Barriers to Discussing Comprehensive Sexuality Education: A Qualitative Study of Home Tutor-Student Interpersonal Communication in Bangladesh
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| Title: | Barriers to Discussing Comprehensive Sexuality Education: A Qualitative Study of Home Tutor-Student Interpersonal Communication in Bangladesh |
|---|---|
| Language: | English |
| Authors: | Arnab Biswas (ORCID |
| Source: | Sex Education: Sexuality, Society and Learning. 2025 25(3):454-463. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Sex Education, Barriers, Sexuality, Access to Education, Cultural Influences, Social Influences, Interpersonal Relationship, Individual Characteristics, Interpersonal Communication, Censorship, Risk, Teaching Methods, Controversial Issues (Course Content), Teacher Role, Foreign Countries, Home Schooling, Home Programs |
| Geographic Terms: | Bangladesh |
| DOI: | 10.1080/14681811.2024.2321951 |
| ISSN: | 1468-1811 1472-0825 |
| Abstract: | Comprehensive sexuality education (CSE) has a key role to play in promoting healthy living and preventing sexual health problems among adolescents. However, students in Bangladesh do not receive comprehensive sexuality education, which is a major concern. This study investigated barriers preventing home tutors from discussing CSE with their students. To investigate this phenomenon, focus group discussions were conducted using Communication Accommodation Theory as a theoretical framework. After analysing the data thematically, three key themes were identified: cultural and societal influences, interpersonal dynamics, and individual factors and professional concerns. These themes revealed barriers to open communication such as conservatism, censorship, the risk of job loss, and so forth. Findings from this study show that tutors adjust their teaching according to perceived societal needs. When faced with barriers in discussing sex and relationship topics, they tended to avoid the subject and turn their attention to other matters. Strategies are needed to support tutors in overcoming these barriers, including providing them with knowledge, resources, and training in comprehensive sexuality education. Empowering tutors will enable them to more effectively encourage learning about sex, sexuality and sexual health among their students. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1467403 |
| Database: | ERIC |
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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwFmDWlL3gLinJUoy0MM1B0xAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDDtrsybFeQAPSpPvlgIBEICBm7ifRZe6JW8tumUeXgERvfupc1w24JQr8cCut9yBN6J7-LSmtPjhWFW_DStqvC__zHW61ck1kVKsIgUkYlNjJaYjBTGaNSk8Xp7_2bn_eJ-zZMcLAycFS-tY_w-IXCQkDzNriXNf8uJVrdxv3LyJwFt846OjxBcjkb6PvJ1hZkNIgbaxRNd1VI7ZkmgApcE698eHW9i3BZNEkqRn Text: Availability: 1 Value: <anid>AN0184467947;bf401may.25;2025Apr16.04:40;v2.2.500</anid> <title id="AN0184467947-1">Barriers to discussing comprehensive sexuality education: a qualitative study of home tutor-student interpersonal communication in Bangladesh </title> <p>Comprehensive sexuality education (CSE) has a key role to play in promoting healthy living and preventing sexual health problems among adolescents. However, students in Bangladesh do not receive comprehensive sexuality education, which is a major concern. This study investigated barriers preventing home tutors from discussing CSE with their students. To investigate this phenomenon, focus group discussions were conducted using Communication Accommodation Theory as a theoretical framework. After analysing the data thematically, three key themes were identified: cultural and societal influences, interpersonal dynamics, and individual factors and professional concerns. These themes revealed barriers to open communication such as conservatism, censorship, the risk of job loss, and so forth. Findings from this study show that tutors adjust their teaching according to perceived societal needs. When faced with barriers in discussing sex and relationship topics, they tended to avoid the subject and turn their attention to other matters. Strategies are needed to support tutors in overcoming these barriers, including providing them with knowledge, resources, and training in comprehensive sexuality education. Empowering tutors will enable them to more effectively encourage learning about sex, sexuality and sexual health among their students.