Sexuality Education Research Research Articles

Sex Education For Elementary School Children In Indonesia; Bibliometric Analysis In 2021-2024

This study provides an overview of the analysis of sex education trends in elementary school children in Indonesia for the 2021-2024 period using bibliometric analysis, aiming to identify research gaps that have not been widely studied and provide recommendations for further research. The method used is systematic literature review by utilizing Vosviewer as a meta-data analysis tool. Data was obtained from a POP search on Google Scholar 2021-2024 with the keyword "sex education for elementary school children", resulting in 107 articles that were then selected. The selection was carried out based on relevant themes, leaving 40 selected articles that fit the Sinta category and the highest ranking. The results of the study show that the trend of sex education research in elementary school age children has great potential to increase children's understanding of reproductive health and healthy social relations, and there is also an increase in research on this topic every year. This study recommends further research to develop an effective and applicable sex education learning model in learning activities in elementary schools.

Attune, animate and amplify: Creating youth voice assemblages in pARTicipatory sexuality education research

AbstractThis paper explores the politics and praxis of ‘youth voice assemblages’ in an exploratory and pARTicipatory research project where 125 young people (aged 11–18) from England, Scotland and Wales shared what and how they are learning about relationships, sex and sexuality. Creative methods enabled us to ‘attune’ to this learning and generate ‘darta’ (arts‐based data). We then ‘animated’ these darta as dartaphacts (creative objects) including films, poetry and education cards. Finally, we ‘amplified’ these dartaphacts in a face‐to‐face launch event. We argue that a creative ontology of ‘youth voice’ is imperative to develop more relevant, responsive and ethical sexuality and relationships education.

Trends and Challenges in Comprehensive Sex Education (CSE) Research in Sub-Saharan Africa: a Narrative Review.

Adolescent sexual and reproductive health remains a major public health challenge in Sub-Saharan Africa (SSA). Comprehensive sex education (CSE) has been hailed as a key strategy to inform young people about sexual health and wellbeing and prevent negative health outcomes. This paper presents an overview of the trends and challenges around sex education in SSA and puts forth key recommendations for future research and policy initiatives. This review employed a narrative approach to synthesize evidence on the implementation of comprehensive sex education in SSA. The literature review elicited four key themes: (i) comprehensiveness of CSE curricula, (ii) gender norms in CSE, (iii) prominence of 'fear' narratives in CSE implementation, and (iv) CSE delivery methods. Additionally, the authors propose a fifth theme-'Future-proofing CSE programs', based on their learnings from implementing sex education interventions during the COVID-19 pandemic. These five themes are presented through a narrative description of current research accompanied by reflections from the authors on the implementation of a parent-focused sex education program in Uganda. Based on the insights from the literature review and the authors' reflections, three recommendations are put forward to guide the design of further CSE initiatives: (i) stakeholder engagement in determining CSE priorities and strategies, (ii) diverse delivery pathways for CSE programs, and (iii) active engagement of both boys and girls to challenge gender norms in CSE.

성교육 프로그램의 국내 연구 동향 분석

Objectives This study selected and analyzed the development and progress of sex education programs from 2001 to 2021, when sex education research was introduced. Methods Using RISS and DBpia, a total of 65 journals were selected by year (2001-2021), parents, children (non-disabled), infants, elementary school students (middle and high school), college students (youth), college students, and programs (media wash & multi-disciplinary instructional guidelines, school/multi-disciplinary instructional guidelines, N-graphic guidelines, integratedIt was categorized into proficiency, sexual ethics, and sexual autonomy. The measurement tool was analyzed for frequency analysis and multiple responses using the SPSS Win 21.0 Program. Results The analysis results of this study are summarized as follows. From 2001 to 2021, sex education programs have been steadily developed and carried out with an average of 11.12%, and the most developed programs were 7 (10.8%) in 2020. The subjects of the study were 442.6% of all cases, the highest at 54.5% (45.9% for middle school boys and 44.3% for female students), compared to 4.5% for infants and toddlers. Research by program consisted of lectures, discussions, video viewing, role plays, scenarios, group presentations, VTRs, and case studies, and the use of lecture-style classes using school guidelines was the most common. The program effectiveness measurement tool was 172.3% of the total cases, 1.5% of sexual autonomy and sexual communication measurements, and 72.3% of sexual knowledge effect measurements accounted for the largest proportion. Conclusions Based on the results of this study, it is intended to be presented as basic data to supplement the deficiencies in the development and progress of sex education programs.

