Sexual And Sexuality Discourse Among Students On Social Media

 

TABLE OF CONTENTS

ABSTRACT

CHAPTER ONE: BACKGROUND AND ORIENTATION

1.1 INTRODUCTION

1.2 BACKGROUND TO THE STUDY

1.3 PROBLEM STATEMENT

1.4 PURPOSE OF THE STUDY

1. 5 RESEARCH OBJECTIVES

1.6       THE SCOPE OF THE STUDY

1.7       SIGNIFICANCE OF THE STUDY

1.8       ASSUMPTIONS

2.3       PERSPECTIVES ON ADOLESCENTS AND STUDENTS’ SEXUALITY,

SEXUAL DEVELOPMENT AND SEXUAL IDENTITY FORMATION

2.3.1     PSYCHOLOGICAL DEVELOPMENTAL ASPECTS

2.3.2     BIOLOGICAL DEVELOPMENTAL ASPECTS

2.3.3     ETHICAL AND MORAL DEVELOPMENTAL ASPECTS

2.3.4     SOCIAL CULTURAL DEVELOPMENTAL ASPECTS

2.4       SEXUALITY DISCOURSE, ATTITUDES AND BEHAVIORS OF THE YOUTH

2.5       MEDIA AS STRONG AGENT OF ADOLESCENTS AND STUDENT

SEXUALITY SOCIALIZATION

2.5.1     SEXUALIZED MEDIA PORTRAYALS AND STUDENTS’ KNOWLEDGE, ATTITUDES AND BEHAVIOR

2.5.2     ASSOCIATIONS BETWEEN ‘NEW MEDIA’ SEXUAL CONTENT CONSUMPTION AND YOUNG

PEOPLES’ SEXUAL ATTITUDES AND BEHAVIORS

2.6       PREVALENCE AND TRENDS IN SOCIAL MEDIA USE

AMONG THE YOUTH AND STUDENT

2.6.1     NIGERIAN YOUTH AND SOCIAL MEDIA

2.6.2     STUDENT AND SOCIAL MEDIA ONLINE ACTIVITIES

2.6.3     MEDIATION AND PORTRAYALS OF SEXUAL BEHAVIORS ON SOCIAL MEDIA

2.7 THEORETICAL PERSPECTIVES: SOCIAL NETWORKING SITES’

INFLUENCE ON STUDENT ATTITUDES AND BEHAVIORS

2.7.1     SOCIAL LEARNING THEORY

2.7.2     SCRIPTS THEORY

CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY

3.0 INTRODUCTION

3.1 RESEARCH DESIGN

3.3 THE STUDY POPULATION

3.4 SAMPLE AND SAMPLING TECHNIQUES

3.4.1 SAMPLING METHOD AND PROCEDURE

3.4.2 DATA COLLECTION PROCEDURES AND DATA COLLECTION TOOLS

3.4.3 DATA COLLECTION TOOLS

3.4.3.1 QUESTIONNAIRE

3.4.3.2 FOCUS GROUP DISCUSSIONS

3.4.2 INDEPENDENT AND DEPENDENT VARIABLES

3.4.4 ETHICAL CONSIDERATIONS

3.4.5 DATA ANALYSIS AND PRESENTATION OF RESULTS

CHAPTER FOUR: DATA ANALYSIS, INTERPRETATIONS AND

DISCUSSIONS

4.0 INTRODUCTION

4.1 THE INSTRUMENT (QUESTIONNAIRE)

4.2 ADMINISTRATION OF QUESTIONNAIRE

4.3 BACKGROUND CHARACTERISTIC OF THE RESPONDENTS

4.4 PARTICIPANTS’ EXPERIENCE WITH SOCIAL MEDIA

4.4.1 POPULARITY AND TRENDS IN THE USE OF SOCIAL MEDIA

4.4.4 PEOPLE RESPONDENTS’ SOCIALIZED WITH ON SOCIAL MEDIA

4.5.1 PEERS AND SEXUALITY DISCOURSE

4.5.2 STATUS UPDATES

4.5.3 IMAGE AND PROFILE INFORMATION PORTRAYED ON ONE’S SOCIAL NETWORK

4.5.5 SEXUAL MATTERS DISCUSSIONS ON OTHERS’ AND ONE’S SOCIAL NETWORK PROFILE

4.5.6 EXPOSURE TO SEXUALLY EXPLICIT MATERIALS ON THE SOCIAL MEDIA

4.5.6.1 EXPOSURE TO ‘SOFT’ SEXUAL MATERIALS

4.5.6.2 EXPOSURE TO ‘HARD’ SEXUAL MATERIALS

4.5.7 POSTING AND SOLICITATION OF SEXUALIZED CONTENT ON SOCIAL NETWORK PROFILES

4.7 ANALYSIS OF SPECIFIC OBJECTIVES FOR THE STUDY

CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

OF THE STUDY.

