Category Archives: Friendship, Love, & Sexuality

What does society mean

“On the other hand, some researchers have suggested that participation in a romantic relationship may also increase anxiety and depressive symptoms among youth, particularly if youth are dissatisfied with these relationships, encounter conflict in their interactions with partners, and/or experience difficult relationship breakups” (La Greca and Harrison 2005; Russell and Consolacion, 2003 as cited in Bauermeister et al., 2010).

As an adult who identifies herself as being heterosexual, I didn’t have to think twice about hiding my sexuality when I was a developing adolescent. Yet, I too Continue reading What does society mean

Let’s Talk About Sex

“Teenage mothers have been marked as a problem population, one that has already failed to adhere to certain norms and regulations about adolescent sexuality, namely that it should be non-existant at best, and invisible at worst (Kelly, 2000; Pillow, 2006).” (Chase, 2017, pg. 2)

Whether sexuality (and pleasure) is discussed in high school or not, adolescents are hyper aware of sexuality and are sexualized from a young age. One example of this is the way we speak to young children – ‘He’s going to be a lady’s man when he grows up’ or ‘Keep the boys away from her’. These two seemingly harmless statements, meant to complement the beauty of a child, actually sexualizes young bodies, teaching kids that their worth is only as good as their desirability. Then as a young person grows, we stop talking about sexuality, desire or pleasure but the sexualization occurs whether we speak of it or not. The silences surrounding a young person’s changing body and urges that come with it demonstrates cultural stigma and shame, clashing directly with sexualized images in advertisements, TV and movies promoting desirable femininity and masculinity. The misogyny displayed in most media, it is amplified for young Black and Latinx people, as their bodies are more heavily sexualized and fetishized. So it is no wonder that this staunch juxtaposition of roles for young people to fit into creates an intolerable environment for young pregnant people. When a young person becomes pregnant, schools, and the surrounding community tend jump to deficit narratives instead of face the gaping holes in sexualilty education.The pregnant body of a young person is so transgressive and so political because it forces us to to come face to face with all of our learned, and continuously upheld notions of young bodies, and what roles we have played in perpetuating them.

Integrating Sexual Minority Themes/Perspectives in a Curriculum

“Since it is not in the official academic curriculum of most schools, unlike curricular representations of ethnic or racial minorities, discussions of homosexuality fall to the wills of teachers in determining the level of representation homosexuality will have in their classrooms. This is a clear example of how the hidden curriculum bleeds into the overt curriculum, causing a lack of visibility, understanding and representation of sexual minority perspectives.”
Castro & Sujak (2012)

I hadn’t thought of the different amounts of representation different minority groups get within a given curriculum until now. Whereas heterosexual youth can find representations of their own sexuality quite easily (in literature, media, advertisements, etc.), sexual minority youth face a lack of representation and, consequently, a lack of acceptance and understanding. Continue reading Integrating Sexual Minority Themes/Perspectives in a Curriculum

Teenagers talking about their friendships with their parents, MVP #12

 

Fletcher and Blair, Pg. 619

I find it interesting that teenagers are very perceptive on how parents’ involvement influences how they share their information about their friendships. According to the article by Blair and Fletcher, if there is history of overreaction and heated arguments between parents and their children, they are less likely to disclose information about their friends and what’s going on in their lives, be it positive or negative. However, also the less involved and interested parents are in their child’s life also affects, over time, the likelihood of sharing information. I may infer that this type of behavior could be also projected by the student in the classroom and it influences if they would like to share important information either positive and negative with their teachers or other school staff. As a result, as teachers, it is important to gradually create an environment where students feel comfortable to engage in the classroom and eventually trust their teachers to share information about their lives and have a good rapport with them.

What about Girls Friendships?

F. G. Bonser, a psychologist working at the beginning of the twentieth century, called intimate friendships “the most potent in the development of man as a member of society.” William Bukowski, a developmental psychologist working at the end of the twentieth century, refers to close friendships as the “most enduring form of relationship across the life span.(Way 2011)

I liked that this article (The Hidden Landscapes of Boy’s Friendships) challenged the notion that all male friendships are simplistic and unemotional. Our culture views male friendships from a superficial, uncritical lens that does these kinds of relationships a disservice. It contributes to negative stereotypes about men as unfeeling, etc. Continue reading What about Girls Friendships?