</p> <p>Keywords: Comprehensive sexuality education; barriers; home tutor; interpersonal communication; Bangladesh</p> <hd id="AN0184467947-2">Introduction</hd> <p>Home tuition is a long-standing practice in Bangladesh. Those who teach students in the student's own home are referred to as home or personal tutors. In Bangladesh, private tutoring is sometimes called shadow education, constituting a form of supplementary teaching that takes place outside of formal education. The tutors concerned may be qualified teachers or well respected college and university students (Nath [<reflink idref="bib18" id="ref1">18</reflink>]). They may have positive discussions with students about various topics, including sexuality education (Phillips [<reflink idref="bib23" id="ref2">23</reflink>]).</p> <p>Comprehensive sexuality education (CSE) is a curriculum-driven teaching process that engages with the physical, cognitive, emotional, and social aspects of sexuality (Banerjee and Rao [<reflink idref="bib3" id="ref3">3</reflink>]). Among other things, it addresses sexual and reproductive anatomy and physiology; puberty and menstruation; reproduction, contraception, pregnancy and childbirth; and STIs, including HIV and AIDS (UNESCO [<reflink idref="bib31" id="ref4">31</reflink>]). Bangladeshi school textbooks on biology, general science, and physical education make some limited reference to CSE (Khan [<reflink idref="bib13" id="ref5">13</reflink>]). The topics covered include puberty, reproductive health, HIV and AIDS. However, the information provided is partial, limited, and incomplete (Khan [<reflink idref="bib12" id="ref6">12</reflink>]). Moreover, only those students who choose the science stream in secondary education (grades nine to ten) and higher secondary education (grades eleven to twelve) can study biology. Those in other streams (Humanities and Business Studies) of secondary education must rely solely on the limited information available in a book titled "Physical Education, Health Science, and Sports." However, there isn't a corresponding book available for higher secondary (Humanities and Business Studies) students. For students in grades six to eight, they are offered a separate book titled "Physical Education and Health" for their studies.</p> <p>A qualitative change is, however, underway with a new curriculum being introduced in Bangladesh, which will do away with streams for students. However, this new curriculum has only been partially introduced. Students in grades one, six and seven received books based on the new curriculum in 2023. Students in grades two, three, four, eight, and nine will experience the new curriculum in 2024. Finally, students in grades five and ten will receive new books in January 2025 (Alamgir [<reflink idref="bib1" id="ref7">1</reflink>]). Within this new curriculum, a book on 'Wellbeing' that covers some (but not all) topics relevant to CSE.</p> <p>This partial approach to CSE is incapable of offering sufficient information to young people about good physical, mental and sexual health, causing young people to grow up in a way that does not encourage them to show an equitable, non-violent, and respectful attitude towards peers' sex, sexuality, and sexual diversity (Bhuiyan [<reflink idref="bib4" id="ref8">4</reflink>]; Khatoon [<reflink idref="bib15" id="ref9">15</reflink>]; Khan [<reflink idref="bib12" id="ref10">12</reflink>]). In these circumstances, personal tutoring may have a role to play as a supportive intervention (Thomas and Hixenbaugh [<reflink idref="bib29" id="ref11">29</reflink>]) to assist students with personal matters (Dobinson-Harrington [<reflink idref="bib8" id="ref12">8</reflink>]).</p> <p>Students prefer to communicate with those with whom they feel comfortable. This person can be a teacher or someone they have a good relationship with (Owen [<reflink idref="bib21" id="ref13">21</reflink>]; Sosabowski et al. [<reflink idref="bib28" id="ref14">28</reflink>]). Research from an educational perspective suggests that a personal tutor can be helpful for students (Ghenghesh [<reflink idref="bib10" id="ref15">10</reflink>]; Yale [<reflink idref="bib32" id="ref16">32</reflink>]). Other work has suggested that male and female students may require different communication approaches when taught by their teachers (Aylor [<reflink idref="bib2" id="ref17">2</reflink>]). Yet other research has explored different teaching strategies and how they impact students' learning.