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Objective@#To explore the effectiveness of a comprehensive sexuality education (CSE) curriculum on university students hostile and benevolent sexism, so as to provide a reference for evaluating the effects of CSE on reducing ambivalent sexism.@*Methods@#From September 2018 to January 2019, 165 university students from a university in Beijing were recruited using convenience sampling for a 5 month of CSE curriculum (36 sessions, 2 sessions per week, 45 min per session), including CSE and gender studies, sexual physiology and health, gender and gender roles, gender bias, intimate relationships and gender bias, gender based violence and gender bias, culture and gender bias, and gender and power. Students who took CSE curriculum were included in the intervention group ( n =97) and students from the same university who had not taken CSE curriculum were included in the control group ( n =68). Using the Ambivalent Sexism Inventory, both groups of university students were surveyed before and after the curriculum to analyze the effectiveness of the CSE curriculum. Chi -square test, ANOVA，cluster analysis and Kruskal Wallis test were used for statistical analysis.@*Results@#After the CSE curriculum, both hostile and benevolent sexism scores were lower in the intervention group (2.21±0.76, 2.36±0.68) than in the control group (2.81±0.61, 3.03±0.60) ( F =17.24, 33.26), and pre test scores were higher in the intervention group (2.64±0.67, 2.88±0.68) ( F =45.62, 66.93) ( P <0.01). On both hostile and benevolent sexism, female students scores (2.46±0.72, 2.65±0.70) were lower than male students scores (2.86±0.59, 3.09± 0.69 ) ( F=11.02, 14.20, P <0.01). Comparison of the curriculum effectiveness of hostile and benevolent sexism among clustered groups showed that the difference in hostile sexism scores was higher in the inconsistent type [0.63(0.25, 1.25)]than in the more consistent type [0.38(-0.16, 0.88)] and the lower consistent type [0.38(0.06, 0.63)] ( H=8.71, P <0.05); and the difference in benevolent sexism scores was higher in the more consistent type [0.75(0.53, 1.22)] than in the less consistent type [0.38(0.09, 0.88 )] and inconsistent type [0.38(-0.13,0.63)] ( H=10.82, P <0.05).@*Conclusions@#CSE can improve hostile and benevolent sexism in university students with sex and type differences. Attention should be paid to CSE curriculum to improve ambivalent sexism among university students with a view to fostering their awareness of gender equality.
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Objective@#To understand the current situation of school based sexuality education, attitudes and evaluations of teachers and students toward sexuality education, so as to provide evidence for promoting the development of school based sexuality education.@*Methods@#From September to October 2021, 2 140 valid data from students in basic education and 2 146 from kindergarten and primary and secondary school teachers were collected by online questionnaire. The data were described and statistically analyzed, and the influencing factors of teachers willingness to teach sexuality education courses were explored by logistic regression analysis.@*Results@#About 52.06% of the students had not received sexuality education in school, and 47.53% of the teachers did not carry out sexuality education in the school. Sexuality education in schools mainly focuses on reproductive health and physical development. About 48.93% of the teachers thought that the implementation of sexuality education in schools was not good, and the proportion of high school students who thought sexuality education in schools were "very bad" (32.87%) or "not very good" ( 21.23 %) was the highest. The teachers who undertook sexuality education were mainly mental health teachers (55.51% reported by teachers, 43.96% reported by students). About 71.02% of teachers believe that the best way to carry out sexuality education classes was to set up sexuality education curriculum. Students and teachers reported the need for sexuality education, and more than 50% of primary school students and high school students thought that sexuality education were "very needed" and "somewhat needed". About 51.77 % of teachers considered sexuality education "very urgent". All increased recognition of sexuality education, confidence in answering sex questions, external support for sexuality education, and acceptance of sexuality education training increased the likelihood of teachers teaching sexuality education ( OR =1.02, 1.95, 1.03, 3.53, P <0.05).@*Conclusion@#The current situation of school based sexuality education is not optimistic, the gap between sexuality education and students needs is wide, and the abilities of sexuality education teachers are insufficient.
