be the cause; from socioeconomic factors to educational limitations, it has been historically concluded that the individual failings and class issues of Black women are the root cause of sexual decision making that causes negative health implications. However, adopting a critical perspective may lead to a different conclusion. This qualitative study sought to explore if the lack of comprehensive, racially attentive, and reflective sex-education as well as the influential societal discourse that shapes Black women and their sexuality in stereotypical lights, may have an impact on the sexual decision making of Black women. Through centering and highlighting the lived experiences, perspectives, and insights of a diverse pool of Black women, the stereotypes and scripts of Black femininity and sexuality, their root causes, and the impacts on young Black girl’s sexual decision making were captured to collaboratively redefine and reclaim Black femininity and sexuality while capturing what would be helpful to include in sex-education, specific to Black girls and women. This study’s theoretical underpinnings are Black Feminist Theory, Critical Race Theory, and Hip-Hop Feminism, which has been coined by me as “the trifecta”. A focus group with Black female-identified participants was conducted and facilitated through open-ended question and discussion based processes. Thematic analysis was adopted to explore themes, meanings and to gain a better understanding of the participant’s collective perspectives regarding sex-education and Black femininity and sexuality. The main finding of this study, based in the lived experiences and insights of the participants, were that harmful societal scripts and stereotypes about Black femininity and sexuality historically and as they are presented in popular media, coupled with inconsistent and bare sex education, has the ability to affect the sexual decision making of young Black girls in a way that feeds participation in unsafe sexual practices. This study fills gaps in literature because it contributes to the limited critical body of research that paramount the voices and insight of Black women in regards to sexual practice. This study also fills gaps by extending the conversation of Black women and sexual decision making, by suggesting tangible solutions of how the participant’s insights can be injected into larger policy and practice as well as social work research. The information supplied by the participants of this study will help social workers, policy makers, and educators create racially attentive, comprehensive, and accessible sex-education.