</p> <p>Reviewing the published literature between 1983 to 1990, Nussbaum ([<reflink idref="bib20" id="ref18">20</reflink>]) demonstrates how teachers' behaviour can influence their students. Braine and Parnell's ([<reflink idref="bib6" id="ref19">6</reflink>]) study shows that private tutoring requires a variety of skills and the development of a positive relationship with students. This positivity can significantly influence learning and decision-making processes. However, in the realm of home tutoring, there is disagreement regarding engaging students in CSE, and the prevalence of a culture of silence is significant (Khan and Raby [<reflink idref="bib14" id="ref20">14</reflink>]).</p> <p>In Bangladesh, as in other conservative countries, adolescents mostly learn about sex, sexuality and relationships from peers, pornography, and embodied learning. Pornography includes digital sexual content that young people access through the Internet whereas embodied learning is the process of acquiring knowledge or skills through the active involvement of the body in the learning experience, including through masturbation (Khan and Raby [<reflink idref="bib14" id="ref21">14</reflink>]).</p> <p>Other factors, including individual, interpersonal, cultural, religious, and organisational factors, are reasons for inadequate CSE in schools in Bangladesh (Roy, Hossain, and Ghosh [<reflink idref="bib25" id="ref22">25</reflink>]). As a result, young people find themselves vulnerable to sexually transmitted infections, late-term abortions, sexual violence, reproductive tract infections, and premarital pregnancies (Cash et al. [<reflink idref="bib7" id="ref23">7</reflink>]). Adolescent girls in rural areas in particular have misconceptions about when they are fertile, reproduction, sexually transmitted infections, and HIV (Uddin and Choudhury [<reflink idref="bib30" id="ref24">30</reflink>]).</p> <p>Regarding cultural norms, boys have little opportunity to talk about issues of sex and relationships within the family, and mothers in particular hesitate to discuss the topic with their sons (Nolin and Petersen [<reflink idref="bib19" id="ref25">19</reflink>]). Similar findings have been documented in research conducted elsewhere in Asia. Mahajan and Sharma's ([<reflink idref="bib17" id="ref26">17</reflink>]) study in India noted that in rural areas, most parents avoid discussing CSE with their daughters because they consider the subject embarrassing and taboo. Lack of knowledge is another barrier for parents, and overly authoritarian behaviour can hamper open conversation about sex and relationships (Lee et al. [<reflink idref="bib16" id="ref27">16</reflink>]).</p> <p>To date, research on sexuality education for adolescents' and young people has focused on parent, teacher, and young people's perspectives. Less attention has been given to cultural issues, the experiences of different socio-economic groups, and religious factors, especially in the Global South. Virtually no attention has been given to the education about sex, sexuality and relationships young people receive through the provision of education in out-of-school settings and the barriers home tutors face in discussing CSE topics. We therefore set out to address this gap.</p> <hd id="AN0184467947-3">Theoretical framework</hd> <p>The conceptual framework provided by Communication Accommodation Theory informed this study. According to this theory, individuals adjust their talk when engaging in conversation, so as to utilise the forms of speech that are approved, or disapproved of, within a particular context or setting (Bourhis and Giles [<reflink idref="bib5" id="ref28">5</reflink>]). Simmons-‐mackie ([<reflink idref="bib26" id="ref29">26</reflink>]) suggests that this adjustment may encompass language use, pronunciation, timing, loudness, discourse style, and nonverbal communication (Bourhis and Giles [<reflink idref="bib5" id="ref30">5</reflink>]; Dragojević, Gasiorek, and Giles [<reflink idref="bib9" id="ref31">9</reflink>]). Parcha ([<reflink idref="bib22" id="ref32">22</reflink>]) identifies two key components to the adjustment: convergence, which refers to similarities in communication; and divergence, which pertains to differences in communication (Giles et al. [<reflink idref="bib11" id="ref33">11</reflink>]). The theory finds applications in various fields, including interpersonal communication, health, sociology, psychology, and more.</p> <p>With this framework in mind, the objective of this study was to investigate the processes and barriers that prevent home tutors from engaging in CSE discussions with their students. In this regard, our research question is as follows: what are the barriers preventing home tutors from discussing CSE openly with their students?