5.1 SUMMARY

5.2 RECOMMENDATIONS

5.3 CONCLUSSIONS

QUESTIONNAIRE

 

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND TO THE STUDY

The variety of content available on the new media (Internet, social media, computers, MP3 players, handheld video players, and cell phones etc) is practically limitless.

Sexual talk and displays are increasingly frequent and explicit in this mediated world.  Content analysis by researchers has found that sexual content that ranged from flirting to sexual intercourse has increased tremendously on the internet and social media over the last one decade (Brown, 2000; Fisher & Barak, 2001; Ybarra & Mitchell, 2005; Escobar-Chaves et al, 2005; Brown, Keller & Stern, 2009; Kaiser Family Foundation, 2010; Brown, Keller & Stern, 2009). Social media are places where youth can encounter sexual text, photos, and videos and can also create and/or post such materials themselves (Collins et al, 2011; Chika & Ojih, 2013; Brown, Keller & Stern, 2009; Ellison et al., 2007; Peluchette & Karl, 2010; Braun-Courville & Rojas, 2000).  Student are immersing themselves newer media with social media, cell phones, and instant messaging playing major roles in their everyday lives (Collins et al, 2010; Pempek et al, 2009). They are using their online social media profiles to display information about their sexuality indicating their sexual orientation and sexual interests, they are posting songs and poems about sexual desires and experiences on blogs, sharing nude or semi-nude pictures and videos of themselves on social media and via mobile phones (sexting) and discussing sexual practices and experiences on SM and blogs (Brown, Keller & Stern, 2009).  Consumption of sexually suggestive materials on Sm makes student develop or reinforce sexual permissiveness attitudes. Braun-Courville & Rojas, 2000). Kelleher & Sweetser (2012) found online sexual behaviors to be associated with a greater acceptance of casual sexual behavior.  Kelleher & Sweetser (2012) speculates that content creation is likely to form the foundation of the attitudes of adolescents towards sex and their subsequent sexual behaviors throughout their life My study will attempt to determine the influence of mediated sex and sexual portrayals on social media on student’s sexuality discourse, attitudes and behavior.

 

A number of studies conducted in Nigeria have revealed that most youth risky sexual behaviors occur at an early age (Maticka-Tyndale et al., 2005, Oindo, 2002, Youth Fact Book, 2010; Kabiru & Orpinas, 2008; Adam and Mutungi 2007; Njue et al, 2011; Mathenge, 2008; Akwara et al, 2003; CBS, 2004). According to Njue et al (2011) youth in Nigeria are regularly having casual, unprotected, coerced, and transactional sex with multiple and concurrent partners. According to (Ochieng, Kakai & Abok, 2010) over 50% of Nigerian youths are sexually active by the age of 20 years. According to Youth Fact book (2010) before the age of 15 years, 11% of young women and 22% of young men aged 15 to 24 had their first sexual intercourse. By the age of 18, 47% of young women and 58% of young men had had their first sexual intercourse. A study conducted in Kisumu town in western Nigeria revealed that 73% of the youth were sexually experienced, 74.4% these were sexually active, with 84% engaging in regular sexual encounters and 79.7% maintaining single partner sexual encounters (Oindo, 2002). Mathenge (2008) reported that 36% of girls aged 14-25 years in top schools in Kwara state, Nigeria had their first sexual experience by age 15 years while 75 % did not use any protection.

 

Risk sexual behaviors predispose student to dangers of contracting HIV/AIDs and other STIs, as well as psychological/emotional problems. Studies have shown that more than half of all new HIV infections (over 7,000 daily) are occurring among student (WHO, 2006).  In Nigeria Youth has recorded the highest number of new HIV cases (Central Bureau of Statistics, Ministry of Health, 2004). In 2005, 75% of new HIV infections occurred among youth aged 15-24 years (Government of Nigeria 2005). (2002) unwanted pregnancies, abortions and STIs/AIDs are diagnosed each year among the Nigerian youth aged between 13-24 years. Oindo (Oindo 2002).

