Week 5 Flashcards
(30 cards)
Reading 1
Manuel, S., 2005. Obstacles to condom use among secondary school students in Maputo city,
Mozambique. Culture, Health & Sexuality, 7(3):293-302.
3. Salo, E. 2002. Condoms are for spares, not the besties: Negotiating adolescent sexuality in post-
apartheid Manenberg. Society in transition.
Reading 1: Reasons for no condom use
Young love and trust - If they love eachother etc etc. Their relationship
is based on “trust”. If you do use a condom it’s not a real relationship with
no trust.
- The power of trust and natural sex - If you do request a condom its not about protection but its communicates that you dont trust them and youre sleeping around
Official discourses of fidelity and occasional sex - The early HIV
campaigns, were not targeted at young people because, they “shouldn’t”
be having sex in the first place.
- ‘Imagined’ immunity Imagined that just because they had sex with 1 person means that they are immune to HIV
Decent women and the masculine gaze - Women have little “condom
negotiation power”. If the man doesn’t want to use a condom then we
dont. “He trust me, I trust him”
- Folk beliefs and ideas - “He pays the bills, so we cant wear a condom”
Reading 1: Condoms are for spares, not the besties: Salo reading
Negotiating adolescent sexuality in post-apartheid Manenberg
* Negative perceptions of Coloured men and women and their
personhood
sexuality
* Resisting dominant narratives
* Moral economy of local * Safeguarding honour
* Young women and their sexuality as a threat
* Masculinity and sexual conquest
* New South Africa and transactional sex
Reading 1: Medical Anthropology Insights:
- Personhood
- Sexual agency
- Context matters
Reading 1: Health and illness experience and gender:
-Respectable femininity and rules of manhood
-Male condom vs female condom
Reading 1: Thinking about interventions:
Stereotypes, research, and intervention efforts
Culture is hardly ever the only reason
Engaging local context and concepts for better health outcomes
Take note of the socio-sexual scripts
Importance of relevant, context-based health education
Reading 1: Context
In Mozambique, like in many AIDS epidemic is a public
sub-Saharan African countries, the HIV/
health crisis. Despite national efforts to
promote condom use, adolescent usage remains low, especially among
secondary school students—a group considered at high risk due to early
sexual debut and multiple partnerships.
From an anthropological perspective, this study explores how cultural
norms, gender relations, and social perceptionsinfluence condom use
among youth in Maputo, Mozambique’s capital and a relatively urban,
diverse environment.
Reading 1: A. Cultural Beliefs and Misconceptions
Students often associate condoms with promiscuity, lack Western influence.
of trust, and
Example: Some students said using a condom suggests that one
partner is “unclean” or might be unfaithful. In romantic relationships,
particularly those aiming toward marriage, condoms are seen as
offensive or unnecessary.
These beliefs are embedded in local ideologies of love and fidelity,
where unprotected sex symbolizes trust and commitment.
Reading 1: B. Gender Norms Power Dynamics
Young women patriarchal norms
face difficulties negotiating condom use and fear of relationship breakdown.
due to
Example: A female student reported she couldn’t suggest condom use without being accused of being unfaithful or experienced. This highlights how hegemonic masculinity shapes sexual interactions.
Men are often expected to take the lead in sexual decision-making,
while women are socialized to be submissive and accommodating—
limiting their agency.
Reading 1: C. Embarrassment and Shame
Buying or carrying condoms is socially stigmatized. Adolescents fear being judged by peers or adults.
Example: A male student explained that buying condoms from a store could lead to gossip or being labeled as immoral. This illustrates how social surveillance and fear of reputational damage inhibit practical prevention behaviors.
Reading 1: D: Perceptions of Pleasure and Trust
Many participants believed condoms reduce sexual pleasure or interfere with intimacy. Example: A boy stated that using a condom “feels like eating a sweet with the wrapper on.” This belief reinforces the idea that sex with a condom is less satisfying
and less meaningful, tying into local understandings of intimacy and
emotional connection.
Reading 1: Broader Social and Institutional Factors
A. Inadequate Sex Education
Schools focus more on abstinence and biology than on practical
prevention, negotiation skills, or understanding of relationships.
Students reported learning about STIs and pregnancy but not to use condoms correctly or talk about them with partners.
The curriculum often reflects moralistic, adult-centered views youth realities.
about how
rather than
B. Religious and Moral Discourses
Churches and some parents promote abstinence-only messages,
presenting condom use as sinful or unnecessary for “good” youth.
This creates a moral conflict for sexually active students, who may feel
guilty or confused, reducing condom uptake even when they are at risk.
