Course: Masculinity, Sexual Behavior and Health

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Schedule


Class Objectives Activites
Overview of Male Sexual/Reproductive Health To gain a better understanding of sexual and reproductive health for young men from a domestic and international perspective Presentation: Overview of Male Sexual/Reproductive Health

Reading

Discussion Questions

  • Is the Cairo definition of reproductive health & WHO definition of sexual health too idealistic?
  • Does the CDC report on Sexual Health add any new dimensions to the definition?
  • For men, how broadly should we be thinking about sexual/reproductive health?
  • In the Lancet & Lindberg articles,
    • What resonates as men’s top health needs?
    • What key topic(s), if any, are missing?
  • How different are sexual/reproductive health goals for men & women?
    • And, why should we care?
    • For example, if the same, why focus on men?
  • Do men need separate services & service sites?
  • How does sexual/reproductive health for men relate to their health in general?

Masculinities & Sexuality: What Does it Mean to Be a Man, and How Is This Related to Men's Sexual Health?

  • To learn about masculinity theory & how masculinity influences men's health, health care use, & relationships with women
  • To learn about male sexuality including sexual identity development including theories on sexual orientation development

Presentation: Masculinity Theory & Sexuality

Reading

Discussion Questions

  • To what extent is men’s health issues related to traditional masculine beliefs, e.g. is masculinity a public health issue?
  • Pleck Article
    • How does Masculinity Ideology differ from the Gender Identity approach?
    • What is gender role strain & how does this impact men’s health?
  • Anderson Article
    • How does Anderson’s description of the “Code of the Street” relate back to Pleck’s hypothesis of what it means to be a man?
    • What is the role of parents/family in a boy’s socialization?
  • Giordano & Smiler Articles
    • Do study findings support masculinity theory? Or not?
    • How do you think romantic relationships shape boys’ masculine beliefs?
    • What are the study’s strengths? Limitations?
  • Marcell Article
    • How does examining masculine beliefs over time add to our understanding of masculinity?

 

Male Reproductive Health Across the Lifespan: From Needs to Service Receipt

  • To learn about male reproductive health across the lifespan

Presentation: Needs Across Lifespan

Reading

Discussion Questions

  • ASSIGNMENT DUE: Share review of Healthy People 2020 objectives related to sexual/reproductive behavioral health for males across the lifespan
  • Is there anything missing? Take into consideration any of the following settings, including home, school, community, & clinic, etc., and/or other caretakers, such as parents, mentors, guardians, etc., and any of the following age groups listed below:
    • Children (0-10)
    • Adolescents (11-18)
    • Young adults (19-49)
    • Adults (50 and older)
  • What health issues should be prioritized?
  • If you were developing guidelines (for public health or clinical) what services would you recommend to be included as standard of care?

Community-Based Intervention

  • To learn about community-based intervention studies on male reproductive health

Presentation: Primary Prevention among Youth

Reading

Discussion Questions

  • Audience
    • What audiences should interventions target? Parents, teens, couples, others?
    • Should interventions be male only or mixed gender groups?
  • Considerations for Intervention Design
    • Theory as basis for behavior change – what theory should be used?
    • Is there benefit to address gender role(s) and/or masculinity norms?
    • What sexual/reproductive health content to cover?
    • Should care seeking be included?
    • Is there a benefit to include social marketing/media campaign?
  • Delivery
    • Does matching of facilitator/participant on gender & race/ethnicity matter?
  • Outcomes
    • What outcomes to focus on?
    • Attitudes; Behaviors; Intentions; Biological outcomes vs. self-report
    • How would outcomes of interest be different if audience has mixed sexual experience versus not?
    • What groups are not well addressed?
    • GBQT; Special health care needs; other groups?
  • Follow-Up
    • How long to monitor outcomes? Is 3- ; 9-; 12-month long enough?
  • Cost Considerations
    • What would be considered a cost-effective program?

Clinical Interventions: Help seeking & care delivery

  • To learn about clinic-based intervention studies on male sexual/reproductive health

Presentation: Clinical Interventions

Reading

Discussion Questions

  • What are men’s barriers to engage in care in general and sexual/reproductive health care in particular?
  • To what extent is men’s health issues related to disparities in care vs. traditional masculine beliefs?
  • Are there successful approaches to engage men in SRH care?
    • What approaches should one take?
  • ASSIGNMENT DUE: What, if anything, is missing from Healthy People 2020’s objective for males’ sexual/reproductive healthcare?
  • Why do providers have such a difficult time in delivering clinical preventive services to patients?

Class Presentations

  • To learn about student-generated topics of interest related to male reproductive health

  • Can use this as an opportunity to learn how to:

    • Communicate to a policy audience complexity of addressing male reproductive health issues

    • To critique published research study on male reproductive health topic pulling from knowledge gained from class

    • To present a proposal for work on a male reproductive health-related topic

Presentation Guidelines

  • Pair up and present on a topic chosen by the team.
  • Each team to present for 10 minutes and be prepared for 5 minutes for questions (Presentations will be timed). Use of a standard presentation approach (e.g., Background, Methods, Results, Discussion, Limitations, and Implications) is recommended. Presentations should include citations on each slide as appropriate, with reference on slide or at the end of the slide set.
  • Topics should be submitted to the instructors no later than Session 4.

Male Reproductive Health: Training Needs; Wrap-Up & Evaluation

  • To understand training needs for medicine and public health regarding males’ SRH and healthcare

  • To reflect upon class content, pull it all together, ask questions, and provide final comments

  • To complete course evaluation

Presentation: Training and Wrap-Up

Presentation: Wrap Up & Funding Mechanisms for Male Reproductive Health

Discussion Questions

  • What are training needs for the nation so that health professionals are prepared to address the population’s SRH, particularly men?
  • Who should be targeted for training?
  • What should the content consist of? How should it be done?
  • Be prepared to reflect on all class content and address any unanswered questions