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Objective@#To investigate the experience, attitude and practice of sexuality education for teachers, so as to provide evidence for promoting sexuality education training for teachers and teaching ability improvement.@*Methods@#From September to October 2021, 2 146 valid data of kindergarten and primary and secondary school teachers across the country were collected. Associateds factors of teachers sexuality education behavior were explored by Logistic regression analysis.@*Results@#Family and school based sexuality education experiences were insufficient among teachers (22.51%, 46.55%), and the proportions of female teachers who had received sexuality education (20.44%, 41.67%) were significantly higher than that of male teachers (2.05%, 4.90%). Currently, 47.53 % of the kindergartens and primary and secondary schools from participating teachers didn t carry out sex education, which mainly focused in the field of reproductive health and physical development. Kindergartens and primary and secondary schools often integrated sex education into other disciplines (64.48%, 47.83%). Teachers acceptance of family and school based sexuality education, students willingness to communicate on sexual topics with teachers, teachers confidence in answering sexual questions were positively correlated with teachers teaching activities of sexuality education ( OR=1.59, 1.37, 1.67, 1.67, P < 0.01 ).@*Conclusions@#Teachers teaching ability of sexuality education is insufficient, and school based sexuality education couldn t meet students developmental needs. Providing sexuality education training to teachers and enhancing their confidence in answering sexual questions are helpful to facilitate sexuality education teaching activities.
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Abstract@#School-based sexuality education continues to face problems and challenges, such as schools are unable to carry out their main role in regards to the provision of sexuality education, a shortage of teachers specialized in teaching this subject and the absence of a separate and dedicated curriculum that focuses on comprehensive sexuality education teaching content. In order to promote school-based sexuality education, it is necessary to promote a comprehensive curriculum that enhances content relevance, while continuously improving and optimizing national policies on sexuality education by focusing on more accurate policy making, refining implementation methods, and strengthening the synergistic effect of school-based sexuality education policies.
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Abstract@#Comprehensive sexuality education (CSE) is a instruction method based on curriculum, which explores the cognitive, emotional, physical and social significance of sexuality. Based on the analysis model of teaching materials and Interpretative Structural Model (ISM), this paper analyzes and evaluates the curriculum standards and teaching materials of compulsory education in China from the perspective of CSE. It reveals that the contents of CSE mainly appear in the 19 curriculum standards as well as in the teaching objectives, contents, practice activities and compiling elements of teaching materials. Based on CSE, the reliability of teaching objectives and content, the comprehensiveness of teaching content, the feasibility and effectiveness of teaching practice of curriculum standards and textbooks need to be further strengthened and improved.
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Objective@#To understand the current situation of sexual knowledge, attitudes and behaviors of young children in kindergarten, based on the framework of comprehensive sexuality education.@*Methods@#Totally 354 children between the ages of 3-6 from two kindergartens in Changping District, Beijing, participated in one-to-one interviews. There were 164 girls and 190 boys.@*Results@#In the dimension of physical development, no child knew the scientific name of reproductive organs. In the dimension of social emotion, 44.07% of children could express love to their friends, and 40.68% of children could express their refusal when they were unwilling. In the dimension of sexual health, well-being and sexual rights，81.92% of children knew that they couldn t touch other people s genitals, and 54.80% of children could at least name one way to protect themselves when facing sexual abuse. In the dimension of gender equality, 33.62% and 28.53%of children had gender stereotypes in toy selection and career choice, 66.38% of children thought that boys are as smart as girls. In the dimension of pregnancy and birth，78.53% of children knew where babies come from and 26.27% of children think parenthood doesn t directly lead to happiness. Sexual knowledge, attitudes and behaviors of children had statistically significant difference in different grades（P<0.05).@*Conclusion@#Children already have good understanding about pregnancy, childbirth and prevention of sexual abuse. In the future, sexuality education in school and family need to promote physical cognition and gender equality education.
