Browsing by Subject "seksuaalikasvatus"

Aims. The study examines what kind of discourses the sex education sections of primary school’s enviromental studies textbooks construct of gender and sexuality. Previous research has shown that textbooks do not align with the values of the school world, and that in sex education the concept of heteronuclear family has been emphasized while diversity has been overlooked. Among other research results the latest school health survey shows that students belonging to sexual and gender minorities fare worse than others. The National Core Curriculum for Basic Education states that learning materials should give visibility to the appreciation of human diversity. Methods. The study examined the sex education sections of digital textbooks 3–6 of the Pisara and Tutkimusmatka enviromental studies texbook series. Digital texbooks were observed during February and March 2022. Critical discourse analysis was utilized as a method. Results and Conclusions. The study found that the enviromental studies textbooks’ sex education sections construct a binary and developmental biology discourse of gender and a reproductive and heteronormative discourse of sexuality. The discourses in the environmental studies textbooks emphasized natural sciences and a normative view of society.

The aim of this study is to research vocational school student’s sexual health, sexual self-efficacy and experiences of sexual harassment and violence. The connections between these and possible differences between groups are also researched. The groups are formed based on gender and gender distribution in ones field of study. Previous research and theories suggest that there are gender differences. Gender distribution has not been included in the research of this topic before. Gender distribution affects for example the interpretation of violent acts. Therefore differences are expected to be found. The research material was collected with a questionnaire. It was collected from students in five different vocational schools in spring and fall 2014. In total 470 answers were used in the study. The material was analyzed using quantitative methods. The results indicate that the student’s sexual health and sexual self-efficacy are quite high. Experiencing sexual violence is common. There are differences between individual people. In sexual health and experiences of sexual violence there are also differences between groups. There are connections between sexual health, sexual self-efficacy and experiences of sexual violence. There are differences between groups in the connections. The results emphasize the importance of paying attention to people’s uniqueness and in particular to gender and the environments gender distribution for example in sexual education and research about sexuality. The results can be used in sexual education and in developing sexual education. The results can also be used in different forms of promoting sexual health and sexual self-efficacy and in different forms of preventing sexual violence.

The purpose of this study is to examine how Finnish health education teachers approach the topic of sexual consent in secondary school sexual education and how they justify their pedagogical decisions. The study aimed to investigate what content related to consent teachers considered important and what teaching methods and materials they used to address these topics. Additionally, it explored the opportunities and challenges that health education teachers perceive teaching consent. In this case study, four health education teachers were interviewed, three of whom were currently teaching the subject in secondary school. In the interview situations, Tea and Consent – video was used as a stimulus. The data was analyzed using inductive content analysis, also utilizing the quantification of the data. Teachers emphasized the importance of teaching information, skills, and values related to sexual consent. Their responses highlighted legal knowledge related to consent. Teachers reported favoring both interactive and teacher-led methods in teaching consent. They mentioned searching the internet for ready-made teaching materials such as videos. Challenges related to teaching consent included students' diverse family backgrounds, experiences, behavior, and the sensitive consideration of these factors in teaching. Teachers primarily justified their pedagogical decisions through practical observations and adherence to the curriculum. They mentioned multiple times that all students are taught the same curriculum content. None of the interviewees mentioned addressing gender roles or social scripts related to sexual situations in the context of consent education. Previous research on consent education has shown that gender roles and expectations, as well as social scripts, should be central to consent education as they promote a deeper understanding of consent. The research findings raised questions about how gender roles that strongly influence consent negotiation can be addressed in teaching.