Parents’ involvement in young people’s sexuality education: a qualitative study of five schools in Ghana

Ocran, BE ORCID: https://orcid.org/0000-0003-0300-7403, 2024. Parents’ involvement in young people’s sexuality education: a qualitative study of five schools in Ghana. PhD, Nottingham Trent University.

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Abstract

The challenges faced by parents in effectively addressing the sexual and reproductive health interests of young people at home can be attributed to various socio-cultural and religious barriers. The aim of this study was to investigate the factors that influence parental engagement in the sexuality education of young people and to discern parental perspectives on the design of a sexuality education curriculum. The study utilized a multi-theoretical framework, drawing on the Sociology of Child Health and Illness and New Materialism perspectives, both of which highlight the importance of relationality. It employed a qualitative approach through focus group discussions (Five Focus Groups, n=41 parents) and in-depth interviews (n=10 parents) selected from five schools in the Komenda-Edina-Eguafo-Abrem Municipality in the Central Region of Ghana. In the thematic analysis conducted, it was found that parents' involvement in young people’s sexuality education is underpinned by three general themes: policy-related factors (with five subthemes), social factors (with eight sub-themes), and individual and family-based factors (with seven sub-themes). Furthermore, parents’ recommendations on young people’s sexuality education curricula and the concerns guiding these recommendations were encapsulated by three additional general themes: values relating to sexual behavior (with three sub-themes), moral and personal hygiene (with two subthemes), and experiences and role models (with three sub-themes). It was observed that parents' interpretations, which could also be described as perceptions of sexuality education programs, significantly shaped their preferences, attitudes, and discussions of young people’s sexuality.

Furthermore, it is important to consider that the social and material environment in which sexual discussions take place is complex and interconnected, influenced by gender, cultural, and religious norms. This can lead to the illusion that girls are more socially adept in sexual matters than boys. However, the reality is that the social and material environment surrounding sexual discussions often leaves young girls ill-prepared to recognize and address gender-based violence, or to prevent early and unintended pregnancies, as well assexually transmitted infections(STIs) and HIV/AIDS. The influence of local cultural and gender norms, as well as power dynamics within familial relationships, significantly shapes the extent to which young people can actively engage with their sexuality, and how parents can contribute to their sexuality education. The prevailing parental tendency to avoid discussing important topics like gender, power dynamics, and contraception significantly hinders girls' capacity to navigate the challenges of their immediate social and physical environments. It is essential for Comprehensive Sexuality Education Programs to design age-appropriate and gender-inclusive approaches that encourage parents to engage with young girls and boys equally on matters relating to their sexuality and relationships. Furthermore, it is important for future research to explore effective strategies for parents in providing age-appropriate sexuality education to young people, with the aim of reducing controversy. Additionally, it would be valuable to investigate how parents' sexual values influence their involvement in young people’s sexuality education.

Item Type:	Thesis
Creators:	Ocran, B.E.
Contributors:	Name Role NTU ID ORCID Alldred, P. Thesis supervisor UNSPECIFIED UNSPECIFIED Brady, G. Thesis supervisor UNSPECIFIED UNSPECIFIED Nyashanu, M. Thesis supervisor UNSPECIFIED UNSPECIFIED
Date:	September 2024
Rights:	The copyright in this work is held by the author. You may copy up to 5% of this work for private study, or personal, non-commercial research. Any re-use of the information contained within this document should be fully referenced, quoting the author, title, university, degree level and pagination. Queries or requests for any other use, or if a more substantial copy is required, should be directed to the author
Divisions:	Schools > School of Social Sciences
Record created by:	Laura Ward
Date Added:	06 Jan 2025 14:41
Last Modified:	06 Jan 2025 14:41
URI:	https://irep.ntu.ac.uk/id/eprint/52778

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