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Abstract@#From 1949 to 2020, research in the field of school-based sexuality education in China witnessed substantial development with the support of relevant policies. With the continued investment of social resources, school-based sexuality education has gradually been accepted and recognized by the public. During those 70 years of development, government departments, academic institutions, and social organizations were all exploring and looking for localized programs suitable for the development of school-based sexuality education in China. This paper overviewed characteristics of the development of school-based sexuality education research as well as of social resource support in China, in order to outline the development context of school-based sexuality education research, and to bring inspiration to the future development of school-based sexuality education research in China.
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Abstract@#From 1949 to 2020, school-based sexuality education in China gradually established its legal status and received more policy support. During these 70 years of development, the attitudes of Chinese government departments towards school-based sexuality education, the direction of policy advocacy, school age of sexuality education and the development of local sexuality education have changed substantially. This editorial describes characteristics of the development of school-based sexuality education policy in China, aiming to depict development paths of school-based sexuality education policy in China so far, and provides inspiration for more policy support for schoolbased sexuality education in China.
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Objective@#To understand junior high school students’ sexual knowledge, sexual attitudes, sexual behaviors,as well as acess to sexual knowledge and related influencing factors, so as to provide reference for the practice of sexuality education.@*Methods@#Using stratified cluster sampling method, 7 341 junior high school students were selected from Anhui, Fujian, Gansu, Guangxi, Henan, Xinjiang, Yunnan, Zhejiang and Beijing, and self-compiled questionnaires were used.@*Results@#Junior high school students scored (61.71±18.79) in sexual knowledge, with pass rate and excellent rate being 59.02% and 18.53%. The attitudes towards LGBT was (65.44±20.01), the attitudes towards sexual and healthy behaviors was (67.04±49.23), and the attitudes towards sexual relations and behaviors was (70.75±10.46). Students had intimacy needs and sexual behaviors (18.70%), and some had such behaviors as kissing (13.80%), touching sensitive parts (6.70%) and sexual intercourse (2.20%). The results of multivariate Logistic regression analysis showed that students’ sexual knowledge was related to region, grade and school-based sexuality education (OR=2.11,P<0.05).@*Conclusion@#Junior high school students have sexual needs and behaviors, but their sexual knowledge is not sufficient; there are differences in sexual knowledge and attitudes of junior high school students across region,grade and gender; schools should promote school-based sexuality education for junior high school students’ sexual health.
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Abstract@#In recent years, school-based sexuality education was attached with great importance by more and more countries and educators. However, in China, the implementation and promotion of school-based sexuality education is still facing a number of challenges, including course/class hours, teaching materials, training of teachers as well as the collaboration among schools, families and communities, etc. This paper aims to learn from advanced experience of sexuality education in Macau, in order to promote the development of school-based sexuality education in Mainland China.
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Abstract@#School-based sexuality education plays a vital role in the healthy development of children and adolescents. At present, China has issued a series of laws, regulations and policy documents to support school-based sexuality education, but the development of school-based sexuality education in China still faces challenges such as negative attittude, lack of class hours, professional teachers, teaching materials, as well as effect evaluation and sensitive nature. Experience in school-based education in many countries demonstrated that the research and development of localized comprehensive sexuality education guidance on school-based education is effective in promoting school-based sexuality education. In 2018, with the support of UNESCO and UNFPA, Lab of Comprehensive Sexuality Education for Children of Beijing Normal University, inititated the "Research and Development of Comprehensive Sexuality Education Guidance" project, aiming to develop a local "Comprehensive Sexuality Education Guidance",and to support and promote the school-based sexuality education in China.
