Gender is inherent in all patriarchal cultures given that women and girls in
these societies are relegated to a significantly lower status than men and
boys. Many researchers acknowledge the importance of addressing gender
inequality in order to adequately understand and address HIV and AIDS
transmission and prevention. However, there remains in this area a more
direct focus on the specific cultural attitudes and practices that expose
women and girls to HIV infections. Professionals in the educational field need
to specifically address gender norms and roles and their influence on young
people’s sexual behaviour, particularly, with regards to risky behaviour that
often has consequences for women and young girls. Sexuality is part and
parcel of young girls’ experiences through adulthood which is manifested in
personal friendships, relations and social interaction. These encounters
constitute sites within which sexual identities are developed, practiced and
actively produced through processes of negotiation. As a result of societal
influences, these encounters vary immensely between boys and girls because
gender inequality has a significant impact on choices available to women and
girls, which are often constrained by coercion and violence.
Drawing on qualitative research conducted in a high school in KwaMashu,
North of Durban, in KwaZulu-Natal, the study investigated ways in which
young girls (16-17) give meaning to sexuality, sexual risks and how gender is
embedded within these meanings. The study answered three critical
questions: What do young girls regard as risky sexual behaviour? Why do
young girls engage in risky sexual activities? How is gender connected to
sexual risk? Data came from participants’ focus group discussions and indepth
interviews with 12 young girls.
The study revealed that through social and cultural practices some young
girls construct complex gendered relations of domination and subordination
that position boys and girls differently, often creating gender inequalities and
sexual vulnerability for those gendered as girls. Young girls’ vulnerability is
characterised by confusing experiences coupled with silences from their
parents’ side about sexuality. The distinctive experiences are complex
tensions and contradictions surrounding constructions of sexuality that are
predicated upon unequal power and gender relations characterised by
coercion, ukuthwala and the control of young girls’ sexuality and gendered
experiences that put young girls at risk of contracting HIV and AIDS.
The study recommends that parents must communicate with young people
(boys and girls) about sexuality. There should be policies that are put in place
by all the education stakeholders to address issues of sexuality and gender
imbalances within schools. This will help young people to develop the skills
needed to adequately negotiate safe sex, avoid risky behaviour and coercive
situations, help young people to maintain healthy relationships and address
vulnerabilities and promote gender equality and equity in our society. / Thesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2011.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ukzn/oai:http://researchspace.ukzn.ac.za:10413/5726 |
| Date | January 2011 |
| Creators | Shabane, Prim-Rose Makhosazane. |
| Contributors | Bhana, Deevia. |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | English |
| Type | Thesis |
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