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Open Access Het psychologisch welbevinden van Nederlandse adolescenten met lesbische moeders die gebruik maakten van een bekende, niet-anonieme of anonieme spermadonor

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Abstract

Self-esteem and problem behavior in Dutch adolescents conceived through sperm donation in planned lesbian-mother families: Is donor type of importance?

Until 2004, Dutch women seeking donor insemination through medical facilities could opt for open-identity or anonymous donors. Currently, Dutch medical facilities are only allowed to use sperm from open-identity donors. Focusing on adolescents who were born before 2004, the present study provides a unique opportunity to compare the well-being of those conceived through different donor types: known, open-identity, or anonymous. The present study is based on 67 Dutch adolescents (meanage=16.04) conceived through sperm donation in lesbian-mother families. Participating adolescents were asked to complete the Rosenberg Self-Esteem Scale, the Youth Self-Report, and to answer questions about their donor. Thirty-three adolescents were conceived through known, 22 through open-identity, and 12 through anonymous donors. No significant differences were found on self-esteem or problem behavior among adolescents conceived through the three donor types. Likewise, no significant differences were found on these variables for adolescents with known donors who indicated that these men did or did not play important roles in their lives. Feeling uncomfortable about not knowing one’s donor was associated with lower levels of self-esteem and more externalizing problem behavior. That donor type has no bearing on adolescent self-esteem and problem behavior may help in guiding the donor choices of prospective lesbian parents.
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Keywords: adolescents; planned lesbian families; problem behavior; self-esteem; sperm donation

Document Type: Research Article

Publication date: December 1, 2018

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  • Het tijdschrift Pedagogiek stelt zich ten doel de wetenschappelijke discussie over opvoeding, onderwijs en vorming binnen het Nederlands taalgebied (Nederland en Vlaanderen) te stimuleren en te ondersteunen. Pedagogiek beoogt naast een bijdrage aan het wetenschappelijke debat ook de maatschappelijke discussie op de terreinen van opvoeding, onderwijs en vorming te bevorderen. Bijdragen zullen dan ook uitdrukkelijk worden beoordeeld op zowel hun wetenschappelijke als maatschappelijke relevantie. Pedagogiek biedt: (1) wetenschappelijke verslagen van empirisch, theoretisch en historisch onderzoek op het gebied van opvoeding, onderwijs en vorming, alsmede review studies op onderhavige terreinen; (2) opiniërende bijdragen van wetenschappelijk niveau (Forumbijdragen); (3) boekbesprekingen.

    The journal Pedagogiek (Pedagogy) aims to stimulate and support the scholarly discourse on child rearing, education and training within the Dutch language area (The Netherlands and the Flemish region). Pedagogiek strives to contribute to the scholarly debate, but also desires to boost the public debate on the subject of child rearing, education and training. Therefore, contributions will be judged explicitly on both their scholarly merit and their social relevance. Pedagogiek offers: (1) scholarly articles reporting on empirical, theoretical and historical research in the field of child rearing, education and training, and review studies in the same field; (2) opinion pieces on a scholarly level (panel discussions); (3) book reviews.

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