Sex Education Gains Strength in Mexican Public Schools

1994 ◽  
Vol 20 (2) ◽  
pp. 73
Author(s):  
Rebecca Turner
Keyword(s):  
Public Schools ◽  
Sex Education

The Role of Single-Sex Education in the Academic Engagement of College-Bound Women: A Multilevel Analysis

2013 ◽  
Vol 115 (1) ◽  
pp. 1-27
Author(s):  
Linda J. Sax ◽  
Tiffani A. Riggers ◽  
M. Kevin Eagan
Keyword(s):  
Public Schools ◽  
High Schools ◽  
Sex Education ◽  
Academic Engagement ◽  
Research Question ◽  
School Level ◽  
Future Research ◽  
Single Sex ◽  
Single Sex Education

Background/Context As opportunities for public and private single-sex education have expanded, the debate surrounding this issue has become more heated. Recent reviews of research on single-sex education have concluded that the evidence is mixed, due in large part to the difficulty of attributing differences between single-sex and coeducational students specifically to the single-sex nature of their experience, as opposed to other differences between single-sex and coeducational schools and their attendees. This study comes at a time of renewed national interest in the value and appropriateness of single-sex education, especially as changes to Title IX have expanded the opportunities to establish single-sex classes and activities, and contributes new data with a focus exclusively on the academic engagement of female students from single-sex and coeducational high schools. Purpose/Objective/Research Question/Focus of Study This study addresses whether levels of academic engagement differ between single-sex and coeducational settings. Research Design The study uses self-reported survey data and multilevel modeling to address secondary school-level effects in a national sample of women entering college. Findings/Results The analyses suggest that attendance at a single-sex high school remains a significant predictor of academic engagement even after controlling for the confounding role of student background characteristics, school-level features, and peer contexts within each school. Specifically, women attending all-girls high schools report higher levels of academic engagement across numerous fronts: studying individually or in groups, interacting with teachers, tutoring other students, and getting involved in student organizations. However, these results may also be attributed to other features that differentiate single-sex from coeducational schools, such as smaller enrollments and racial/ethnic diversity of the schools in this study. Conclusions/Recommendations Although the results of this study support the claims that all-female environments provide a unique opportunity for young women to thrive, these results should be interpreted with some caution. Because of the limitations of the study, it is difficult to make definitive inferences about the relationship between single-sex education and academic engagement, and we cannot assert with confidence that school gender alone is responsible for higher academic engagement. The study points the way for future research that further distinguishes the role of individual and school-level attributes and ideally examines this issue using longitudinal data. Finally, given the current expansion of single-sex education in the public schools, future research ought to employ these methodological advances in studies on single-sex public education and should consider the consequences of single-sex settings for both female and male students.

Objectification Found in High School Girls’ Experience With Dress Code Enforcement

2021 ◽  
pp. 0887302X2110584
Author(s):  
Heejin Lim ◽  
Shannon Lennon ◽  
Domenique Jones
Keyword(s):  
High School ◽  
Public Schools ◽  
Sex Education ◽  
Adolescent Girls ◽  
Dress Code ◽  
Daily Lives ◽  
High School Girls ◽  
School Girls ◽  
Self Objectification ◽  
Code Enforcement

Grounded in objectification theory, this study was conducted to uncover adolescent girls’ experience of dress regulations in US public schools. We conducted in-depth personal interviews with thirteen high school girls to explore internal, interpersonal, and contextual factors that might aggregate or alleviate objectifying conditions. Three overarching thematic categories emerged including (1) dressing as a life skill, (2) experiencing a sexually objectifying environment, (3) coping with the sexually objectifying environment. Eight subthemes captured under these thematic categories depicted how the school dress code is experienced and embodied by adolescent girls in their daily lives. Our findings demonstrated how the methods of school dress code enforcement and sex education promote a sexually objectifying environment in which girls feel physically and psychologically unsafe. Also, the findings of this study revealed that girls experience body shame, self-objectification, and powerlessness through dress code enforcement and sex education in school. Implications are discussed.

Predictors of Access to Sex Education for Children With Intellectual Disabilities in Public Schools

2014 ◽  
Vol 52 (2) ◽  
pp. 85-97 ◽  
Author(s):  
Lucy Barnard-Brak ◽  
Marcelo Schmidt ◽  
Steven Chesnut ◽  
Tianlan Wei ◽  
David Richman
Keyword(s):  
Public Schools ◽  
Sex Education ◽  
Demographic Variable ◽  
The United States ◽  
Special Education Services ◽  
Expressive Communication ◽  
Transition Study ◽  
National Longitudinal Transition Study ◽  
To Receive ◽  
Teacher Opinions

Abstract Data from the National Longitudinal Transition Study—2 (SRI International, 2002) were analyzed to identify variables that predicted whether individuals with intellectual disability (ID) received sex education in public schools across the United States. Results suggested that individuals receiving special education services without ID were only slightly more likely to receive sex education than students with mild ID (47.5% and 44.1%, respectively), but the percentage of students with moderate to profound ID that received sex education was significantly lower (16.18%). Analysis of teacher opinions and perceptions of the likelihood of the students benefiting from sex education found that most teachers indicated that students without ID or with mild ID would benefit (60% and 68%, respectively), but the percentage dropped to 25% for students with moderate to profound ID. Finally, across all students, the only significant demographic variable that predicted receipt of sex education was more expressive communication skills. Results are discussed in terms of ensuring equal access to sex education for students with ID in public schools.

