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Comprehensive Sexuality Education as a Longitudinal Predictor of LGBTQ Name-Calling and Perceived Willingness to Intervene in School

Comprehensive sexuality education and sexuality education that is inclusive to lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) youth is thought to educate and support youth in their social relations. Despite the obligation for Dutch schools to cover sexuality education in their c...

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Detalles Bibliográficos
Autores principales: Baams, Laura, Dubas, Judith Semon, van Aken, Marcel A. G.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer US 2017
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5388727/
https://www.ncbi.nlm.nih.gov/pubmed/28130692
http://dx.doi.org/10.1007/s10964-017-0638-z
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author Baams, Laura
Dubas, Judith Semon
van Aken, Marcel A. G.
author_facet Baams, Laura
Dubas, Judith Semon
van Aken, Marcel A. G.
author_sort Baams, Laura
collection PubMed
description Comprehensive sexuality education and sexuality education that is inclusive to lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) youth is thought to educate and support youth in their social relations. Despite the obligation for Dutch schools to cover sexuality education in their curricula, including the topic of sexual diversity, the content that is covered varies widely across schools. With the current study, we present an overview of the content of sexuality education as reported by a sample of 601 Dutch adolescents (58.4% female youth) from six different high schools (e.g., public, Roman Catholic, protestant, anthroposophical; grades 10–12). Further, we examine whether the content or extensiveness of sexuality education at the beginning of the school year is related to a decrease in LGBTQ name-calling and an increase in the willingness to intervene when witnessing LGBTQ name-calling at the end of the school year. Adolescents completed three surveys, spaced four months apart. The results show that anatomy, STI prevention, and relationships are covered most often in sexuality education, with less attention to sexual diversity. Our longitudinal findings show that having a wide variety of topics covered in sexuality education—not just sexual diversity—was related to an increase in perceived willingness to intervene when witnessing LGBTQ name-calling by teachers or school staff, fellow students, and youth themselves (female youth). It also predicted a decrease in the occurrence of name-calling according to females. Our findings emphasize the importance of having comprehensive sexuality education in schools; it not only educates and empowers youth but also signals a safer school climate.
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spelling pubmed-53887272017-04-27 Comprehensive Sexuality Education as a Longitudinal Predictor of LGBTQ Name-Calling and Perceived Willingness to Intervene in School Baams, Laura Dubas, Judith Semon van Aken, Marcel A. G. J Youth Adolesc Empirical Research Comprehensive sexuality education and sexuality education that is inclusive to lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) youth is thought to educate and support youth in their social relations. Despite the obligation for Dutch schools to cover sexuality education in their curricula, including the topic of sexual diversity, the content that is covered varies widely across schools. With the current study, we present an overview of the content of sexuality education as reported by a sample of 601 Dutch adolescents (58.4% female youth) from six different high schools (e.g., public, Roman Catholic, protestant, anthroposophical; grades 10–12). Further, we examine whether the content or extensiveness of sexuality education at the beginning of the school year is related to a decrease in LGBTQ name-calling and an increase in the willingness to intervene when witnessing LGBTQ name-calling at the end of the school year. Adolescents completed three surveys, spaced four months apart. The results show that anatomy, STI prevention, and relationships are covered most often in sexuality education, with less attention to sexual diversity. Our longitudinal findings show that having a wide variety of topics covered in sexuality education—not just sexual diversity—was related to an increase in perceived willingness to intervene when witnessing LGBTQ name-calling by teachers or school staff, fellow students, and youth themselves (female youth). It also predicted a decrease in the occurrence of name-calling according to females. Our findings emphasize the importance of having comprehensive sexuality education in schools; it not only educates and empowers youth but also signals a safer school climate. Springer US 2017-01-27 2017 /pmc/articles/PMC5388727/ /pubmed/28130692 http://dx.doi.org/10.1007/s10964-017-0638-z Text en © The Author(s) 2017 This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.
spellingShingle Empirical Research
Baams, Laura
Dubas, Judith Semon
van Aken, Marcel A. G.
Comprehensive Sexuality Education as a Longitudinal Predictor of LGBTQ Name-Calling and Perceived Willingness to Intervene in School
title Comprehensive Sexuality Education as a Longitudinal Predictor of LGBTQ Name-Calling and Perceived Willingness to Intervene in School
title_full Comprehensive Sexuality Education as a Longitudinal Predictor of LGBTQ Name-Calling and Perceived Willingness to Intervene in School
title_fullStr Comprehensive Sexuality Education as a Longitudinal Predictor of LGBTQ Name-Calling and Perceived Willingness to Intervene in School
title_full_unstemmed Comprehensive Sexuality Education as a Longitudinal Predictor of LGBTQ Name-Calling and Perceived Willingness to Intervene in School
title_short Comprehensive Sexuality Education as a Longitudinal Predictor of LGBTQ Name-Calling and Perceived Willingness to Intervene in School
title_sort comprehensive sexuality education as a longitudinal predictor of lgbtq name-calling and perceived willingness to intervene in school
topic Empirical Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5388727/
https://www.ncbi.nlm.nih.gov/pubmed/28130692
http://dx.doi.org/10.1007/s10964-017-0638-z
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