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Sexual gender roles and stereotypes and the sexual double standard in sexual satisfaction among Portuguese college students: an exploratory study

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  • Additional Information
    • Publication Information:
      Taylor and Francis
    • Publication Date:
      2024
    • Collection:
      Universidade de Lisboa: repositório.UL
    • Abstract:
      This work was supported by the Fundação para a Ciência e a Tecnologia (FCT), under Grant number Fundação para a Ciência e a Tecnologia PTDC/PSI-GER/28530/2017 ; Research on sexual satisfaction in Portugal is still limited; what exists, however, highlights barriers preventing optimal realisation of this dimension of sexuality and sexual health. Physical and relational barriers have been consistently evidenced, whereas social and cultural barriers have been less studied. Using focus groups, we aimed to explore perceptions of Portuguese college students (N = 47) about sexual satisfaction – more specifically, about gender differences and about how sexual gender roles and stereotypes and the Sexual Double Standard may influence sexual satisfaction. We found that sexual satisfaction is perceived to be suboptimal, especially for women in casual sexual relationships, and that the differences are attributed by both male and female to the constraints imposed by sexual gender roles, sexual gender stereotypes, and the sexual double standard. Deconstructing these socio-sexual beliefs is needed in order to achieve a higher, egalitarian level of sexual satisfaction and to promote sexual health. ; info:eu-repo/semantics/publishedVersion
    • Relation:
      info:eu-repo/grantAgreement/FCT/Concurso para Financiamento de Projetos de Investigação Científica e Desenvolvimento Tecnológico em Todos os Domínios Científicos - 2017/PTDC%2FPSI-GER%2F28530%2F2017/PT; http://hdl.handle.net/10451/61696
    • Accession Number:
      10.1080/19419899.2022.2039271
    • Online Access:
      http://hdl.handle.net/10451/61696
      https://doi.org/10.1080/19419899.2022.2039271
    • Rights:
      openAccess
    • Accession Number:
      edsbas.8B319411