Reading 1: Anthropological Insight: Symbolic and Structural Analysis
From a symbolic anthropology perspective (à la Geertz), condoms
carry layered meanings beyond physical protection—they are symbols
of distrust, rebellion, or modernity. Their rejection reflects local moral
orders and social scripts about love, respect, and gender roles.
From a structural-functional view, these attitudes help maintain social
cohesion and gender hierarchy by regulating young people’s behavior
and sexuality. Even public health campaigns can be resisted when
they clash with deeply embedded cultural values.
Reading 1:Recommendations and Social Implications
The study recommends:
Youth-friendly health services that provide privacy and non-judgmental access to condoms.
Culturally sensitive sex education that addresses gender, power, and relationship dynamics—not just biology.
Inclusion of peer educators to normalize condom use. Engagement with religious and community leaders o shift harmful narratives.
For anthropologists, this highlights how health behaviors are not just individual choices but are shaped by structures, symbols, and social interaction
Reading 1: Final Takeaway for Anthropology Students:
Condom use among Mozambican youth isn’t just a matter of
knowledge or access—it’s a cultural issue, deeply embedded beliefs about trust, gender, morality, and identity. Interventions that
ignore these social dimensions are likely to fail. Anthropology provides the tools to understand and address these complex layers.
Reading 2:
Salo, E. 2002. Condoms are for spares, not the besties: Negotiating adolescent sexuality in post-
apartheid Manenberg. Society in transition.
Reading 2: Context & Purpose
his ethnographic study explores how adolescents in a township outside
Cape Town, South Africa, navigate love, relationships, and condom use in
their everyday lives.
Though South Africa has progressive sexual health policies, including sex
education and free access to contraception, HIV infection rates and teenage
pregnancy remain high. This paradox prompted the authors to ask:
Why do adolescents often avoid using condoms, even when they know the
risks?
Reading 2: Key Concept: “Condoms are for spares, not the besties”
This phrase came directly from a teenage participant. It reflects how young
people differentiate between types of relationships:
“Besties” = serious, romantic partners → no condoms used
“Spares” = casual partners or hookups → condoms used
Anthropological insight: Condom use “serious” relationships, using a condom isn’t just about health; it’s symbolic. In
may imply mistrust, infidelity, or lack
of love.
Reading 2: Themes in Adolescent Relationship Culture
A. Love & Trust = Unprotected Sex
Not using a condom becomes a way to prove love and Suggesting condom use may feel like an accusation: “You Example: A girl might avoid asking for condom use because she fears commitment.
don’t trust me.”
her
boyfriend will think she’s cheating or doesn’t love him.
B. Gender Norms & Unequal Power
Boys are encouraged to have multiple partners and dominate decisions.
Girls are expected to be loyal, emotionally invested, and submissive.
This creates a power imbalance—girls have less ability to negotiate safe sex.
Ex: A girl saying “no” to unprotected sex may risk losing her boyfriend.
C. Knowledge ≠ Behavior
Teens know the risks of HIV and pregnancy.
But their decisions are influenced more by emotions, peer norms, and
social status than by health knowledge.
D. Sex Education = Out of Touch
School sex education focuses on biology and morality (abstinence,
anatomy).
It fails to engage with the emotional and relational aspects of sexuality.
Teachers often avoid talking about pleasure, desire, or gender
dynamics.
Reading 2: Anthropological Analysis
Symbolic Anthropology: Condoms are loaded with meaning- signs of mistrust and “real” love. Feminist Anthropology: Gendered expectations and male dominance shape risk and agency.
Structural Factors: Poverty, unemployment, and violence also impact
sexual behavior—teens may seek relationships for emotional support
or material help.
Reading 2: Conclusions & Implications
Condom promotion must go beyond slogans—it must consider: How teens define love, trust, and fidelity
How gendered power relations work
How emotional vulnerability influences risk-taking ex education should:
Include emotional, social, and power dimensions. Be youth-led, not adult-controll
Challenge gender stereotypes
Reading 2: Takeaway
Adolescents don’t reject condoms out of ignorance—they
do so because of social meanings and relational dynamics embedded
in everyday life.
Reading 3:
Gittings, L., Hodes, R., Colvin, C., Mbula, S. and Kom, P., 2021. ‘If you are found taking medicine, you
will be called names and considered less of a man’: young men’s engagement with HIV treatment
and care during ulwaluko (traditional initiation and circumcision) in the Eastern Cape Province
of South Africa. SAHARA-J: Journal of Social Aspects of HIV/AIDS,
Reading 3: overview
This qualitative study explores the challenges young men in South Africa
face in engaging with HIV treatment and care under the Universal Test
and Treat (UTT) policy. Despite the policy’s intent to normalize early
treatment, young men often disengage from care due to gendered stigma,
fear of emasculation, and social scrutiny.
