Professional Documents
Culture Documents
Literature Review
The idea that knowledge has a direct impact on behavior faces a
serious challenge when presented in the context of sex education.
Much debate has centered on the efficacy of sex education programs
in the U.S. as teen pregnancy, abortion, and STD rates continue to soar
in spite of efforts to curb these negative trends. This debate is fueled
by a societal shift in expectation relative to the purpose of sex
education. Before the AIDS crisis and skyrocketing pregnancy rates of
the 1980s, sex educations main goal was to facilitate open and
honest discussion with adolescents regarding their sexual health.
Today, these programs are expected to change behaviors, which may
not be a reasonable goal. Further conflict surrounds the disparity
between belief and practice in relation to the content of sex education
programs. Current trends point to increased funding for abstinenceonly programs in spite of research that shows a majority of parents and
teachers support comprehensive sex education. As current research
examines these conflicts and contradictions, one may determine that
the goals and methods of sex education need to be reassessed.
School Based Sex Education
School based sex education programs are important to examine
as AIDS, teen pregnancy, and the proliferation of STDs remains a huge
problem among our nations young people. Youth need to be given
3
information that is accurate and relative to the state of our society in
order
Comprehensive Sex
4
(2000), Donovan (1998), and Mahler (1996) explain that teachers and
administrators perceive pressure from the public to stick to an
abstinence-only agenda and do so in order to avoid controversy. While,
the research suggests that a majority of parents and educators want
their children to learn about condoms and contraception, abstinenceonly programs appear to be out of touch with the desires of parents
and therefore, more schools should be adapting a comprehensive
approach to sex education.
Age
While most parents and educators support sex education for high
school students, some debate exists over the appropriateness of
introducing information about sex to children in grade school. While
the majority isnt quite as strong, a significant number of sexual health
educators believe that key issues regarding sexuality should be taught
in fifth and sixth grade (Darroch 2000, Kirby 1991). Some key issues
educators support include puberty, HIV transmission, abstinence,
resisting peer pressure, teen parenthood, dating and nonsexual
affection (Darroch 2000: 214). The results of this research suggests
that parents and teachers recognize the importance of sexual health
information as a tool in adolescent development, which should be
taken into consideration when determining the proper age for
orientation to sex education.
Quality of Instruction
5
When analyzing sex education programs, quality of instruction
constitutes an important factor in contributing to the effectiveness of
the program. Patricia Donovans (1998) evaluation of the issues and
challenges faced by school-based sex education programs reports that
many sex educators dont receive adequate training in the field of
human sexuality. Donovan (1998) points out that many school districts
have no certification requirements for sexual health educators and
acknowledges that there is little incentive and little opportunity for
teachers to receive adequate training in this area. According to
researchers, this lack of attention to the quality of sex educators
results in inaccurate and insufficient procurement of material, as
educators are more likely to stick to basic teaching methods, such as
lecturing, for fear of sparking controversial discussion or practices
(Donovan 1998, Mahler 1996, United States 2004).
In
reference
to
strictly
abstinence-only
curricula,
2004
6
programs. Systematic evaluations of programs receiving federal funds
may provide one option for this problem.
The Effectiveness of Sex Education
Much research has been done on the effectiveness of both
abstinence-only and comprehensive sex education programs. While
various studies have been able to illustrate positive changes in
behavior in relation to comprehensive sex education, no studies have
been able to establish a positive impact in relation to abstinence-only
education (Hauser 2004). However, even as positive results can be
drawn from comprehensive sex education programs, national trends in
adolescent sexual behavior tend to give the impression that sex
education has failed to impact our nations youth. When considering
the results of impact on behavior due to education, its important to
keep in mind the limitations of such correlation.
Comprehensive Sex Education
One
of
the
main
arguments
against
comprehensive
sex
sexual
activity
did
not
increase
after
participation
in
7
past decade ( Brener 2002, Grunbaum 2004). Unfortunately, even as
positive results can be drawn from comprehensive sex education,
overall trends in statistics regarding increases in STDs and continued
prevalence of unplanned pregnancies suggests that education alone
isnt enough to curb the risky sexual practices of this nations youth.