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Objective@#To evaluate the effectiveness of six-year sexuality education curriculum in primary school by analyzing the influence of sexuality education on students’ sexual health knowledge and gender stereotype.@*Methods@#A primary school offering sexuality education courses in Daxing District of Beijing was selected as an experimental school. Another school with similar location, nature, scale and equipment conditions was selected as a control school. A questionnaire survey was conducted at the end of the spring semester in 2017 among all the graduates of the two schools. The experimental school graduates received 6 years of sexuality education in grade 1 to grade 6 of primary school.@*Results@#The average scores of sexual health knowledge in experimental school and control school were 62.05±10.26 and 49.52±8.64 respectively, with significantly statistical difference(t=8.74, P<0.05). There was a significant difference in the scores of stereotype between male and female students in the two schools (the experimental school was 2.12±0.41 and 3.88±0.42, while the control school was 1.93±0.41 and 4.05±0.38). The differences were of statistical significance compared with the degree of non-stereotype(P<0.05). There were significant differences in the scores of male and female subscales between the two schools(t=3.12, -2.70, P<0.05). Gender sterotypes in the experimental school were significantly lower than those in the control school.@*Conclusion@#Sexuality education curriculum can help improve students’ sexual health knowledge and reduce their gender stereotypes which will enhance gender equality awareness, it can’t eliminate children’s gender stereotypes.
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Objective@#To analyze the influence of sexuality education on primary school students’ attitude towards homosexuality, and provide practical teaching evidence of intervening campus bullying based on sexual orientation.@*Methods@#A primary school offering school-based sexuality education curriculums in Beijing was selected as an experimental school, another school with similar location, nature and scale, quality of teachers and teaching environment was selected as a control school. The graduates in experimental school received 6 years of sexuality education in grade 1 to grade 6 of primary school. A survey was conducted in Jun. 2018 among all the graduates in grade 6 of the two schools through an attitude scale on homosexuality adopting cluster sampling.@*Results@#The scores of attitude towards homosexuality in experimental school and control school were (42.85±15.46) and (60.17±12.54) respectively, with significantly statistical difference(t=-9.47, P<0.01). There were interaction effects on attitudes of primary school students towards homosexuality between gender and experience of sexuality education (P<0.05). There was no significant difference in attitude towards homosexuality between male and female students in control school(t=0.58, P>0.05), but in experimental school, the attitude scores of male and female students respectively were (47.64±14.31) and (38.13±15.19), with significantly statistical difference(t=3.47, P<0.01). There was no significant difference in attitude towards different sexual orientation between experimental school students and control school students(t=0.10，1.53，P>0.05).@*Conclusion@#Sexuality education curriculum can help improve attitude towards homosexuality of primary school students, which has better intervention effects on female students than male students, attitudinal difference in gay and lesbian has not formed in primary school students.
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Objective@#To explore the influence of comprehensive sexuality education (CSE) course based on International Technical Guidance onthe sexual psychological health of middle school students during puberty, and to provide a reference for mental health promotion.@*Methods@#This study used Adolescent Sexual Psychological Health Questionnaire as measuring tool and self-made textbook on sexuality education entitled Love and Life: Junior High School Students’ Sexual Health Education Textbook as intervention. Measurements were set before and after the first semester together with the end of the second semester, respectively were pretest, intermediate test and posttest.@*Results@#The sexual psychological health of middle school students was in the medium level, and girls(3.51±0.40) were generally better than boys(3.44±0.37)(t=3.62, P<0.05). According to one-way analysis of variance, the main effect of three dimensions of sexual health-sexual cognition(3.31±0.81, 3.68±0.80, 4.37±0.61), sexual values(3.43±0.51, 3.55±0.54, 3.85±0.58) and sexual adaptation(3.63±0.41, 3.85±0.49, 4.09±0.58) and the total score(3.51±0.39, 3.74±0.46, 4.10±0.47) before, during and after the acceptance of comprehensive sexuality education was significant(F=252.18, 281.68, 113.54, 114.60, P<0.05).@*Conclusion@#Comprehensive sexuality education course has a significant effect on improving sexual psychological health among junior high school students.