College-Level Sex Education Courses: A Systematic Literature Review

Understanding college-level sex education can help campus stakeholders understand student knowledge, inform policies, and influences on culture. Although there is a large amount of research on sexual health programming, little is known about the types of sex education curriculum on college campuses. This systematic literature review evaluates the breadth of postsecondary sex education research over the last 10 years. Three sex education course themes indicate research spans the following areas: philosophical and pedagogical considerations, perceived student knowledge and learning, and cultural and feminist-informed sex education. Finally, the results also indicate there are six types of courses taught at the college-level.

To Shave or Not to Shave: Exploring Pubic Hair Removal among College Students

This exploratory study investigated pubic hair removal behavior among 295 college men and women. Survey questions explored the extent to which young people remove their pubic hair, by what means, how often, and reasons for such behavior. Pubic hair removal by friends and sexual partners, as well as expectations of sexual partners was also explored. Commonalities and differences in responses between college men and women were examined. Results revealed that pubic hair removal is extremely common in both men and women and typically begins in early adolescence. Reasons for pubic hair removal most frequently cited include cleanliness, comfort and appearance. Implications for sexuality education and future research are discussed.

“Institutionalized States of Information Abstinence”

In this study, I provide applied examples of using cut-up poetic inquiry as an arts-based research method for analyzing erasure poetry. The erasure poetry was composed by five poet-participants and me during a sensory ethnography that explored embodied experiences of a sexual educator training program. I first overview erasure poetics in the context of sexuality education. I explain how erasure poetry as method can interrupt authoritative proclamations of truth, while also providing a technique to grapple with complex, corporeal data – central topics in sex education research. I then theorize cut-up poetic inquiry as an additional form of erasure, asking and illustrating how the processes of cut-up can distill information to enable emergent analytic insights in the context of my research. Throughout, I meditate on how erasure poetry as an arts- based research method can contribute to discussions of language, discourse, and embodiment in sex education research.

What have dads got to do with it? Australian fathers’ perspectives on communicating with their young children about relationships and sexuality

ABSTRACT This paper reports on findings of the Sex Ed Dads survey which sought Australian fathers’ perspectives on communicating with their young children about relationships and sexuality, as informal sexuality educators. Given the majority of existing family-based sexuality education research draws on the experiences of mothers, gaining insights from fathers is a much needed first step in designing resources to support paternal engagement in sexuality education. A diverse sample of 612 Australian fathers completed an online survey about their views on sexuality education and their role within it. Participating fathers valued sexuality education for their children and believed that their own informal contribution to its provision was important. Fathers reported high levels of comfort discussing a wide range of topics with their child at the age they deemed appropriate, although a gap between what fathers believed they should discuss and what they actually discussed was found. Findings offer insights for schools, resource developers and sexuality education providers seeking to support increased engagement of fathers in the sexuality education domain.

Black Female Adolescents’ Sexuality: Pleasure Expectancies, Sexual Guilt, and Age of Sexual Debut

This study examined individual and familial influences on Black female adolescents’ (N = 1426) sexual pleasure expectancies, sexual guilt, and age of sexual debut using data from the National Longitudinal Study on Adolescent to Adult Health. Results indicated significant differences between Black female adolescents that were sexually active and those that were not. Religious importance, having a residential father, and perceived pubertal timing were significantly associated with sexual guilt and pleasure expectancies. Religious importance and perceived pubertal timing were also associated with later ages of sexual debut. These results have implications for sexuality education and future research using sex positive and intimate justice frameworks.

‘Why? And how?’ Translating queer theologies of sex education

ABSTRACT This paper engages with two overarching questions: why is engaging with queer theologies potentially valuable for sex education, and how can we carry out this kind of work without rendering sex education an expression of queer theological commitment? In responding to the first of these questions, I argue that working with queer theologies can offer sex education researchers another way of thinking about, and with, theology – one that resists positioning theology as inevitably heteronormative through its attention to the body, embraces the multiple possibilities of queer subjecthood, and attends to the importance of context in understanding how heteronormativity is both reproduced and resisted. Following this, I turn to the second question animating this paper, suggesting that if we are to avoid sex education sliding into an inevitable expression of queer theological commitment, what is needed is a methodology for the translation for sex education research, in which queer theologies can ‘meet’ with sex education without at the same time ‘merging’ with it. I demonstrate how this might be enacted through the symbol of the ‘Abrahamic threesome’, a queer symbolic device of my own design.