</p> <hd id="AN0184467947-4">Methods</hd> <p>This study used a qualitative approach to explore the barriers that prevent home tutors from discussing CSE in detail with their students. A total of 14 home tutors purposively selected from a larger group of home tutors responding to a survey, participated in three focus group discussions. Previous studies of health-related issues, including experiences and barriers, have effectively utilised a focus group approach (Ramsay et al. [<reflink idref="bib24" id="ref34">24</reflink>]; Skjutar et al. [<reflink idref="bib27" id="ref35">27</reflink>]).</p> <hd id="AN0184467947-5">Participants</hd> <p>An initial demographic survey was conducted with 54 home tutors in Cumilla City in Bangladesh. The survey has a particular focus on home tutors who taught biology and physical education, the subjects in which CSE topics are mostly offered to students in Bangladesh. 25 participants said that they taught biology or physical education and 14 of these 25 participants then provided their consent to participate in a focus group discussion. Five male home tutors and two female home tutors taught biology. Five male home tutors and two female home tutors taught physical education.</p> <hd id="AN0184467947-6">Data collection</hd> <p>Data were collected by means of three focus group discussions. Questions explored the barriers perceived as preventing home tutors from discussing CSE with their students. Two in-person focus group discussions were held with male tutors, with five tutors participating in each group. A separate online focus group discussion was conducted via Zoom with four female tutors. Each session lasted about two hours in duration. Participants' consent was obtained, and their permission to record the interviews was given.</p> <hd id="AN0184467947-7">Data analysis</hd> <p>Focus group discussions were recorded, transcribed and translated into English. Informed by the convergence and divergence framework, the analytic process involved generating codes which were applied to words or sentences carrying particular meanings, facilitating the identification of barriers. After identifying a range of perceived barriers, three themes were developed from a conceptual base that focused on interdependency and relationality. All the authors were involved in the development of these themes. ATLAS.ti 23 software for qualitative data analysis was used to help with data management and analysis.</p> <p>This study was approved by the Academic Research Approval Committee, Department of Mass Communication and Journalism, Comilla University, Bangladesh.</p> <hd id="AN0184467947-8">Findings</hd> <p>Initially, 10 barriers were identified that home tutors reported facing when they tried to teach their students CSE. Following an analysis of these barriers, three themes were identified:</p> <p></p> <ulist> <item> Cultural and societal influences</item> <p></p> <item> Interpersonal Dynamics</item> <p></p> <item> Individual factors and professional concerns</item> </ulist> <hd id="AN0184467947-9">Cultural and societal influences</hd> <p>Cultural and societal influences influenced what home tutors were able to talk about with students, highlighting the impact of conservatism, censorship, and social norms on discussion about sexual matters. Tutors found themselves having to navigate self-imposed and external censorship, and societal expectations that foster a culture of silence about CSE.</p> <p>Parents were reported to hold conservative views that led them to have a negative perception of CSE. As Tutor-10 (male, age 20, Biology) put it</p> <p>I am unable to discuss CSE with my students due to the conservatism of both myself and the families of the students. They perceive this education negatively, and I also believe that CSE does not need to be discussed with my students.</p> <p>Censorship by societal expectations, affected not only parents and guardians but also tutors when discussing CSE-related topics. Tutors felt the need to censor what they said so as not to give a negative impression in the eyes of students. Tutor-5 (male, age 24, Physical Education) stated</p> <p>At times, I censor my discussion because I am aware that my lessons on CSE are not received positively by students. Another reason for censoring my talk is the fear of losing my tuition [job].</p> <p>In Bangladesh, strong social norms promote silence about sexual matters, underplay notions of consent, and promote adherence to heteronormativity. Breaking these norms and initiating discussion on these topics can create a difficult situation for tutors. The emphasis on silence and adherence to traditional norms hampers any form of open conversations. Tutor-1 (male, age 21, Physical Education) put it</p> <p>Norms are highly valued within families, and this sometimes creates a challenge for me to discuss CSE. As students' families practice and reinforce these norms, it becomes difficult to change their mindset.