 

There has been a lot of interest among researchers, policy makers, parents and educators on how to address the risky sexual behaviors among the youth. This is evidenced in the enormous advocacy, policy and legal initiatives especially in developing countries that are addressing student’s pertinent issues such health issues, sexuality, education, unemployment to mention a few. Nigeria youth framework policies address the same issues highlighted. Collins et al (2011) contend that massive research efforts have been devoted to understanding what put the student to these sexual risk behaviors outcomes given their given their enormous social, economic, and public health consequences.

 

Pertinent questions being asked are; why do student become sexually involved at younger ages? What factors hasten sexual initiation, and what factors delay its onset? (Collins et al, 2004). Research has identified and demonstrated how media has the potential to influence the media content consumers (Pempek, et al 2009; Gruber & Grube, 2000; Aubrey etal, 2003; Brown & Witherspoon, 2002; Kelleher & Sweetser, 2012; Borzekowski & Rickert, 2001; Strouse, Buerkel-Rothfuss & Long, 1995; Greeson & Williams, 1986; Brown, Keller & Stern, 2009).

 

Mass media play an important role in the socialization of youth (Debra, Braun Courville & Rojas, 2009). Adolescents and student constantly mention the media as a crucial source of sexual information besides peers, schools, and parents (Borzekowski & Rickert, 2001; Strouse, Buerkel-Rothfuss & Long, 1995; Greeson & Williams, 1986; Brown, Keller & Stern, 2009). Media is believed to influence human thoughts, perceptions, course of action and behaviors. Right from the days of T.V and radio to this era of cybernetics media has proved to have profound power to influence the consumers of media messages. Media provide avenues for student to learn about sexual behaviors. T.V, newspapers, books, radio, magazines, films and internet have contributed negatively or positively to the meaning of sexuality among the youth.

 

According to (Gruber & Grube, 2000) adolescents are exposed to sexual content in the media during a developmental period when gender roles, sexual attitudes, and sexual behaviors are being shaped. Entertainment media provide array of messages on knowledge on falling in love, relationships, and sexual desires and thus shape sexual attitudes, values, and practices (Tom et al, 2010; Barber, 2011). Media give youth ideas on dressing, popular culture, language, sexuality and lifestyle. This is means that media is an important source of information for student as they are developing their own sexual beliefs and patterns of sexual behavior. Student use the experiences and knowledge learnt from media presentations to develop their own opinions and capabilities (Bale, 2011). Sometimes media becomes the prime source of information to adolescents especially in situations where the parents and schools remain reluctant to discuss sexual matters. Sexuality issues in many societies in Nigeria are shrouded in taboos and myths. This makes student turn to media and peers who sometimes give them incorrect and/or inappropriate information (Toroitich-Ruto, 1997). According to Youth Fact book (2010) media accounts for 24% of the information acquired by the youth on sexuality.

 

1.2 PROBLEM STATEMENT

Social media is everyday becoming increasingly explicit with sexual content (Huston, Wartella & Donnerstein, 1998; Kunkel et al, 2007; Stern, 2007; Strasburger, 2010). Social media is becoming an excellent, convenient and appealing way for student to talk about sex and sexuality without embarrassment as it affords anonymity and easy access to sexual content. On these social platforms student and adolescents are bombarded with verbal and visual sexual scripts on dating, intimacy, relationships and sex. Most researchers agree that new media is more sexually explicit than traditional media.

 

New media has not only accelerated the rate of communication, they have also transformed student from just being sexual content consumers to active creators of sexual information (Chika & Ojih, 2013; Braun-Courville & Rojas, 2000). Youth are posting and sharing nude or semi-nude pictures of themselves on social media and via mobile phones (sexting) (Brown, Keller & Stern, 2009). Adolescents and student may develop or reinforce sexual permissiveness attitudes when they observe and consume sexually suggestive material on the social media.

 

There is increasing cases of internet pornography addiction in Nigeria especially among student. Among the most addictive sites are the social media like Facebook. A study by Plan International and the Cradle discovered that 30.62% of the children interviewed had encountered sexually suggestive material at least once on Facebook. In 2004 certain cyber in Kwara state reported more downloads of pornography than other types of content by children and student (Business Daily, November 19th 2009). This clearly show that student and children continue to consume high dosages of sexual content without the guidance of their parents and and/or seniors.

