Sexism's influence in sex education programsan empirical study

  1. Silvia Ubillos-Landa 1
  2. Eider Goiburu-Moreno 2
  3. Alicia Puente-Martínez 3
  4. Juan Pablo Pizarro-Ruiz 1
  1. 1 Universidad de Burgos
    info

    Universidad de Burgos

    Burgos, España

    ROR https://ror.org/049da5t36

  2. 2 Asociación Lahia-Nahia Sexologia Elkartea
  3. 3 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

Mostrar afiliaciones +
Revista:
Revista de psicodidáctica

ISSN: 1136-1034

Año de publicación: 2021

Volumen: 26

Número: 2

Páginas: 123-131

Tipo: Artículo

DOI: 10.1016/J.PSICOE.2021.01.002 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de psicodidáctica

Objetivos de desarrollo sostenible

Resumen

In recent years, ample evidence has accumulated indicating the advantage of sexual health programs that incorporate a gender perspective. However, to our knowledge, there are no empirical studies on the influence of sexist attitudes on the effectiveness of sex education programs. This study aims to demonstrate that sexism has a negative impact on the results obtained by sex education programs in the prevention of sexual risks through two studies. Study 1 tests whether a sex education program differs in effectiveness based on the level of Ambivalent Sexism (ASI) and Sexual Double Standard (DSS). The sample was composed by 293 Basque-speaking adolescents from nine secondary schools in the Basque Country (M = 15.56, SD = 0.63, range: 15–17). Study 2 analyses whether introducing training aimed at reducing levels of sexism achieves that the sexual education program obtains similar results in young people with high and low sexism—ASI, DSS and the Inventory of Distorted Thoughts on Women and Violence (IDTWV). The sample is made up of 340 Basque-speaking adolescents from eight secondary schools in the Basque Country (M = 15.54, SD = 0.57, range: 15–17). Results point to the relevance of including gender perspective in sexual education programs aimed toward reducing sexism, especially sexual double standards, in order to increase its effectiveness in the prevention of sexual risks.

