‘They talked completely about straight couples only’: schooling, sexual violence and sexual and gender minority youth
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Scholarly conversations regarding sexual violence and sexuality education typically emphasise cisgender and heterosexual experiences, leaving sexual and gender minority young people's voices unheard. This happens despite adolescence being a crucial period for the onset of sexual violence, with sexual and gender minority youth reporting elevated levels of victimisation. Moreover, the preponderance of research focusing on victimisation suggests notable gaps in our understanding of sexual violence perpetration. This study examined contextual factors shaping sexual violence victimisation and perpetration among sexual and gender minority youth, with school playing a key role. Based on qualitative data from semi-structured interviews with 50 young people aged 14-26 years who self-reported sexual violence perpetration in the Growing Up with Media survey, the analysis demonstrates how schooling's 'hidden curriculum' leaves sexual and gender minority youth ill-equipped to navigate the world of sexuality. Formal sexuality education remains heteronormative and gender-segregated, resulting in incomplete understandings of sexual violence. At the informal level, gendered double standards and peer norms reinforce the second-class sexual citizenship of sexual and gender minority youth. Our findings suggest that schools may be complicit in sexual violence victimisation and perpetration by sending limited and mixed messages regarding gender and sexuality. Research and policy implications are discussed.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
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 it