Embodied experiences of abstinence-only education: a case study of women in Uganda

Lewinger, Sarah; Russell, S. Garnett

doi:10.1080/09540253.2019.1632421

Cited by 8 publications

(5 citation statements)

References 15 publications

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“…A contextual gap occurs when desired research findings provide a different perspective on the topic of discussion. For instance, Oliveira & Silva (2016) examined the role of cultural factors in shaping women's experiences in STEM fields in Brazil. The researchers conducted qualitative interviews with female STEM professionals and students in Brazil.…”

Section: Resultsmentioning

confidence: 99%

“…Secondly, a methodological gap also presents itself, for example, Oliveira & Silva (2016) in examining the role of cultural factors in shaping women's experiences in STEM fields in Brazil, conducted qualitative interviews with female STEM professionals and students in Brazil. The interviews explored participants' perceptions of cultural norms, gender roles, and barriers to participation in STEM.…”

Section: Resultsmentioning

confidence: 99%

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Gender Dynamics in STEM Fields: Women's Experiences in Different Cultural Contexts

Lariba

2024

JAS

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Purpose: The general aim of this study was to explore gender dynamics in STEM fields particularly, women’s experiences in different cultural contexts. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings reveal that there exists a contextual and methodological gap relating to the gender dynamics in STEM fields. Through a comparative analysis across diverse cultural settings, significant variations in women's experiences in STEM were revealed, with some societies demonstrating greater gender equity and support for women. However, persistent disparities and challenges related to cultural norms and gender roles were observed in others. The research underscored the intersectional nature of gender dynamics in STEM, emphasizing the interconnectedness of gender with other dimensions of identity such as race and ethnicity. Additionally, cultural stereotypes and societal expectations were identified as significant barriers to women's participation and advancement in STEM fields. The findings underscored the importance of context-specific approaches to promoting gender equity in STEM and highlighted the need for challenging stereotypes and fostering inclusive environments for women in STEM fields globally. Unique Contribution to Theory, Practice and Policy: Social Cognitive Career theory (SCCT), intersectionality theory and Cultural-Historical Activity theory (CHAT) may be used to anchor future studies on gender dynamics in STEM fields. The study provided valuable recommendations with significant implications for theory, practice, and policy. It contributed to theoretical advancements by highlighting the intersectional nature of gender dynamics in STEM, offering practical recommendations for stakeholders in education and workforce development, and suggesting policy interventions aimed at promoting gender equity in STEM fields. The study emphasized the importance of organizational change, global collaboration, and continuous evaluation and improvement in advancing gender equity in STEM. By implementing these recommendations, stakeholders could work towards creating more equitable and inclusive environments where women could thrive and contribute meaningfully to STEM fields worldwide.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Gender Dynamics in STEM Fields: Women's Experiences in Different Cultural Contexts

Lariba

2024

JAS

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“…As the authors argue, abstinence-only education (AOE) is based on the notion that abstaining from premarital sex is the sole responsibility of girls, underpinned by a moral code that emphasises the purity of females and the need to protect their virginity that leads to blaming and shaming girls. Prior research suggests AOE to be largely ineffective, a fact affirmed by Lewinger and Russell's (2019) case study. Their findings also point to the gendered inequalities inherent in AOE, given that male students are not held accountable for engaging in premarital sex.…”

mentioning

confidence: 79%

“…Adopting a transnational feminist framework that draws on situated knowledge and embodied experiences of gender, Lewinger and Russell's (2019) study highlights the continued legacies of colonialism and its impact on women and girls in developing countries. The perception that people in the developing world need saving by westerners is pervasive and this includes sex education.…”

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confidence: 99%

Race, ethnicity and gendered educational intersections

Gabriel¹

2021

Gender and Education

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The articles in this themed issue explore global educational experiences that embrace various cultures, traditions, religions and identities. Collectively this work offers valuable insights into unexplored areas of research, illuminating issues that intersect across race, ethnicity and gender. The significance of these studies lies in the solutions, centred on social justice, that reflect resistance, activism and innovation harnessed in response to the problems discussed. This collection helps to bridge the divide between north and south in the academic world, demonstrating that answers to educational inequalities can be found in models for transformation both within and beyond the western hemisphere.

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“…While PEPFAR is not without its criticisms (e.g. Ingram, 2011; Lewinger and Russell, 2019; Sastry and Dutta, 2013), of particular interest here is PEPFAR's focus on certain ‘Key Populations’ (KPs), which include groups of relevance to the geographies of sexualities literatures, including the epidemiologically defined ‘men who have sex with men’ (MSM) category, sex workers, and trans*. In its 2019 annual report to the US Congress, PEPFAR indicated it had allocated over $360 million to KPs (PEPFAR, 2019).…”

mentioning

confidence: 99%

Gesturing towards broader sexuality-based conceptualisations of HIV assemblages beyond the Minority World

Tucker

2021

Dialogues in Human Geography

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In response to Di Feliciantonio and Brown's intervention on PrEP and TasP assemblages, this commentary considers how it may also be possible to expand the scope of the TasP and PrEP assemblages they discuss related to the Minority World to also encompass the Majority World. In particular, this commentary considers how the entities they highlight and deploy to connect health geographies and the geographies of sexualities literatures may also relate to global HIV policy and programming as well as global biomedical and pharmaceutical assemblages.

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Embodied experiences of abstinence-only education: a case study of women in Uganda

Cited by 8 publications

References 15 publications

Gender Dynamics in STEM Fields: Women's Experiences in Different Cultural Contexts

Gender Dynamics in STEM Fields: Women's Experiences in Different Cultural Contexts

Race, ethnicity and gendered educational intersections

Gesturing towards broader sexuality-based conceptualisations of HIV assemblages beyond the Minority World

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