Referencias bibliográficas

  • Albarracin, D., & Shavitt, S. (2018). Attitudes and attitude change.
  • Annual Review of Psychology, 69, 299–327. https://doi.org/10.1146/annurev-psych-122216-011911
  • Balluerka, N., Gorostiaga, A., Alonso-Arbiol, I., & Haranburu, M. (2007). La adaptación de instrumentos de medida de unas culturas a otras: una perspectiva práctica. Psicothema, 19(1), 124–133.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
  • Caron, S. L., Davis, C. M., Halteman, W. A., & Stickle, M. (1993). Predictors of condom related behaviours among first year college students. Journal of Sex Research, 30(3), 252–259. https://doi.org/10.1080/00224499309551709
  • Cederbaum, J. A., Rodríguez, A. J., Sullivan, K., & Gray, K. (2017). Attitudes, norms, and the effect of social connectedness on adolescent sexual risk intention. Journal of School Health, 87(8), 575–583. https://doi.org/10.1111/josh.12532
  • Cohen, J. (2013). Statistical power analysis for the behavioral sciences. Academic Press. https://doi.org/10.4324/9780203771587
  • Condelli, L. (1986). Social and attitudinal determinants of contraceptive choice: Using the health belief model. Journal of Sex Research, 22(4), 478–491. https://doi.org/10.1080/00224498609551328
  • De Meyer, S., Jaruseviciene, L., Zaborskis, A., Decat, P., Vega, B., Cordova, K., Temmerman, M., Degomme, O., & Michielsen, K. (2014). A cross-sectional study on attitudes toward gender equality, sexual behavior, positive sexual experiences, and communication about sex among sexually active and non-sexually active adolescents in Bolivia and Ecuador. Global Health Action, 7(1) https://doi.org/10.3402/gha.v7.24089
  • ACBY Team.Fante-Coleman, T., Wilson, C. L., Marcotte, A. A., McKie, R., Travers, R., & Furman, E. (2019). Influences of sexual behaviors and vulnerability to HIV/AIDS among heterosexual ACB youth living in Windsor, Ontario. Journal of Social and Personal Relationships, 36(11–12), 3515–3536. https://doi.org/10.1177/0265407519826350
  • Fitz, C. C., & Zucker, A. N. (2015). Everyday exposure to benevolent sexism and condom use among college women. Women & Health, 55(3), 245–262. https://doi.org/10.1080/03630242.2014.996721
  • Garaigordobil, M., & Aliri, J. (2013). Ambivalent sexism inventory: standardization and normative data in a sample of the Basque country. Behavioral Psychology/Psicologia Conductual, 21(1), 176–183.
  • Glick, P., & Fiske, S. T. (1996). The Ambivalent Sexism Inventory: Differentiating hostile and benevolent sexism. Journal of Personality and Social Psychology, 70(3), 491–512.
  • Green, E. C., Murphy, E. M., & Gryboski, K. (2020). The health belief model. The Wiley Encyclopedia of Health Psychology, 211–214. https://doi.org/10.1002/9781119057840.ch68
  • Haberland, N., & Rogow, D. (2015). Sexuality education: Emerging trends in evidence and practice. Journal of Adolescent Health, 56(1), 15–21. https://doi.org/10.1016/j.jadohealth.2014.08.013
  • Kirby, D. B., Laris, B. A., & Rolleri, L. A. (2007). Sex and HIV education programs: Their impact on sexual behaviors of young people throughout the world. Journal of Adolescent Health, 40(3), 206–217. https://doi.org/10.1016/j.jadohealth.2006.11.143
  • Levinson, R. A. (1986). Contraceptive self-efficacy: A perspective on teenage girls’ contraceptive behavior. Journal of Sex Research, 22(3), 347–369. https://doi.org/10.1080/00224498609551314
  • Linn, R. L., & Gronlund, N. E. (2000). Measurement and assessment in teaching (Eighth Edition).
  • Charles E. Merrill, Maio, G. R., Haddock, G., & Verplanken, B. (2018). The psychology of attitudes and attitude change. Sage Publications Limited.
  • Marsh, K. L., & Wallace, H. M. (2014). The influence of attitudes on beliefs: formation and change. In D. Albarracín, B. T. Johnson, & M. P. Zanna (Eds.), The handbook of attitudes (pp. 369–396). Psychology Press.
  • Montaño, D. E., & Kasprzyk, D. (2015). Theory of reasoned action, theory of planned behavior, and the integrated behavioral model. In K. Glanz, B. K. Rimer, & K. Viswanath (Eds.), Health behavior: Theory, research, and practice (pp. 95–124). Jossey-Bass/Wiley.
  • Ramiro-Sánchez, T., Ramiro, M. T., Bermúdez, M. P., & Buela-Casal, G. (2018). Sexism and sexual risk behavior in adolescents: Gender differences. International Journal of Clinical and Health Psychology, 18(3), 245–253. https://doi.org/10.1016/j.ijchp.2018.04.002
  • Tsang, S. (2017). Cognitive discrepancy, dissonance, and selective exposure. Media Psychology, 22(3), 394–417. https://doi.org/10.1080/15213269.2017.1282873
  • Ubillos, S. (1995). Guía de Educación Sexual (II) Recursos para diseñar un programa. Diputación Foral de Gipuzkoa. Departamento de Juventud y Deportes
  • Ubillos, S. (2007). Intervención psicosocial frente al VIH/SIDA. In A. Blanco, & J. Rodríguez-Marín (Eds.), Intervención psicosocial (pp. 103–134). Pearson Educación – Prentice Hall.
  • Ubillos, S., Goiburu, E., Puente, A., & Pizarro, J. P. (2014). Adaptación y validación del inventario de sexismo ambivalente en una muestra de estudiantes del País Vasco. In J. M. Sabucedo (Ed.), I Congreso Internacional de la SCEPS y XII Congreso Nacional de Psicologías Social [Simposio]. Sevilla, España: Sociedad Científica Española de Psicología Social (November 20–22).
  • Ubillos, S., Goiburu, E., Puente, A., & Pizarro, J. P. (2016). Adaptación y validación de la Escala de Doble Estándar en adolescentes vascas-os. Revista de Psicología Social, 31(2), 382–397. https://doi.org/10.1080/02134748.2016.1152683
  • Ubillos, S., Goiburu, E., Puente, A., Pizarro, J. P., & Echeburúa, E. (2017). Evaluación de pensamientos distorsionados sobre la mujer y la violencia de estudiantes vascoparlantes de ense ̃nanzas medias. Revista de Psicodidáctica, 22(1), 1–8. https://doi.org/10.1387/RevPsicodidact.16124
  • Ubillos, S., Insúa, P., & De Andrés, M. (1999). Parte I: Aspectos teóricos y prácticos de los talleres de sexo más seguro y de consumo de menos riesgo. Evaluación de los talleres. In P. Insúa (Ed.), Programa de formación para la prevención de los programas de salud asociados al consumo de drogas. Manual de educación sanitaria: Recursos para diseñar talleres con usuarios de drogas (pp. 89–142). Delegación del Gobierno para el Plan Nacional sobre Drogas, Plan Nacional sobre el SIDA, Universidad del País Vasco.
  • Watkins, M. W. (2013). Omega [Computer software]. Ed & Psych Associates.
Fuente de los datos: Dialnet