</p> <hd id="AN0184467947-10">Interpersonal dynamics</hd> <p>Findings revealed an intricate interplay between a guardian's mentality, age gap, and gender differences. The nuanced relationships between tutors and students, influenced by guardians' perspectives, generational gaps, and gender-related attitudes, form a critical backdrop to the challenges faced in CSE discourse.</p> <p>Children spend a significant amount of time under their parents' guidance. They establish close relationships with their parents elder brothers, and sisters. Home tutors can face challenges because of this, especially when navigating resistance from guardians. Tutor- 13 (female, age 23, Physical Education) expressed</p> <p>The guardian's mentality is a barrier to discussing CSE with students. They have a negative perspective on this topic and discourage such discussions. They are unwilling to teach their children about CSE because they consider it taboo and unnecessary.</p> <p>Tutors often found it challenging to engage in discussion about the value of sex and relationships education because they were often younger than parents and guardians but older than their students. These age differences impacted on communication. Tutor-14 (female, age 22, Biology) stated</p> <p>Age is a crucial factor in this discussion. Students are significantly younger than us, so it can be quite uncomfortable for us to initiate, and for them to openly discuss, CSE.</p> <p>Interpersonal challenges also arise from gender differences. Tutors shared that they encountered gender differences during their discussion on CSE. Male tutors acknowledged that it can be particularly challenging to address CSE topics, particularly with female students. Tutor-3 (male, age 23, Physical Education) said</p> <p>Sometimes students request information about the dangers of relationships. It is relatively easy for me to discuss this with male students. However, discussing sexual orientation, sexual identity, and bodily awareness with female students is more complex because there is uncertainty about how they will perceive and interpret the discussion.</p> <hd id="AN0184467947-11">Individual factors and professional concerns</hd> <p>Individual factors and professional concerns also made it difficult for home tutors to engage in sex and relationships education. They included knowledge gaps, hesitation, shyness, and the risk of job loss, all of which can affect discussion of sex and relationships.</p> <p>An individual-level factor, the existence of knowledge gap, highlights the need for further education for tutors as well as the families of students. The lack of a comprehensive understanding of sex, sexuality and relationships hinders effective communication with students. Tutor-12 (female, age 25, Biology) admitted</p> <p>I acknowledge the need to enhance my knowledge on this topic, so I avoid discussing it with my students. I understand that I need to update myself with the latest information and learning in CSE.</p> <p>Hesitation, also at an individual level, reflects the internal conflict tutors may face in deciding what information they can and cannot share with students. In Bangladeshi society, open discussion sex, relationships and sexual health is not viewed positively. However, hesitation can also arise due to insufficient knowledge or familiarity with the subject matter. As Tutor-7 (male, age 22, Biology) put it</p> <p>At times, I encounter situations where I'm unsure whether it's appropriate or not to provide certain information. In such situations, I feel a strong sense of hesitation and end up avoiding the discussion.</p> <p>Shyness also affects both tutors and students, creating discomfort when sexual topics need to be talked about. This internal barrier hampers open communication and engagement. Tutor-8 (male, age 21, Biology) explained</p> <p>There is shyness on both sides. It becomes challenging to discuss CSE, especially when the student is a girl. Sometimes, shyness affects me as well, making me feel uncomfortable. It's also a concern whether the students will react positively or not to my discussions.</p> <p>In Bangladesh, job security also creates a challenge. Tutors in this study were concerned they might lose their jobs due to potential objections from guardians, regardless of whether they chose to discuss sex and relationships with their students or not. Tutor-7 (male, age 24, Physical Education) said</p> <p>Sometimes this CSE topic could have a negative impact on my job, and the parents of my students aren't so free-minded that they accept this discussion very positively. I think hearing this teaching, they might react negatively and sack me of this service.