Men Engaging Boys in Healthy Masculinity through School-Based Sexual Health Education

Autor/in	Claussen, Caroline
Titel	Men Engaging Boys in Healthy Masculinity through School-Based Sexual Health Education
Quelle	In: Sex Education: Sexuality, Society and Learning, 19 (2019) 2, S.115-129 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1811
DOI	10.1080/14681811.2018.1506914
Schlagwörter	Males; Masculinity; Sex Education; Health Education; Foreign Countries; Sexuality; Single Sex Classes; Facilitators (Individuals); Learner Engagement; Early Adolescents; Power Structure; Ideology; Canada (Calgary) + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; Männlichkeit; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Ausland; Sexualität; Single-sex classes; Single-sex schools; Single sex schools; Getrenntgeschlechtliche Erziehung; Schule; Ideologie
Abstract	Young people's sexual health is a significant concern to parents, educators, health professionals and policy makers in Canada. However, challenges exist with respect to the nature of school-based sexual health education content and mode of delivery. These include the lack of attention paid to the impact of gender ideologies on the development and expression of youth sexuality, and the tendency to exclude boys and young men by focusing primarily on the sexual and reproductive needs of girls and young women. This article discusses findings from a participant observation and focus group study conducted with the facilitators of WiseGuyz, a school-based sexual health and healthy relationship programme, which involves boys aged 13-15 years in Calgary, Alberta. Findings suggest that the process of facilitation is as important as curriculum content in securing positive outcomes for young men. Implications for school-based sexual health education and further research in this area are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01