Anne M. (Mickey) Kavanagh
Goals To expand the students appreciation for the variety of their backgrounds and to help them appreciate that these backgrounds have an influence on one’s values and attitudes towards human sexuality. Another goal is for the teacher to gather information about the ways that the students’ families handle issues related to sexuality, and whether there are cultural taboos or barriers which must be taken into account.
Materials Needed Map of the world on which to show where all the students’ families’ came from before they were in New Haven. The students need to use their completed questionnaires in the dyad.
Procedure
Have students form pairs. Students are to get to know each other by going over the answers to the questionnaire. They will then introduce their partners to the class as a whole, using the information in two or three of the questions which seem most interesting, either because it is so similar or so different from their own responses. Mark the places on the world map where students’ ancestors and families come from and/or have lived.
Debrief
by asking students the following questions:
What effect might these cultural/family beliefs have on an adolescent growing up in New Haven? (Try to elicit a discussion about the potential clash between traditional parental values and peer pressure to behave differently).
What was it like to talk to your parents about these questions? (be sure to allow for those students who are truly unable to talk to their parents).
How did you feel finding out about your partner’s family traditions?
How did you like introducing your partner to the class?
Did you learn about any new traditions? Which ones?
Why is it important to talk to one’s family about traditions and customs especially surrounding puberty, sex, and marriage?
Finish by explaining that you respect all these various family and cultural traditions. In New Haven now, it is very important for adolescents to have accurate information about human sexuality and to understand that they are in control of their future. Some of the decisions they make will have a direct effect on that future. It is helpful (if not essential) to explain to classes where there are Hispanic/Latino students that you are aware that in their culture, sex is not often talked about and even when it is it is not talked about directly. If it is possible, invite an Hispanic bilingual/bicultural guest speaker into the class when you begin the lessons about human sexuality because this can help the students to reconcile two conflicting pressures: not to talk about sex, yet needing to learn about it. If they feel respect for a figure of authority who shares their culture, it can allow them to participate in the classes and learn the information.
Questionnaire About Familty Traditions
Please answer these questions, using as much detail as you can, and talking to your parents whenever needed.
1.
|
What is your ethnic background? Do you identify yourself with a cultural group? If not, what other groups do you identify with?
|
|
______________________________________________________________
|
|
______________________________________________________________
|
|
______________________________________________________________
|
2.
|
How long has your family lived in New Haven? Where else has your family lived?
|
|
______________________________________________________________
|
|
______________________________________________________________
|
|
______________________________________________________________
|
3.
|
List the members of you family here, their relationship to you and whether they live with you, live nearby or live far away.
|
Name
|
Relationship
|
Where they live
|
____
______________________________________________________________
____
______________________________________________________________
____
______________________________________________________________
____
______________________________________________________________
____
______________________________________________________________
____
______________________________________________________________
____
______________________________________________________________
____
______________________________________________________________
____
______________________________________________________________
____
______________________________________________________________
____
______________________________________________________________
____
______________________________________________________________
____
______________________________________________________________
____
______________________________________________________________
____
______________________________________________________________
4.
|
To whom among these family members are you closest, who has the most influence on you, to whom could you talk about something really important?
|
|
______________________________________________________________
|
|
______________________________________________________________
|
|
______________________________________________________________
|
|
______________________________________________________________
|
5.
|
What are the traditions about puberty in your culture or your family?
|
|
______________________________________________________________
|
|
______________________________________________________________
|
|
______________________________________________________________
|
|
______________________________________________________________
|
6.
|
How old should a person be (or what other requirements are there) before they
|
|
a.
|
get married? ______________________
|
|
b.
|
have children? ______________________
|
|
c.
|
have sex? ______________________
|
7.
|
What are the expectations of your family and your cultural tradition about sex and marriage? Did your parents’ parents talk to them about such things? If not, did they know how their parents felt? If so, how?
|
|
______________________________________________________________
|
|
______________________________________________________________
|
|
______________________________________________________________
|
|
______________________________________________________________
|
8.
|
Something I like about myself that is part of my culture is
|
|
______________________________________________________________
|
|
______________________________________________________________
|
|
______________________________________________________________
|