a School of International Service , American University , Washington , DC , USA.
b Department of Sociology , University of Lagos , Lagos , Nigeria.
Glob Public Health. 2018 Dec;13(12):1807-1819. doi: 10.1080/17441692.2018.1449000. Epub 2018 Mar 20.
Mississippi and Nigeria are two socially conservative places unlikely to prioritise sexuality education. Nonetheless, Mississippi passed a bill in 2011 mandating all school districts to offer sexuality education, and Nigeria approved a national sexuality education curriculum in 2001. To identify the factors that drove the process of prioritisation of sexuality education in each context, we conducted more than 70 semi-structured interviews with nongovernmental organisations/nonprofits, donor organisations and federal and state ministries involved in the prioritisation and implementation of sexuality education in Mississippi and Nigeria. Prioritisation of sexuality education occurred for similar reasons in both Mississippi and Nigeria: (1) local individuals and organisations committed to sexuality education and supported by external actors; (2) the opening of a policy window that made sexuality education a solution to a pressing social problem (teen pregnancy in Mississippi and HIV/AIDS in Nigeria) and (3) strategic action on the part of proponents. We conclude that promoting sexuality education in challenging contexts requires fostering committed local individuals and organisations, identifying external resources to support implementation costs and building on existing relationships of trust between actors, even if those relationships are unrelated to sexuality education.
密西西比州和尼日利亚是两个社会保守的地方，不太可能优先考虑性教育。尽管如此，密西西比州在 2011 年通过了一项法案，要求所有学区提供性教育，而尼日利亚在 2001 年批准了国家性教育课程。为了确定在每个背景下推动性教育优先化的因素，我们对参与密西西比州和尼日利亚性教育优先化和实施的非政府组织/非营利组织、捐赠组织以及联邦和州政府部门进行了 70 多次半结构化访谈。密西西比州和尼日利亚的性教育优先化有类似的原因：（1）致力于性教育的当地个人和组织，并得到外部行为者的支持；（2）政策窗口的打开，使性教育成为解决紧迫社会问题（密西西比州的青少年怀孕和尼日利亚的艾滋病毒/艾滋病）的一种解决方案；（3）支持者的战略行动。我们的结论是，在具有挑战性的环境中推广性教育需要培养有决心的当地个人和组织，确定支持实施成本的外部资源，并在行为者之间建立现有的信任关系，即使这些关系与性教育无关。
