“I'd rather beg for forgiveness than ask for permission”: Sexuality education teachers' mediated agency and resistance

Abstract

This study explores sexuality education teachers' identities and examines the ways in which teachers' experiences mediate their agency and resistance in classrooms. Using grounded theory methodology, the study explores the identities and experiences of school-based sexuality education teachers throughout the United States. Findings suggest that the teachers rely on a unique sense of identity in order to justify challenging the regulatory and policy limitations to their curricula. The study illustrates how agency is mediated by individual social location and experience.

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