Between culture and knowledge: thematic and sentiment analysis of reflections on a sexuality education course in Qatar

Abstract

Within the conservative sociocultural framework of Qatar, discussion about sexuality education is often viewed as taboo, leading to a significant disconnect between young people’s sexual and reproductive health needs and the scant information they receive. This study investigated the effects of a graduate-level sexuality course offered at the Doha Institute for Graduate Studies. Employing a mixed methods design that included sentiment analysis conducted using VADER alongside thematic analysis, the study analysed reflective essays written by nine students. Prominent themes include the emotional journey transitioning from discomfort to acceptance; the therapeutic benefits of engaging in reflective writing; the destigmatisation of talk about anatomical knowledge and pleasure; the value and importance of safe and inclusive educational environments; and varying experiences of gender in sexual conversations. Despite the initial resistance occasioned by cultural and religious beliefs, participants noted advances in self-awareness, emotional intelligence, and critical thinking regarding relationships, gender roles, and sexual identities. Positive sentiment scores, in conjunction with the qualitative insights, suggest that comprehensive sexuality education could serve as a catalyst for personal growth and transformation. Educational contexts that are culturally responsive and sensitive, even in conservative societies, can enable meaningful engagement with sexuality education.