Parents as stakeholders: Attitudes and perceptions towards comprehensive sexuality education in Zimbabwe’s junior grades
DOI:
https://doi.org/10.38140/ijrcs-2024.vol7.2.04Keywords:
Comprehensive sexuality education, stakeholders, attitudes, perceptions, junior grades learnersAbstract
This study investigates the attitudes and perceptions of parents towards the implementation of Comprehensive Sexuality Education (CSE) in junior grades (Grades 3–7) in Zimbabwe’s Mashonaland East Province, within the context of persistent issues such as early pregnancies, child marriages, and sexual abuse. The aim is to understand the complex interplay of factors that influence parental support for or resistance to CSE in the school curriculum. Grounded in the interpretive paradigm, the study draws on Urie Bronfenbrenner’s socio-ecological theory and Albert Bandura’s social learning theory to explore how individual, social, and systemic influences shape parental perspectives. A qualitative exploratory case study design was employed, utilising semi-structured interviews and focus group discussions with parents from diverse socio-demographic backgrounds. The findings reveal a generally positive disposition towards CSE among parents; however, several barriers, such as ambiguous policy frameworks, entrenched cultural beliefs, limited resources, and inadequate teacher training, continue to hinder effective implementation. The study concludes that collective stakeholder engagement, including meaningful parental involvement, is essential for designing culturally relevant and context-sensitive CSE frameworks. It recommends increased investment in in-service teacher training and the provision of appropriate teaching and learning materials, emphasising that community support and ownership are critical to fostering an environment conducive to the successful delivery of CSE in junior grades.
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