</p> <hd id="AN0184467947-12">Discussion</hd> <p>The thematic analysis conducted in this study revealed that not only parents but also tutors hold conservative views, making it difficult for them to discuss CSE-related topics with their students. Tutors practise self-censorship because, in Bangladeshi society, discussing sexual matters is considered improper and indecent. Social norms, including negative views about CSE, discourage tutors from discussing this issue. Sometimes the age gap between students and the tutor makes it difficult to discuss CSE related issues. Due to a knowledge gap, parents do not understand the importance of this topic. This is true on the part of some tutors side as well. Both the tutor's and the student's shyness are also lead to avoidance when it comes to discussion of CSE.</p> <p>Tutors have to remain very careful discussing CSE because if the students perceive it negatively, there is a risk of losing their job. As a result, tutors tend to avoid the topic and direct their attention elsewhere suggesting elements of divergence. Gender differences are also important. It is easier to discuss this topic with a member of the same sex (e.g. a male tutor with a male student, and a female tutor with a female student). Tutors who engage in CSE discussions with their students tailor their approach to accommodate the students' preferences, aiming to avoid creating a negative impression. This aligns with the theory's concept of convergence.</p> <p>Analysing tutors' hesitancy to engage in CSE discussions through the lens of communication accommodation theory provided valuable insights into their communication behaviour. In particular, it helped understanding how tutors' communication styles are being adapted to societal and cultural perspectives, shedding light on local barriers to discussing CSE with their students.</p> <hd id="AN0184467947-13">Limitations</hd> <p>It is important to recognise a number of limitations to this study. These include the small sample size of 14 home tutors making generalisation impossible, and its limited geographic scope. In addition, as the interviews were conducted in Bengali and translated into English, some subtle shades of meaning may have lost in translation.</p> <hd id="AN0184467947-14">Conclusion</hd> <p>This study aimed to identify barriers faced by home tutors when discussing CSE with students. Ten barriers were identified and categorised into three themes. Findings from the study contribute to the existing literature that focuses on the perspectives of parents, teachers and adolescents concerns in relation to sex and relationships education.</p> <p>Findings from this study have implications for educational stakeholders and national authorities in Bangladesh. Strategies can be developed to support home tutors in overcoming these barriers, including providing them with knowledge, resources, and training on CSE. Empowering tutors in this way may help them in their negotiations with parents and guardians and enable them to more effectively undertake their work with future students.</p> <p>Further research is needed to explore the psychological and other factors that influence the orientations and actions of home tutors. 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| Header | DbId: eric DbLabel: ERIC An: EJ1467403 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Barriers to Discussing Comprehensive Sexuality Education: A Qualitative Study of Home Tutor-Student Interpersonal Communication in Bangladesh – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Arnab+Biswas%22">Arnab Biswas</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7791-9849">0000-0001-7791-9849</externalLink>)<br /><searchLink fieldCode="AR" term="%22Md%2E+Ibnun+Sarwar+Rafi%22">Md. Ibnun Sarwar Rafi</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-4163-6718">0009-0003-4163-6718</externalLink>)<br /><searchLink fieldCode="AR" term="%22Md%2E+Asikur+Rahman%22">Md. Asikur Rahman</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-9861-8841">0009-0004-9861-8841</externalLink>)<br /><searchLink fieldCode="AR" term="%22Md%2E+Foysel+Urpey+Sojib%22">Md. Foysel Urpey Sojib</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-5312-6772">0009-0000-5312-6772</externalLink>)<br /><searchLink fieldCode="AR" term="%22M%2EM%2E+Hashmi+Sarker%22">M.M. Hashmi Sarker</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7626-2857">0000-0001-7626-2857</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Sex+Education%3A+Sexuality%2C+Society+and+Learning%22"><i>Sex Education: Sexuality, Society and Learning</i></searchLink>. 