Kristinn Hegna

Children and adolescents who sell sex: a community study.

Adolescents who reported to have given sexual favors for payment were investigated. The sample consisted of all adolescents in the public and private school systems in Oslo, the capital in Norway (age group 14-17, response rate 94.3%, N=10,828). Adolescents who had sold sex form 1.4%, three times as many boys as girls. Half the group had done it more than 10 times. Most were under the legal age of sex in Norway (16 years) when this first happened. We found no associations with sociodemographic variables or residential area in Oslo. However, sex sale was associated with low intercourse debut age, conduct problems, alcohol problems, use of drugs (including heroin) and violent victimization. The conclusion is that a small group in the general adolescent population sells sex, and many of the clients are assumed to be homosexual or bisexual men. Adolescents who take part in these activities are often heavily involved in delinquent behaviors and use of drugs, and many probably are in a risk zone for sexually transmitted diseases (including HIV), drug abuse and a delinquent and criminal development.

Suicide Attempts among Norwegian Gay, Lesbian and Bisexual Youths General and Specific Risk Factors

The aim of the study was to identify the specific factors that affect the risk of attempted suicide in Norwegian gay, lesbian and bisexual (GLB) youths beyond the effect of general risk factors presumed to be of importance irrespective of sexual orientation. The national non-probability sample included 407 GLB youths aged between 16 and 25 years of age, among whom 26 per cent of both genders reported a previous suicide attempt. General risk factors for attempted suicide among GLB youths were: lack of parental contact, internalizing problems (depression/anxiety), low self-esteem, regular smoking and victimization. The following risk factors specific for GLB youths increased the risk of attempted suicide even when controlling for general risk factors: currently being in a steady heterosexual relationship, early heterosexual debut (<16), young age of coming out (<15), infrequent contact with heterosexual friends and openness to all heterosexual friends. For practitioners engaged in social work among young people in general or GLB youths in particular, these results show that while coming out is a vital aspect of sexual identity formation that enhances psychological well-being and should be celebrated, in another sense it is a serious stressor with potentially negative consequences unless a strong social support network is there to be relied upon.

What's Love Got to Do with It? Substance Use and Social Integration for Young People Categorized by Same-Sex Experience and Attractions

The aim of the study was to assess whether social integration and substance use differed between three groups of adolescents that were categorized by a combination of sexual experience and attractions: (a) heterosexual orientation and attraction only, (b) same-sex experiences without same-sex attraction, and (c) same-sex attraction. A school based sample of 5,500 Norwegian 16 to 19 year olds (92% response rate) with good population representativity was analyzed. Same-sex experiences included “necking”/“making out,” petting, intercourse, and oral sex. Compared to heterosexual young people, young people reporting same-sex sexual experiences only were more socially integrated into their peer group and consumed more alcohol. Young people reporting same-sex attraction reported poorer social integration into peer networks and good social support, but a stronger sense of loneliness. Use of illegal drugs other than marijuana was more than three times as prevalent compared to that of heterosexual youths, and the gender differences in substance use were small or the opposite of what was expected.

Changing educational aspirations in the choice of and transition to post-compulsory schooling – a three-wave longitudinal study of Oslo youth

With the transition from a comprehensive compulsory school to differentiating upper secondary schools, young people in Norway are forced to choose their future educational path and look ahead. How does educational choice and transition to upper secondary school affect their educational aspirations? In this study, an Oslo-based cohort sample (N = 1660) of young peoples educational aspirations is analysed over three time points; before, during and after choosing upper secondary education. The analyses show that many change their educational aspirations during the three-year period, and that decreasing aspirations before transition to upper secondary school is related to low or decreased achievement and school effort, as well as male gender, majority ethnic background and lower social class. Reduced educational aspirations after the transition to upper secondary education are related to decreased effort as well as low and decreasing achievement, but not to structural characteristics. This may be interpreted as an indication that structural background characteristics play a stronger role in shaping aspirations during the decision process proceeding educational choice, than in the transition itself.

Straightening out the queer? Same-sex experience and attraction among young people in Norway

The aim of this study was to describe the prevalence of same‐sex experience, from deep kissing, through petting to genital contact, same‐sex romantic attraction and reported same‐sex arousal in a representative sample of young men and women aged 17–18 in Norway. While same‐sex experiences were reported as being more prevalent among young women (27.4%) than among young men (6.5%), the gender difference in the case of same‐sex genital experiences was smaller (F = 4.6%, M = 2.7%) than in the case of deep kissing (F = 25.7%, M = 3.9%). While same‐sex romantic attraction was more prevalent among young men with same‐sex experiences than young women, such attraction was confined to a minority of all young men. Results suggest that same‐sex experiences among Norwegian youth are not unequivocally tied to same‐sex attraction and possible homosexual self‐identity. We argue that among young men, same‐sex behaviour is more often associated with same‐sex orientation whereas young womens same‐sex relations seem to be more exploratory.

Gender Segregation in Vocational Education: Introduction

This introductory chapter develops the overall research focus and the aim of the present special issue ‘Gender segregation in vocational education’. Against the backdrop of strong horizontal gender segregation in vocational education and training (VET), we ask how institutional arrangements affect gendered (self-)selection into VET, and to what extent the patterns of the latter vary by context and over time. In order to expand our knowledge about the impact of educational offers and policies on gendered educational pathways and gender segregation in the labour market, we have gathered comparative quantitative studies that analyse the relationship between national variations in the organization of VET and cross-national differences in educational and occupational gender segregation from an institutional perspective. Following a review of the core literature within the field of gender segregation in VET, this introduction presents a discussion of education system classifications and institutional level mechanisms based on the contributions made in this volume. We then discuss gendered educational choices at the individual level, with particular emphasis on variation across the life course. Finally, we conclude our introductory chapter by commenting on the main contributions of the volume as a whole, as well as addressing suggestions for further research.

Parental influence in educational decisions: young people’s perspectives

Abstract Studies of young people’s experiences of parental influence on their educational choice in different family contexts are lacking. This study explores such experiences among youth in Norway, where educational choice is normatively construed as an autonomous decision. The article draws on data from a survey of 2029 youths that includes open-ended qualitative descriptions of experiences of difficult decisions. The analyses show no differences in experiences of parental influences related to social class. Minority students experience their parents as positive/supportive to the same degree as majority students but as more strongly influencing the decision-making process. Nevertheless, minority and majority youth express having made their own choice to the same extent. Negative and strong parental opinions sometimes complicate the choosing process and threaten young people’s sense of autonomy. In the case of youths’ indecision and need for guidance, parental involvement may be a precondition for a young person’s ability to make an autonomous decision.

Conflicts, Competition and Social Support in Female-Dominated Vocational Education--Breaking or Reaffirming Stereotypical Femininity?.

Abstract One in four upper secondary school students in Norway experience nearly single-sex classrooms, an unintended consequence of choosing certain vocational study programmes, such as Health care, childhood and youth development or Building and construction. This raises a question about how female students describe their experiences of social relationships and classroom culture within the context of a gender-segregated vocational education setting. Analyses of educational biography interviews reveal that stories of conflict, competition and cultural differences dominate and are often described using derogative or gendered language, such as ‘bitching’, ‘gossip’ and ‘drama’. These stories demonstrate a break with gender stereotypes but, at the same time, accentuate femininity by aligning the behaviour to stereotypical discourses of ‘girl’ behaviour. In their stories, gender loses its importance as a basis for solidarity and commonality when students share the same gender; instead, hierarchies and other differences become highlighted.