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Objective@#To provide empirical evidence on the effectiveness of comprehensive sexuality education (CSE) on sexual knowledge and sexual attitudes improvement among college students.@*Methods@#Sexual knowledge and attitudes questionnaire survey was implemented among college students in Beijing, who later received the CSE for a full semester. Sexual knowledge and attitude were evaluated after intervention and were compared with control students.@*Results@#The average score of sexual knowledge was low among college students in Beijing. Most students held neutral attitudes towards "AIDS community" and "masturbation behavior" and positive attitudes towards "LGBT"(58.85%, 68.75%, 61.98%). Compared with the control group, after one semester of CSE curriculum intervention, the average scores of the five dimensions on sexual knowledge in the intervention group was significantly improved(11.79±1.16, 9.36±1.23, 4.84±0.88, 4.91±1.00, 5.35±1.03)(t=11.25, 15.74, 10.37, 5.59, 8.17, P<0.01), and the attitudes towards "sexual minorities", "AIDS communities" and "masturbation behavior" were also significantly improved(30.59±3.91, 17.70±3.41, 10.12±2.17)(t=5.16, 5.83, 2.97, P<0.01).@*Conclusion@#College students’ knowledge of sexuality is not optimistic. The attention to proper sexual attitudes is in great need. Systematic and comprehensive sexuality education curriculum could improve college students’ sexual knowledge and attitudes.
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Recent studies indicate that immune-associated aplastic anemia(AA)resembles such autoimmune diseases as insulin-dependent diabetes and chronic autoimmune thyroiditis that belong to organ-specific autoimmune diseases.Many independent investigation groups have successfully isolated the pathopoiesis-associated T cell clone causing hematopoiesis failure with a CD4 phenotype from peripheral blood and bone marrow(BM)in AA patients.In the current study,BM CD4+ T cells were isolated from AA patients and healthy controls with immunomagnetic beads sorting,and proliferation capability,apoptosis features and the impacts of their secreted cytokines on hematopoiesis stem/progenitor cells were compared between them.By 3H-TdR method,CD4+ T cells in AA group presented more enhanced proliferative activity.The stimulation index in control group and AA group was 1.47±0.24,and 2.51±0.34 respectively(P<0.01).After BM CD4+ T cells were induced by high concentration of CD3 monoclonal antibody for 18h,evident apoptosis cells could be seen under the electron microscope in both control group and AA group.Flow cytometry revealed that apoptosis rates in the early and late stages of AA group were significantly higher than in control group(P<0.01).Early-stage apoptosis rate in control and AA groups was(6.85±1.48)% and(16.98±4.40)%,and late-stage apoptosis rate in control group and AA group was(2.654±1.57)% and(7.74±0.83)%,respectively(P<0.01).The CFU-GM count in AA group and control group was(74.50±9.50)/104 cells and(124.25±19.80)/104 cells respectively under an inverted microscope(P<0.01),and the expression levels of CyclinD3 mRNA and protein in cord blood CD34+ cells were both down-regulated induced by BM CD4+ T cell culture supernatant in AA patients.These results indicate that BM CD4+ T cells of AA patients are likely in an abnormally proliferative,and activated state which can correlate intimately with AA hematopoiesis damage.BM CD4+ T cells in AA patients can secret some soluble cytokines that can inhibit proliferation of hematopoietic stem cells by suppressing the expression of Cyclin D3,resulting in hematopoiesis failure.
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The effects of two different histone deacetylase (HDAC) inhibitors, sodium butyrate (NAB) and trichostatin A (TSA),on apoptosis of human leukemic cells in vitro and the molecular mechanisms were investigated. The experiments were divided up 5 groups: control group, NaB group, TSA group,NaB+Z-VAD-FMK group and TSA+Z-VAD-FMK group. The apoptosis rate was determined by mor-phological analysis and flow cytomytry. The expression of Daxx, Bcl-2, and Bcl-xl proteins was de-tected by Western blot. NaB and TSA could induce the apoptosis of HL-60 and K562 cells, and Z-VAD-FMK caused a marked decrease in apoptosis induced by HDAC inhibitors. HDAC inhibitors could down-regulate the expression of Daxx protein, but had no significant influence on the expression of Bcl-2 and Bcl-xl proteins. The results suggested that NaB and TSA induce distinct caspase-dependent apoptosis of human leukemic cells through down-regulating the expression of Daxx protein in vitro.