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'Sex Education Should be Taught, Fine... But We Make Sure They Control Themselves:' Teachers' Beliefs and Attitudes towards Young People's Sexual and Reproductive Health in a Ugandan Secondary School

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Bibliographic Details
Title: 'Sex Education Should be Taught, Fine... But We Make Sure They Control Themselves:' Teachers' Beliefs and Attitudes towards Young People's Sexual and Reproductive Health in a Ugandan Secondary School
Language: English
Authors: Iyer, Padmini, Aggleton, Peter
Source: Sex Education: Sexuality, Society and Learning. 2013 13(1):40-53.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 14
Publication Date: 2013
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Sex Education, Secondary Schools, Secondary School Students, Secondary School Teachers, Qualitative Research, Sex Stereotypes, Sex Role, Adolescents, Acquired Immunodeficiency Syndrome (AIDS), Focus Groups, Interviews, Teacher Attitudes
Geographic Terms: Uganda
DOI: 10.1080/14681811.2012.677184
ISSN: 1468-1811
Abstract: Although schools have been identified as important settings in which young people's sexual and reproductive health (SRH) can be promoted, there has been limited research into the role of teachers in delivering sex education programmes. This paper describes findings from a qualitative study of teachers' beliefs and attitudes towards young people's SRH in a Ugandan secondary school, and discusses the ways in which conservative attitudes to young people's sexual activity and an adherence to gender stereotypes can limit students' access to SRH information and services. Teachers' attitudes, beliefs and often superstitions relating to young people's sexual activity inevitably affect the content and nature of school-based sex education. Findings from this preliminary study suggest that, rather than assuming teachers act as neutral delivery mechanisms in schools, these attitudes and beliefs must be taken into consideration and addressed in the development of school-based sex education programmes. (Contains 9 notes.)
Abstractor: As Provided
Number of References: 30
Entry Date: 2014
Accession Number: EJ1012376
Database: ERIC
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Abstract:Although schools have been identified as important settings in which young people's sexual and reproductive health (SRH) can be promoted, there has been limited research into the role of teachers in delivering sex education programmes. This paper describes findings from a qualitative study of teachers' beliefs and attitudes towards young people's SRH in a Ugandan secondary school, and discusses the ways in which conservative attitudes to young people's sexual activity and an adherence to gender stereotypes can limit students' access to SRH information and services. Teachers' attitudes, beliefs and often superstitions relating to young people's sexual activity inevitably affect the content and nature of school-based sex education. Findings from this preliminary study suggest that, rather than assuming teachers act as neutral delivery mechanisms in schools, these attitudes and beliefs must be taken into consideration and addressed in the development of school-based sex education programmes. (Contains 9 notes.)
ISSN:1468-1811
DOI:10.1080/14681811.2012.677184