Nikki J. Madsen
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Research Subjects
Nikki J. Madsen has a total of 8 co-authors. Here are the top co-authors by number of shared publications:
- Dana E. Johnson
Department of Pediatrics, Medical School, University of Minnesota, Minneapolis, USA
1 shared publication - Harold D. Grotevant
Department of Family Social Science, College of Human Ecology, University of Minnesota, Minneapolis, USA
1 shared publication Jennifer A. Oliphant
Research Associate Division of Adolescent Health and Medicine, Department of Pediatrics, University of Minnesota, 717 Delaware St. SE, Minneapolis, MN 55455
1 shared publication- Marla E. Eisenberg
University of Minnesota, Minneapolis, MN, USA
1 shared publication - Megan R. Gunnar
College of Education and Human Development, Institute of Child Development, University of Minnesota, Minneapolis, USA
1 shared publication - Renee Evangeline Sieving
School of Nursing, University of Minnesota, Minneapolis, MN, USA
1 shared publication
Latest Publications
- 21 March 2013
- Published by Wiley in Journal of School Health
- Vol. 83 (5) , 335-342
Barriers to Providing the Sexuality Education That Teachers Believe Students Need
BACKGROUND: Sexuality education teachers' perspectives are important to gain a full understanding of the issues surrounding teaching this subject. This study uses a statewide sample of public school teachers to examine what sexuality education content is taught, what barriers teachers face, and which barriers are associated with teaching specific topics.METHODS: Participants included 368 middle and high school teachers with sexuality education assignments in Minnesota. Survey data included topics they teach, what they think they should teach, and barriers they face. Logistic regression was used to examine associations between barriers and teaching each of 9 sexual health topics, among those who believed the topic should be taught.RESULTS: Almost two thirds of participants faced structural barriers; 45% were concerned about parent, student, or administrator response; and one quarter reported restrictive policies. Structural barriers were inversely associated with teaching about communication (OR = 0.20), teen parenting (OR = 0.34), and abortion (OR = 0.32); concerns about responses were associated only with teaching about sexual violence (OR = 0.42); and restrictive policies were inversely associated with teaching about abortion (OR = 0.23) and sexual orientation (OR = 0.47).CONCLUSIONS: Addressing teachers' barriers requires a multipronged approach, including curriculum development and evaluation, training, and reframing the policy debate to support a wider range of sexuality education topics.
- 21 March 2013
- Published by Wiley in Journal of School Health
- Vol. 83 (5) , 335-342
Barriers to Providing the Sexuality Education That Teachers Believe Students Need
BACKGROUND: Sexuality education teachers' perspectives are important to gain a full understanding of the issues surrounding teaching this subject. This study uses a statewide sample of public school teachers to examine what sexuality education content is taught, what barriers teachers face, and which barriers are associated with teaching specific topics.METHODS: Participants included 368 middle and high school teachers with sexuality education assignments in Minnesota. Survey data included topics they teach, what they think they should teach, and barriers they face. Logistic regression was used to examine associations between barriers and teaching each of 9 sexual health topics, among those who believed the topic should be taught.RESULTS: Almost two thirds of participants faced structural barriers; 45% were concerned about parent, student, or administrator response; and one quarter reported restrictive policies. Structural barriers were inversely associated with teaching about communication (OR = 0.20), teen parenting (OR = 0.34), and abortion (OR = 0.32); concerns about responses were associated only with teaching about sexual violence (OR = 0.42); and restrictive policies were inversely associated with teaching about abortion (OR = 0.23) and sexual orientation (OR = 0.47).CONCLUSIONS: Addressing teachers' barriers requires a multipronged approach, including curriculum development and evaluation, training, and reframing the policy debate to support a wider range of sexuality education topics.
- 12 June 2007
- Published by Springer Nature in Maternal and Child Health Journal
- Vol. 12 (2) , 162-171
The International Adoption Project: Population-based Surveillance of Minnesota Parents Who Adopted Children Internationally
Objectives To conduct the first population-based surveillance in the United States of parents who adopted children from countries outside of the United States. Methods A 556-item survey was mailed to 2,977 parents who finalized an international adoption in Minnesota between January 1990 and December 1998; 1,834 (62%) parents returned a survey. Results Eighty-eight percent of the parents reported transracial adoptions (97% of the parents were white); 57% of the adopted children were Asian; 60% were female; and on average, the children were 18 months-old at the time of placement. Only 15% of the parents reported household annual incomes less than $50,000 and 71% reported they had college educations. Sixty-one percent traveled to their child’s country of birth prior to the adoption. Almost three-quarters involved their children in experiences related to their birth countries and 98% would recommend international adoption. Three-quarters of the parents believe that parental leave was an issue for them as they adopted. Conclusions This is the first population-based survey of U.S. parents who have adopted internationally. The adoptive parents were socioeconomically different than birth parents in Minnesota and their families are most likely to be transracial. Because international adoption has become more prevalent, it is important to understand the strengths and needs of families that are created through this unique form of migration.
- 12 June 2007
- Published by Springer Nature in Maternal and Child Health Journal
- Vol. 12 (2) , 162-171
The International Adoption Project: Population-based Surveillance of Minnesota Parents Who Adopted Children Internationally
Objectives To conduct the first population-based surveillance in the United States of parents who adopted children from countries outside of the United States. Methods A 556-item survey was mailed to 2,977 parents who finalized an international adoption in Minnesota between January 1990 and December 1998; 1,834 (62%) parents returned a survey. Results Eighty-eight percent of the parents reported transracial adoptions (97% of the parents were white); 57% of the adopted children were Asian; 60% were female; and on average, the children were 18 months-old at the time of placement. Only 15% of the parents reported household annual incomes less than $50,000 and 71% reported they had college educations. Sixty-one percent traveled to their child’s country of birth prior to the adoption. Almost three-quarters involved their children in experiences related to their birth countries and 98% would recommend international adoption. Three-quarters of the parents believe that parental leave was an issue for them as they adopted. Conclusions This is the first population-based survey of U.S. parents who have adopted internationally. The adoptive parents were socioeconomically different than birth parents in Minnesota and their families are most likely to be transracial. Because international adoption has become more prevalent, it is important to understand the strengths and needs of families that are created through this unique form of migration.