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Faculty of Graduate Studies

Krys Merritt

  • BA (University of Victoria, 2021)

Notice of the Final Oral Examination for the Degree of Master of Arts

Topic

Beyond the classroom: A critical understanding of community-based sex education

Department of Educational Psychology and Leadership Studies

Date & location

  • Tuesday, May 5, 2026

  • 8:00 A.M.

  • Virtual Defence

Reviewers

Supervisory Committee

  • Dr. Catherine McGregor, Department of Educational Psychology and Leadership Studies, University of Victoria (Supervisor)

  • Dr. Darlene Clover, Department of Educational Psychology and Leadership Studies, UVic (Member) 

External Examiner

  • Dr. Nathan Lachowsky, School of Public Health and Social Policy, University of Victoria 

Chair of Oral Examination

  • Dr. Dylan Cutler, Department of Biology, UVic

     

Abstract

Community-based organizations, which operate within the context of marginalized populations, are well-positioned to provide comprehensive sex education to individuals who are often underserved. Comprehensive sex education integrates the social dimensions of sexuality by addressing individual, interpersonal, community, and societal factors that shape sexual health. In contrast, school-based sex education is inconsistently implemented, resulting in inadequate sex literacy, particularly among those for whom such education is inaccessible or unrealistic. Marginalized communities are systemically placed at greater risk for negative sexual health outcomes and are less likely to access relevant sex education. This study sought to understand the justifications, perceived effectiveness, and discourses surrounding sex education programs offered as community services. To achieve this, sex educators working in community-based organizations were interviewed, and critical discourse analysis was applied to examine how community-based sex education can either disrupt or reinforce the power dynamics underlying inequities among vulnerable populations. The findings indicate that these educators identified dominant discourses influencing their work and described how their practices aim to address these issues by prioritizing collective action, honouring lived experiences, fostering agency, and explicitly challenging normative definitions of sex and sex education.

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