School context and content in Canadian sex education

Sex education, mandated in most Canadian schools, aims to teach youth about healthy sexual expression and relationships. However, programme delivery may vary widely, and sex education tends to focus on pregnancy and disease prevention and less on interpersonal issues such as relationships and violence. Sex education research tends to follow suit, focusing on dichotomous health outcomes rather than on how contextual factors, such as type of school, programme, tone, and teacher, may affect learning. This study expands this scope to include information about content presented in sex education (specifically related to relationships and sexual violence) as well as about school context, asking: Do amounts of information received in sex education about biology, relationships, and sexual violence, differ by school and programme context? Participants were 1845 undergraduates attending one of two post-secondary schools in Ontario, Canada. They completed an online survey about sexual information they had received. Independent variables included type of secondary school attended, sex education programme, and perceived tone of programme. MANCOVAs indicated that programme type and programme tone were linked with significant differences in amounts of biology, relationship, and violence messages received. Students reported the most content across all three areas was received in comprehensive sex education programmes. Safety-based programmes delivered the most information about biology and relationships, and pleasure-driven programmes delivered the most sexual violence information. School context may affect information amounts received about biology, relationships, and sexual violence, all important topics likely to contribute to the sexual health and safety of adolescents as they develop.

Innovation and Integration of Sexuality in Family Life Education.

As a fundamental aspect of the human experience, sexuality is experienced at every stage in the lifespan. Sexual values, behaviors, and health are important components of individual and family well-being. Educating about such a fundamental aspect of life is both obvious and crucial. In this article, we consider the potential of sexuality education in the field and profession of family life education (FLE). We critique sexuality education in the United States, and we critique the marginal place of human sexuality in the FLE field. We then offer recommendations for incorporating lifespan, socio-ecological, family systems and intersectionality into sexuality education, and recommendations for FLE and sexuality education research and practice. We argue that educating about sexuality in the context of FLE-and activating the profession of FLE for sexuality education-will strategically advance sexuality education, sexual health, and the field of FLE.

From missing to misdirected: young men’s experiences of sex education in Bangladesh

ABSTRACT Some sex education research in Bangladesh documents how young people receive sex education but the focus tends to be on the perspectives of teachers and parents; much less is said about how children and adolescents, especially boys, describe their experiences of sex education. This study begins to address this dearth of research. Using a Foucauldian, poststructuralist lens, the study discusses how nine Bangladeshi young men aged 19–24 learned about sex and sexuality during their adolescence, how they interpreted what they learned, and how their learning and experiences reproduce and/or disrupt dominant discourses related to sexuality and sex education. The paper highlights five themes derived from in-depth interviews: silence from parents, lack of school-based sex education, unreliable peer navigators, pornography as a negative force, and the relevance of embodied learning. Of these sources, peers, pornography and embodied learning were the most convenient and common sources of information about sex and sexuality. The study also reveals that what participants learned about sex and sexuality was often strongly gendered (e.g. reproducing hegemonic masculinity and undermining the need for girls’ consent), limited, partial, prohibitive, superficial and unreliable.

Bisexual Latino Men’s Motivations for Sex

Motivations for bisexual Latino men to have sex have been often overlooked in sexuality education research. This analysis examined the associations between motivations for sex (using the AMORE questionnaire) with a sample of 148 bisexual Latino men. We found that (1) depression was positively associated with sex to relieve stress; (2) machismo was positively associated with power-related sex for stress relief, pleasure, and, nurturance motives for sex; (3) procreative motives for sex were associated with perceived stress and not associated with familismo or religiosity. We conclude by presenting implications for sexuality education and therapeutic services for bisexual Latino men.

