The relative autonomy of schools and educational interventions for substance abuse prevention, sex education, and gender stereotyping.
This paper evaluates intervention programs in schools using the theoretical framework of the critical sociology of education, and most specifically, the extent to which schools are autonomous from the larger society.
Three different types of intervention programs are reviewed: drug abuse prevention, sex education, and programs to change gender stereotypes, all of which were found to have limited effectiveness.
Schools appear unable to change behaviors which are prevalent in a culture because they themselves are strongly influenced by that culture, and because adolescents are influenced by forces outside school.
Mots-clés Pascal : Etude critique, Programme éducatif, Sexualité, Prévention, Toxicomanie, Alcoolisme, Stéréotype, Rôle sexuel, Sociologie, Changement comportement, Environnement social, Adolescent, Homme
Mots-clés Pascal anglais : Critical study, Educational schedule, Sexuality, Prevention, Drug addiction, Alcoholism, Stereotype, Gender role, Sociology, Behavior change, Social environment, Adolescent, Human
Notice produite par :
Inist-CNRS - Institut de l'Information Scientifique et Technique
Cote : 93-0159973
Code Inist : 002B18H05. Création : 199406.