ABSTRACT
This introduction presents an overview of the key concepts discussed in this book. The book demonstrates that sex education is consistent with other aspects of the school agenda. Neither the theories advanced by the proponents of sex education, nor the most used teaching materials on which these courses are based, have addressed the fundamental issues of sex differences in socialisation and the repression of women's sexuality; they are still, therefore, inherently sexist in orientation. In an attempt to explore this issue, a research project was designed using a feminist methodology. The actual research process included initial interviews designed to allow young people to define the terms and parameters; trialling a questionnaire; concurrent questionnaire distribution and group interviews; and small group discussions. The research results confirm that sex education programmes do not challenge, and may actively support, the social construction of sex role stereotypes which is maintained throughout the school curriculum.
