Story Sharing for Sexual Health: Piloting Culturally Relevant Intervention with South Asian Immigrant Women in Canada
Bibliographic record
Abstract
Abstract: Objective: There is a scarcity of research on sexual health education among women in South Asian diasporic communities in Canada, resulting in a need for designing culturally relevant approaches to teach about sexual health and HIV prevention, seen as taboo topics. This community-based research study was designed to determine the effectiveness of using culturally relevant stories as a model for sexual health education for South Asian immigrant women (Toronto, Canada). Design: South Asian women participants were randomly allocated to either a fact-based intervention ( n = 40) or a story-based intervention ( n = 38). Focus group data from fact-based and story-based educational workshops were thematically analyzed and interpreted using the parasocial contact hypothesis. Findings: Although participants found the fact sheets to be informative, they were not culturally relevant. The educational sessions using stories were judged to better meet this criterion with many participants feeling the information was relevant to their community, useful for friends and families, and relatable to their lives. Participants assigned considerable value to the family as an important site for sexual health education. Finally, study participants, particularly those who had the storytelling intervention talked about the importance of having a safe space to discuss taboo topics like sexual health. Conclusions: Learning about sexual health through stories is deeper relative to static fact sheets. Both play a role in helping South Asian women learn about sexual health and HIV prevention; however, story sharing was seen as a culturally relevant approach that emphasized the role of the family in sexual health conversations. Family life educators and other health practitioners need to draw on cultural competence as they design culturally relevant material and interventions for sexual health education.
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How this classification was reachedexpand
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 | 0.009 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 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 | 0.003 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".