| Popis: |
Literature indicates that sex role stereotyping in the sexuality education classroom is a pervasive problem in three primary areas: sexual responsibility, sexual orientation and sexual purpose. According to the literature, girls are portrayed as potential victims, with near exclusive sexual responsibility for controlling boys who are irresponsible and sexually aggressive (Rury, 1987). Regarding sexual orientation, queer relationships are ignored and heterosexual relationships are emphasized (Fine, 1988; Lenskyj, 1990). Discussions of sexual purpose (the reasons for sexual relationships) focus almost exclusively on reproduction, and not pleasure, particularly for women (Fine, 1988; Greenberg and Campbell, 1987). However, studies are outdated and few focus on actual classroom practices of teachers. This study explores how sexuality education in three Ontario classrooms aligns with literature on sex role stereotyping. Data from classroom observations, interviews and documents are analyzed using qualitative methods. Findings indicate that the teaching practices reflected a more complex picture than literature on sexuality education suggests. Although stereotypes were reinforced, surprisingly, there were several occasions when the teachers also challenged sex role stereotypes. This study identifies obstacles to gender equitable teaching practices and makes recommendations for research, teacher practice, policy and theory. |
