Intersections of Class and Gender in Learners' Conceptualisations of Sexuality Education at a Private, All-Girls School

Autor/in	Kuhl, Kylie
Titel	Intersections of Class and Gender in Learners' Conceptualisations of Sexuality Education at a Private, All-Girls School
Quelle	In: South African Journal of Education, 41 (2021), Artikel 2016 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kuhl, Kylie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Social Class; Private Schools; Single Sex Schools; Females; Sex Education; Grade 10; High School Students; Gender Issues; Social Influences; Social Capital; Diversity; LGBTQ People; Social Bias; Early Parenthood; Pregnancy; Power Structure; South Africa + Suchen Sie Ihr Suchwort? Ausland; Social classes; Soziale Klasse; Private school; Privatschule; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Weibliches Geschlecht; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Geschlechterfrage; Sozialer Einfluss; Sozialkapital; Schwangerschaft; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In this article I explore the role that class, and its intersections with gender, play in shaping the way that learners at a private, all-girls school in South Africa conceptualise their sexuality education. Drawing on data from focus group discussions with 2 friendship groups of Grade 10 learners, the evidence reveals the multiple, intersecting and contradictory ways in which middle-class young women navigate class and gender. Firstly, learners, in drawing on a discourse of middle-class excellence, reproduced class difference in their discussion of attending a private school. Secondly, they drew on this class capital to position themselves as immune to many of the issues dealt with in sexuality education, particularly teenage pregnancy. Finally, a discussion of the gender exclusivity of their school revealed that this class capital was not always available to them, as they prioritised a discourse of heterosexual desirability over middle-class excellence in speaking about their interactions with boys. The findings reveal the complex and changing ways in which young middle-class women discursively reproduce, resist and navigate the intersecting classed and gendered systems of power that shape their particular schooling context. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01