Educating Teenage Boys About Consent: The Law and Affirmative Consent in Boys' Socio-Sexual Cultures and Subjectivities.
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| Title: | Educating Teenage Boys About Consent: The Law and Affirmative Consent in Boys' Socio-Sexual Cultures and Subjectivities. |
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| Authors: | Setty, Emily1 (AUTHOR) Emily.setty@surrey.ac.uk |
| Source: | Sex Roles. Nov2022, Vol. 87 Issue 9/10, p515-535. 21p. 1 Chart. |
| Subject Terms: | *Masculinity, Teenage boys, Sexual consent, Sex education for boys, Sexual assault, Teenagers' sexual behavior, Heterosexuality |
| Geographic Terms: | England |
| Abstract: | Educating boys about consent in schools in England is required as part of the now-statutory Relationships, Sex, and Health Education curriculum and, moreover, is considered important for addressing sexual violence, abuse, and harassment among young people. The present paper draws on qualitative data collected in three schools in southeast England to explore how boys are being taught about consent and how they relate to and interpret educational messages about consent in terms of their sociosexual subjectivities and peer sexual cultures. Data was collected during May–June 2022 through classroom observations, focus groups with boys, and discussions with teachers in a co-educational academy, a boys' academy, and a boys' independent school, all in southeast England. The data suggests that while typical consent education messages may rationalise or provide a 'road map' for consent, the boys felt uncertain and anxious about navigating the perceived, often anticipated, realities of youth sexual culture. The framing of sexual activity as only consensual, and thus legitimate, if there is a clear and direct yes, conflicted with these realities. As supposed initiators of sex, as masculine heterosexual subjects, the boys felt a responsibility for obtaining consent yet seemed to lack confidence regarding the socio-affective skills required for doing so. The paper calls for an integrated model of consent education that addresses knowledge, skills (including emotional literacy), and the normative contextual contingencies that constrain the operation of free choice. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Educating boys about consent in schools in England is required as part of the now-statutory Relationships, Sex, and Health Education curriculum and, moreover, is considered important for addressing sexual violence, abuse, and harassment among young people. The present paper draws on qualitative data collected in three schools in southeast England to explore how boys are being taught about consent and how they relate to and interpret educational messages about consent in terms of their sociosexual subjectivities and peer sexual cultures. Data was collected during May–June 2022 through classroom observations, focus groups with boys, and discussions with teachers in a co-educational academy, a boys' academy, and a boys' independent school, all in southeast England. The data suggests that while typical consent education messages may rationalise or provide a 'road map' for consent, the boys felt uncertain and anxious about navigating the perceived, often anticipated, realities of youth sexual culture. The framing of sexual activity as only consensual, and thus legitimate, if there is a clear and direct yes, conflicted with these realities. As supposed initiators of sex, as masculine heterosexual subjects, the boys felt a responsibility for obtaining consent yet seemed to lack confidence regarding the socio-affective skills required for doing so. The paper calls for an integrated model of consent education that addresses knowledge, skills (including emotional literacy), and the normative contextual contingencies that constrain the operation of free choice. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 03600025 |
| DOI: | 10.1007/s11199-022-01335-9 |
