School-based Programs to Reduce Sexual Risk-taking Behavior

1997 ◽  
Vol 19 (5-6) ◽  
pp. 415-436 ◽  
Author(s):  
Douglas Kirby ◽  
Karin Coyle
Keyword(s):  
Sexual Risk ◽  
Risk Taking ◽  
Sexual Risk Taking ◽  
School Based ◽  
Risk Taking Behavior

Differences in sexual risk-taking behavior with state of inebriation in an aboriginal population in Ontario, Canada.

1997 ◽  
Vol 58 (3) ◽  
pp. 312-322 ◽  
Author(s):  
T Myers ◽  
S L Bullock ◽  
L M Calzavara ◽  
R Cockerill ◽  
V W Marshall
Keyword(s):  
Sexual Risk ◽  
Risk Taking ◽  
Sexual Risk Taking ◽  
Aboriginal Population ◽  
Risk Taking Behavior

scholarly journals Understanding the Influence of Sexual Risk Taking, Ethnic Identity, and Family and Peer Support on School Importance Among Hispanic Adolescents

2018 ◽  
Vol 52 (7) ◽  
pp. 1011-1038 ◽  
Author(s):  
Pauline Garcia-Reid ◽  
David T. Lardier ◽  
Robert J. Reid ◽  
Ijeoma Opara
Keyword(s):  
Ethnic Identity ◽  
Sexual Risk ◽  
Risk Taking ◽  
Culturally Responsive ◽  
Minority Group ◽  
The United States ◽  
Sexual Risk Taking ◽  
Academic Needs ◽  
School Based ◽  
Hispanic Community

Despite the broader academic gains experienced by Hispanic students, who represent the largest minority group in the United States, they remain the least educated of all major ethnic groups, and our understanding of their academic needs and strengths remains woefully inadequate. Therefore, this study examined the risk (e.g., sexual risk taking) and protective factors (e.g., family support, supportive peer networks, and ethnic identity) associated with school importance among Hispanic teens ( N = 587) residing in a high-risk, resource poor urban community and the ways in which these relationships vary between adolescent males (46.5%) and adolescent females (53.5%). Schools that are able to harness the numerous assets embedded within the Hispanic community are well positioned to create learning environments that are encouraging, are culturally responsive, and can potentially reduce risk involvement that may interfere with valuing the role of school importance. Implications for school-based personnel are discussed.

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