Timing of sexuality education: Hong Kong preteens' perception of sexual health

Timing of sexuality education: Hong Kong preteens' perception of sexual health

• Cheung, Monit University of Houston
• Leung, Patrick University of Houston
• Zhou, Shu Huazhong University of Science and Technology
• Yu, Miao University of Texas at Arlington
• Chen, Xin Soochow University
• Ford, Amanda Houston Baptist University
• Huang, Yu Ju Kaohsiung Medical University

Archives of Sexual Behavior, 52(1), 95-106, 2023

Springer Nature

2023

• A Human Growth & Development
  • AJ Sexual Difference, Bisexual Educational Difference, Sexism in Education
• P Social Context of Education
  • PI Education of Girls & Women, Gender Roles; Gender; Femininities; Masculinities; Sexualities

Child Sexual Abuse Prevention Early Timing Learning Readiness Preteen Sexuality Knowledge Sexual Health Promotion

• Hong Kong

• 1997.7 onwards

• Primary Education

Although young people want to know more about sexuality, they do not feel they have received what they need to learn. In Chinese societies, scant research has solicited direct input from the youth to obtain their views on sexuality education (SE) deliverables. We found research gaps in the lack of Chinese preteens' input regarding SE timing, knowledge perception, learning readiness, and preteens' reasons for obtaining information about sexual health. In Hong Kong, a not-for-profit agency collected data from Chinese preadolescents who expressed opinions through a general survey. This agency surveyed students from 24 primary schools and provided anonymous secondary data for this team to analyze further. Among 4569 fifth- and sixth-grade students (average 11 years old), girls were more likely than boys to seek sex-related information from teachers, library books, and mothers. In contrast, boys were more likely than girls to obtain information from friends, pornographic comics, and the internet. Logistic regression analysis indicated that gender, age, instructional sources, openness to sexual health knowledge, and perceived and actual levels of knowledge predicted preteens' desire to receive SE earlier in grade school. Girls and older students were significantly more likely to report their preference to receive SE in an earlier grade. We recommend that preteens and their parents be encouraged to collaborate with teachers to participate in school-based SE programming. Copyright © 2023 Springer Nature.

• English

Journal Articles

• 00040002

• 10.1007/s10508-022-02471-9

https://bibliography.lib.eduhk.hk/bibs/ec947224

2024-05-17