Urban Elementary Single-Sex Math Classrooms

2016 ◽  
Vol 52 (3) ◽  
pp. 370-398 ◽  
Author(s):  
Anica G. Bowe ◽  
Christopher D. Desjardins ◽  
Lesa M. Covington Clarkson ◽  
Frances Lawrenz
Keyword(s):  
Public Schools ◽  
Sex Education ◽  
Low Income ◽  
Cognitive Theory ◽  
Sixth Graders ◽  
Theory Of Change ◽  
African American Girls ◽  
Achievement Gains ◽  
Single Sex ◽  
Academic Stereotypes

This study utilized a mixed-methods approach to holistically examine single-sex and coeducational urban elementary mathematics classes through situated cognitive theory. Participants came from two urban low-income Midwestern elementary schools with a high representation of minority students ( n = 77 sixth graders, n = 4 teachers, n = 2 principals). Findings demonstrate that African American girls made more math achievement gains in single-sex classrooms; single-sex classrooms might mitigate math academic stereotypes for students and teachers; and that important contextual factors play a role in these outcomes. Testing these factors is a step toward delineating a theory of change for single-sex education in urban public schools.

scholarly journals Programming for HIV prevention in Mexican schools

2003 ◽  
Keyword(s):  
Public Schools ◽  
Teacher Training ◽  
Hiv Prevention ◽  
Sex Education ◽  
Sexuality Education ◽  
School Students ◽  
National Education ◽  
School Based ◽  
Teacher Training Programs ◽  
Mexican Schools

As national education programs incorporate HIV prevention into school curriculums, policymakers and educators need to know what they can expect from these initiatives. Can such courses influence the behavior of students and improve their knowledge and attitudes? If not, what can these courses reasonably be expected to accomplish, and what part can they play in overall HIV programming for youth? To help answer these questions, the Mexican Institute of Family and Population Research (IMIFAP), the Mexican Ministry of Public Education (SEP), and the Horizons Program examined the effects of a school-based HIV-prevention program on Mexican secondary-school students. All public schools in Mexico must implement sexuality education and teacher-training programs, although the content is left to each state’s discretion. Students must pass this class just as they would other courses in the curriculum. With approval from SEP, a leading Mexican NGO (IMIFAP) experienced in designing sex education courses developed the curriculum and the teacher-training program used in this study. The 30-session student curriculum, described in this brief, focuses on a broad range of topics that aim to equip students with information and skills to prevent HIV infection.

scholarly journals Reproductive health problems and their awareness among adolescent girls: a clinical study

2019 ◽  
Vol 8 (10) ◽  
pp. 3870
Author(s):  
Sumedha Sharma ◽  
Puja Sharma
Keyword(s):  
Public Schools ◽  
Reproductive Health ◽  
Sex Education ◽  
Adolescent Girls ◽  
Access To Health Care ◽  
Population Group ◽  
Age At Menarche ◽  
Cross Sectional ◽  
The Government ◽  
Tract Infections

Background: The adolescent girls constitute a heterogeneous group who are at risk of various reproductive and gynecological problems. A number of health schemes are already aimed at targeting the needs of this special population. This study was aimed at identifying the special needs of this population group in respect of medical and reproductive health so as to provide a feedback for ongoing health schemes.Methods: This study was a cross sectional analytical study conducted among adolescent girls attending various government and public schools in Lucknow city and adolescent girls presenting to Gynecology OPD of Queen Mary’s Hospital for various complaints in a span of one year from June 2007 to June 2008. After taking consent, the girls were subjected to a questionnaire consisting of epidemiological parameters and questions regarding menstruation, pregnancy, birth spacing, contraception, abortion, RTI/STD, sex education. This data was later analysed. Those presenting to the OPD of Queen Mary Hospital were subjected to further examination and tests depending on their complaints.Results: A total of 1127 adolescent girls in the age group of 10-19 consented and were included in the study. Awareness regarding the contraceptive methods available was present in only 57.8%. 14% (164) girls were aware of reproductive tract infections and sexually transmitted diseases. However, 61% (687) girls were aware about HIV/AIDS in particular. The mean age at menarche was 11.9±1.0 years. 21.5% had some menstrual problem. There were 34 cases of teenage pregnancy.Conclusions: Our study revealed substantial lacunae in the knowledge and attitude of young adolescent girls towards reproductive and sexual health. Despite various targeted health programs from the government, there is a still a need to further our efforts to improve access to health care and adopt methods to improve awareness regarding the health issues of adolescents.

Introduction

2018 ◽  
Author(s):  
Jennifer Ingleheart
Keyword(s):  
Public Schools ◽  
Sex Education ◽  
First World War ◽  
History Of Sexuality ◽  
World War ◽  
War Poetry ◽  
Classical Education ◽  
History Of ◽  
First World ◽  
The Way

The little-known figure of Philip Gillespie Bainbrigge is introduced to the reader, and his clandestine writings and importance for the history of sexuality and Classical Reception are outlined. A brief biography sketches Bainbrigge’s education at Eton and Cambridge, his many homosexual friends, and his career as a schoolmaster at Shrewsbury. The Introduction examines his participation in a secretive culture in which men shared private homoerotic writings with each other. It examines Bainbrigge’s wartime friendship with Wilfred Owen, and his own war poetry, in the context of scholarship on homoeroticism and First World War poetry. It lays out the way in which classical education and the history of sexuality are intimately linked, exploring the institutionalization of the Classics in public schools, attempts to censor ancient sexuality, and sex education.

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