 

Social media is being used to promote online prostitution. Student are hooking up through friend requests on Facebook and other social platforms and sometimes indulge in sex after meeting or continue dating. Studies have shown that overwhelming numbers of youth are scanning their photos and uploading them to dating websites such as Match.com and Adultfriendfinder.com with an aim of attracting elderly rich white men from Europe and America

 

Studies have attempted to establish links between sexual content displayed in the media and initiation of sexual intercourse, sexual attitudes, values, and beliefs (Brown, 2002, Martino et al, 2009; Levy, 2005).  The aim of this study is to examine the extent to which Kwara state university students use social media, whether they consume and produce sexual content and the extent to which this influences their sexuality discourse, attitudes, values, beliefs and behavior. University students comprise and represent a category of media users that adopts and adapts new technologies pretty fast. Peter & Valkenburg (2006) Brown (2000) and Fisher & Barak, (2001) also concur that we know little about the extent to which adolescents expose themselves to sexually explicit material on the Internet.

1.3 Research Objectives

1. To identify the extent to which Kwara State University students are exposed to sexual discourse on social media.

2.. To identify the nature and pattern of sexual discourse on social media among Kwara State University students.

3. To examine the perception of Kwara State University students on discourse of sexually related matters on social media.

 

1.4 Research Questions

1. To what extent are Kwara State University students exposed to sexual discourse on social media?
2. What is the nature and pattern of sexual discourse on social media among Kwara State University students?
3. How do Kwara State University students perceive sexual content on social media?

1.5 THE SCOPE OF THE STUDY

The study will only be carried out in Kwara state university in Kwara state. The researcher will only confine himself to establishing the influence of Social Media on sexuality discourse, altitudes behavior of Kwara state university students.

 

1.6 SIGNIFICANCE OF THE STUDY

Theory proposes that student acquire knowledge, attitudes skills and behavior through information presented to them by media and by observing media models. The main aim of this study is to investigate how regular use of social media relates to sexuality discourse, attitudes and behavior of student by looking at exposure and participation in creation and distribution of sexualized content on social media.  The information attained in this study could also help in understanding sexual decisions made by adolescences. In Nigeria there is great concern on dangerous associated with sex, unwanted pregnancies, prostitution, STDs/HIV and AIDs. Studies in Nigeria reveal perturbing trends of increasing early sexual debut and risk sexual behaviors among the student (Youth Fact Book, 2010; Njue et al, 2011; Ochieng, Kakai & Abok, 2010)

 

As the country and world as a whole are working towards combating HIV/AIDS pandemic, it is important to try and understand how exposure to different kinds of media affects and contributes to the sexual decisions made by the youth.  The study is particularly significant in the sense that it will put into perspective the influence of social media on university students’ sexual patterns, attitudes and behavior. This is important to parents, educators, policy makers and health care providers and in the development of advocacy, policy and legal initiatives aimed at addressing exposure of student to sexual content in social media and new media.

1.7 Limitations of The Study

Most of the students of the schools have unstable or unfavourable schedules. This made the conducting of interviews very difficult.

Financial constraints-in the course of the research, the researcher had to spend a lot of money in printing of the research work, photocopying relevant research materials, allowances to research assistants, travelling and transport cost to the site to gather information.

Time limitation- In a research work like this, time is essential. Every section of this research was given a timeframe within which it was to be presented. However; the researcher had to combine the exercise with other academic activities at the same time. Again, due to the fact that the period for the research is short to allow for adequate data collection on the subject, this could affect the outcome of the work.

 

1.8 Organization of the Study

The research work is divided into five (5) chapters. Chapter one concerns itself with the general introduction grouped under the following headings; Background to the study, Statement of the problem, Objectives of the study, Significance of the study, Research questions, Scope of the study and Organization of the study. Chapter two involves the review of various related literatures on the relevant subject under the study.

Chapter three includes the various methods used for collecting data for the research work. These methods include administration of questionnaires, interviews, observation etc. Chapter four presents results, discussions and provides analysis of the data gathered for the study.

Finally, the fifth chapter provides conclusions and recommendations. 

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