2025 25(3):454-463. – Name: Avail Label: Availability Group: Avail Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 10 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Sex+Education%22">Sex Education</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Sexuality%22">Sexuality</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Influences%22">Cultural Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Influences%22">Social Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Characteristics%22">Individual Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Communication%22">Interpersonal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Censorship%22">Censorship</searchLink><br /><searchLink fieldCode="DE" term="%22Risk%22">Risk</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Controversial+Issues+%28Course+Content%29%22">Controversial Issues (Course Content)</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Home+Schooling%22">Home Schooling</searchLink><br /><searchLink fieldCode="DE" term="%22Home+Programs%22">Home Programs</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Bangladesh%22">Bangladesh</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/14681811.2024.2321951 – Name: ISSN Label: ISSN Group: ISSN Data: 1468-1811<br />1472-0825 – Name: Abstract Label: Abstract Group: Ab Data: Comprehensive sexuality education (CSE) has a key role to play in promoting healthy living and preventing sexual health problems among adolescents. However, students in Bangladesh do not receive comprehensive sexuality education, which is a major concern. This study investigated barriers preventing home tutors from discussing CSE with their students. To investigate this phenomenon, focus group discussions were conducted using Communication Accommodation Theory as a theoretical framework. After analysing the data thematically, three key themes were identified: cultural and societal influences, interpersonal dynamics, and individual factors and professional concerns. These themes revealed barriers to open communication such as conservatism, censorship, the risk of job loss, and so forth. Findings from this study show that tutors adjust their teaching according to perceived societal needs. When faced with barriers in discussing sex and relationship topics, they tended to avoid the subject and turn their attention to other matters. Strategies are needed to support tutors in overcoming these barriers, including providing them with knowledge, resources, and training in comprehensive sexuality education. Empowering tutors will enable them to more effectively encourage learning about sex, sexuality and sexual health among their students. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: EJ1467403 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/14681811.2024.2321951 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 10 StartPage: 454 Subjects: – SubjectFull: Sex Education Type: general – SubjectFull: Barriers Type: general – SubjectFull: Sexuality Type: general – SubjectFull: Access to Education Type: general – SubjectFull: Cultural Influences Type: general – SubjectFull: Social Influences Type: general – SubjectFull: Interpersonal Relationship Type: general – SubjectFull: Individual Characteristics Type: general – SubjectFull: Interpersonal Communication Type: general – SubjectFull: Censorship Type: general – SubjectFull: Risk Type: general – SubjectFull: Teaching Methods Type: general – SubjectFull: Controversial Issues (Course Content) Type: general – SubjectFull: Teacher Role Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Home Schooling Type: general – SubjectFull: Home Programs Type: general – SubjectFull: Bangladesh Type: general Titles: – TitleFull: Barriers to Discussing Comprehensive Sexuality Education: A Qualitative Study of Home Tutor-Student Interpersonal Communication in Bangladesh Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Arnab Biswas – PersonEntity: Name: NameFull: Md. Ibnun Sarwar Rafi – PersonEntity: Name: NameFull: Md. Asikur Rahman – PersonEntity: Name: NameFull: Md. Foysel Urpey Sojib – PersonEntity: Name: NameFull: M.M. Hashmi Sarker IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 1468-1811 – Type: issn-electronic Value: 1472-0825 Numbering: – Type: volume Value: 25 – Type: issue Value: 3 Titles: – TitleFull: Sex Education: Sexuality, Society and Learning Type: main |
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