Reflexivity in Sexual Health Pedagogy
Bibliographic record
Abstract
Youth face a daunting task transitioning the ever-changing contemporary world, which often causes them to engage in self-talking. Employing sociological perspectives of critical realism, Margaret Archer used the term reflexivity to describe the process of self-talking and how it mediates between social structure and human agency or the ability to act. This reflexivity or self-talk is exercised in various ways as determined by a person’s concerns, aspirations, and nature of relationships with the social environment. In this article, we examine this perspective of reflexivity and its implications for school-based sex education. We show how reflexivity intersects with the concept of identity to provide important insights into why youth behave differently in similar social situations. Thus, we argue, there is a need to tailor sex education to students’ sexual behavior identities. It is crucial to situate contemporary sexual health pedagogy within social constructivist and critical theory perspectives because sexual behavior identities are influenced by many sociocultural constructs. The article concludes with examples of empowering sex education instructional strategies.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.020 | 0.020 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.005 | 0.049 |
| Scholarly communication | 0.008 | 0.007 |
| Open science | 0.001 | 0.008 |
| Research integrity | 0.004 | 0.008 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".