YOUNG PEOPLE AND TEACHERS' UNDERSTANDING OF REPRODUCTIVE COERCION IN ITALY AND IN UK - A REFLECTION ON SEX EDUCATION PROVISION.

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TOPICMy research will focus on the issue of reproductive coercion amongst young people (yp) in Italyand in UK.CONTEXTNumerous studies (e.g. STIR: Safeguarding Teenage Intimate Relationships, 2015, Briefing Paper 2)reveal that schoolgirls are at high risk of sexual coercion (4 out of 10 schoolgirls report havingexperienced sexual coercion), which is strongly linked with reproductive coercion as it might bevery difficult to negotiate contraception within a violent intimate relationship (Silverman et al,2010 and Miller et al, 2010).Blanc (2001) argues that reproductive coercion is especially linked with imbalance of power insexual relationships (e.g. rape), which is in turn linked to gender roles: as argued by Stark (2007), ifyou are a girl/woman and you see motherhood as an inevitable part of your expected role in thehousehold, this affect your choices and the way you are treated by those around you.The main consequences of reproductive coercion are sexually transmitted infections, unintendedpregnancies (together with low self-esteem and self-blame, as highlighted by Branscombe et al,2003) and a negative impact on victims' subsequent romantic experiences (RI-victimization)(Collibee and Furman, 2014 and Evans, 2000); the above issues also represent a significant cost forthe public health service (FPA-The Family Planning Association, 2013).Considering that the development of 'romantic relationships' is an important milestone inadolescence (Collibee and Furman, 2014) and that the majority of adolescents attend school, sexeducation seems to be the best place to address the above issues, informing young people aboutreproductive coercion and power dynamics (Hirst, 2010).PROBLEMS ADDRESSEDHowever, sex education policies in Italy and in UK are arguably 'silent' (apart from the biology ofreproduction) (Beaumont and Maguire, 2013) and there is arguably lack of scholarly attention toyp's understanding of reproductive coercion and to the link between reproductive coercion andsex education; most of the research focus on the broader issues of sexual coercion and consent(e.g. Powell, 2010; Beres, 2007 and 2014).MY PROJECTMy large-scale research will investigate yp's (over 18) and teachers' (teachers should have anunderstanding of it in order to teach it) understanding/experiences of reproductive coercionacross different high schools (In Italy, high schools are attended by pupils aged 14-19) anduniversities in Italy and in UK, reflecting on the appropriateness of sex education provision.Considering that many schoolgirls report having experienced sexual coercion (STIR, 2015, Briefingpaper 2) (strongly linked to reproductive coercion) and that this might have serious lifelongconsequences for victims, I hope that my research will inform educational policies (especially inItaly, where there are no policies regulating sex education), services and the wider society, so thatyp will be able/empowered to enjoy a healthy and positive sexual life.PROPOSED METHODSAs I am interested in yp's understanding of reproductive coercion, which is a rather sensitiveissue, I will use semi-structured interviews, which, as opposed to a structured interview, allowsflexibility: participants can ask for clarification and can expand their answers, steering theinterview towards the direction they prefer (Gray, 2014; Bryman, 2012).