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SOCIAL SCIENCES

Social sciences examine human behavior, social structures, and interactions in various settings. Fields such as sociology, psychology, anthropology, and economics study social relationships, cultural norms, and institutions. By using different research methods, social scientists seek to understand community dynamics, the effects of policies, and factors driving social change. This field is important for tackling current issues, guiding public discussions, and developing strategies for social progress and innovation.

Posts tagged school policies
Social Norms Relating to Gender and Dating and Relationship Violence in English Secondary Schools: Exploring Student, Staff, and Parent/Carer Accounts

By Rebecca Meiksin, Ruth Ponsford, Nambusi Kyegombe, Chris Bonell

Dating and relationship violence (DRV) among young people is widespread. DRV is associated with subsequent mental ill health, substance use and sexual risk among girls and boys and is a leading cause of morbidity and mortality among girls globally. Harmful social norms are widely recognised for their role in sustaining DRV, and interventions often seek to change these. However, little evidence is available to suggest which specific norms are most salient and where protective norms might be strengthened. We conducted, audio-recorded and transcribed consultations and semi-structured interviews with students (years 9 and 10), school staff and parents/carers from ten secondary schools in England. We also audio-recorded discussions in staff DRV trainings in four of these schools. Data collection took place between April 2017 and July 2018. This research explored participant accounts of social norms relating to gender and to DRV in schools and their influence on DRV behaviours. Drawing on Giddens’ structuration theory, our thematic analysis found that sexist social norms subjugating girls to boys facilitated gendered practices of harassment and abuse, including DRV; and that these practices, in turn, reproduced this gendered power structure. Our data suggest that while physical DRV is socially proscribed, norms supporting controlling behaviours and inhibiting disclosure of victimisation directly underpin DRV. They further suggest that indirectly, gender norms concerning cross-gender friendships; sexual harassment; the policing of girls’ sexuality; homophobic abuse; and dominance, control and sexual activity as masculine ideals indirectly sustain DRV. Accounts demonstrated that students and staff challenge harmful norms, but that these efforts can be ineffective and socially punished. Our findings can inform DRV interventions, which should draw on evidence to foster protective norms and shift those that sustain DRV.

Social Science & Medicine

Volume 366, February 2025, 117621

Against Sex Education

By Caitlin Howlett.

Pedagogy, Sex Work, and State Violence. Why do we have sex education? For whom does it exist, and who is it against? This book explores these questions, ultimately calling into question the very existence of sex education itself. The analysis is centred on the marginalised lives of sex workers. This focus allows us to see sex education and sex work in a new light and provides insights into the implications of sex education in public schools and teacher education. By considering the relationship between sex education and sex work, Caitlin Howlett reveals the way in which sex education exists as a form of state violence, and continues to maintain close ties to sexism, racism, colonialism, and capitalism. Drawing on Foucauldian genealogy, feminist history, epistemology, post-humanism, and queer of color critique, Howlett calls for an end to sex education as a federally funded project and argues for new pedagogical approaches to educating about sex, gender, and sexuality in schools.

Bloomsbury Academic (2021) 185 pages.