유아 성교육 관련 국내 학술지 연구 동향

유아 성교육 관련 국내 학술지 연구 동향

The research landscape of school-based sexuality education

PurposeThe purpose of this paper is to map and discuss the overall characteristics of international research on school-based sexuality education, published in academic journals, with a particular focus on the framing of non-conservative approaches including sexuality education research targeting young pupils 6-12 years of age.Design/methodology/approachThe paper draws upon the methodology of systematic research mapping and presents a broad overview of research on sexuality education in a school setting for pupils aged 6-16. The authors searched the leading bibliographic databases in the field, i.e., ERIC, PsycINFO, PubMed, Scopus, Australian Education Index, British Education Index and Education Research Complete, using the search terms “sexuality education” and “school” and “children” or “adolescents.” The mapping focused on articles published in peer-reviewed journals in English, German, Danish, Swedish or Norwegian, in the period 2000-2016.FindingsOut of 3,769 papers identified in the search process, a total of 576 papers were found to meet the inclusion criteria of the mapping. The mapping portrays a research landscape that is diverse and nuanced in terms of contextual, theoretical and methodological approaches, but also characterized by limitations. The findings point to the clear dominance of research on schools in English-speaking countries, conceptual research is scarce, and school-based sexuality education aimed at the youngest children seems to be neglected. The mapping identifies gaps in the literature that justify a call for more research from diverse sociocultural, political and geographical contexts, more conceptual research using social theory, and more research focusing on the potentials and challenges linked to sexuality education for younger pupils.Originality/valueThis paper offers a rare, if not the first, comprehensive overview of research on school-based sexuality education including a focus on younger school children 6-12 years of age.

Deciding to reveal sexual information and sexuality education in mother-daughter relationships

Communication privacy management theory informed this study of nine mothers and their 18- or 19-year-old daughters who were interviewed to understand privacy rule foundations that influence their decisions to reveal or conceal sexual information. Findings reveal the salience of motivation and the risk–benefit ratio when making decisions about revealing or concealing private information. Namely, mothers may have many motivations to talk to their daughters, whereas daughters are motivated to discuss sex with a trusted source. Mothers’ perceived risks of talking about sex included judgement from other parents, and daughters were concerned about disappointing their parents. Additionally, a privacy rule emerged during joint mother–daughter interviews that stipulated ‘we talk about everything but the details’, and mothers volunteered their privacy rule acquisition of talking about sex with daughters differently from the ways their mothers talked to them. The findings augment sex education research by showing how mothers and daughters who talk about sex assess their decisions to do so.

Rethinking difference and sex education: from cultural inclusivity to normative diversity

This paper aimed to problematise what is meant by ‘difference’ and consider what such a reinterpretation might mean for methodological interventions in sex education research. Our concern is the tendency for sex education research to treat difference as a set of categories to be ‘added-on’, such as religious difference, cultural difference and sexual plurality. The danger of this is that it leaves the normative unchallenged, confirming the hegemony of the heteronormative, unraced subject. Constructing difference as an ‘add-on’ fails to address how young people locate themselves in a world in which they negotiate their sexualities through complex ‘glocal’ routes in popular and youth culture. We argue that decentring methodological strategies are required which draw on critiques made by post-colonial and decolonising methodologies. In the first section of the paper, we review the problem of difference, and how it is considered within current debates in youth and sexualities research. This frames a reflection on rethinking our own methodological practices through a consideration of two research moments. In the conclusion, we propose a metaphorical framework to scaffold a reimagining of methodological approaches to ensure that the normative is always a question mark.

Queer breeding: historicising popular culture, homosexuality and informal sex education

Through an analysis of gay protest music (1975) and an educational kit for students (1978), both sponsored by the Campaign for Homosexual Equality in the UK, this paper brings into focus a history of gay rights activists' efforts to marshal popular culture in the development of informal sex education for young people in the second half of the 1970s. Through a reparative critique of prevailing therapeutic research methodologies, and through a theoretical deployment of notions of methodological reconciliation and queer breeding, it makes the case for the importance of historical methods in contemporary sex education research.

The methodological im/possibilities of researching sexuality education in schools: working queer conundrums

This paper reflects on the im/possibilities and conundrums of researching sexuality education queerly within schooling contexts, and draws on theory to explore the potential of two approaches to analytical ‘messiness’ that may provoke ways of thinking about researching sexuality education and which hold possibilities for more queerly knowing the unexpected. While acknowledging the challenges of researching queerly in schools, it is argued that methodological conundrums that emerge in school-based sexuality education research can push ethnographers' working queerly to develop capacities to think the unthought more fully. Drawing on data from two ethnographic case studies, this paper uses affect theory and the notion of aporias to more fully understand and begin to re-imagine the im/possibilities of researching queerly in schools. It is suggested that in foregrounding analytical conundrums, ethnographers need to cultivate an ongoing uncomfortable reflexivity that can recognise and draw on the generative potential of paradox, uncertainty and ambiguity when researching in schools.