Americans may still need to refocus their goals on alternative methods
for influencing adolescent behavior.
Abstinence-Only Education
While comprehensive sex education programs have had some
success in positively affecting behavior, abstinence-only programs
have not proven themselves effective in influencing behavior (Barth
1991, Berne 2000, Darroch 2003, Kim 1982). In fact, according to
research
by
Hauser
(2004)
some
states
evaluations
of
their
8
adolescents have engaged in sexual intercourse by the age seventeen,
and according to Hauser (2004), 80 percent of teens plan to be
sexually active by the age of twenty. What one may conclude from
such findings is that abstinence-only education is out of touch with the
realities of adolescent sexuality, today. Being unable to report any
positive results brought about by abstinence-only education leads one
to conclude that new strategies must be employed in order to combat
the risks of adolescent sexual activity.
Social Factors Related to Sexual Behavior in Adolescents
In comparison to other developed countries, Darroch (2001)
reports that the onset and frequency of adolescent sexual activity in
the United States is relatively equal to that of other industrialized
nations however, teenage pregnancy, abortion, and STD rates are
significantly higher in the United States. This suggests that societal
factors play a role in the sexual behaviors of adolescents. As reported
by Darroch (2001), societal attitudes toward sexuality appear to be a
bit more relaxed in Europe, and adults appear to be much more
accepting of teenage sexuality. However, attitudes toward teenage
pregnancy are much more negative in Europe than in the United
States, which may account for lower pregnancy rates (Darroch 2001).
Research Limitations
The research observed in this analysis provides one with a solid
base
of
information
regarding
issues
of
Comprehensive
and
9
Abstinence-Only education. However, some limitations to this body of
work must be considered. As the majority of research methods
employed by sex education studies are surveys, most of the results
represent only short term findings. Sex education research would thus,
benefit from an increase in longitudinal study. In addition, location of
study participation has a significant effect on research outcomes as
attitudes towards sex education tend to vary by region. Furthermore,
the majority of surveys were executed within a school setting, which
eliminates the responses of at risk-youth and high school dropouts.
Finally, gaining access to adolescents remains a problem as it is very
difficult to gain permission to talk to adolescents about sexual
behaviors within the context of a school setting.
Future Research
While vast amounts of research have been dedicated to
determining the effectiveness of sex education programs, less research
has been dedicated to evaluating what students actually know. In
measuring the effectiveness of programs, researchers are mainly
gathering
information
about
adolescent
attitudes
towards
sex.
10
important insight into what information students, as well as parents are
lacking, which may lead to needed reassessment of current sex
education practices.
As current research suggests, Comprehensive Sex Education
faces many challenges in the form of increased funding for AbstinenceOnly Education and perceived pressures felt by school administrations
in maintaining conservative approaches to sex education.
However,
I chose to conduct
11
influenced parent/child communication about sex. I limited my sample
to non-relatives, as interviews with family members may have provided
a more biased result. I gathered interviews according to a snowball
method that stemmed from professors at a small liberal arts college in
the Midwest. The sample, overall, was fairly homogeneous being
comprised of six females and one male. Similarly, six participants were
Caucasian and one participant was African American. The majority of
participants had earned Doctoral degrees and were working as
Professors, while one participant was on her third year of Bachelors
work and the final participant had worked at the University as a staff
person for over 20 years.
From this data pool, one can begin to foster a number of
assumptions. All of the participants were in some way associated with
the University, which for some might indicate a liberal bias. In addition,
the samples homogeneity doesnt allow room for generalizations
based on gender, race, or class. The observations alluded to in the
discussion of this research simply focus on the fact that all of the
participants were parents and have at some point engaged their child
in a conversation about sex. For the purpose of further research it
would be ideal to gather a larger sample size with a more diverse
population.
When
it
comes
to
the
structure
of
the
interview,
the
12
focused on illuminating parental attitudes toward sex, parents level of
comfort discussing sex with their children, and what sexual topics
parents specifically sought to address. As a means towards future
research, it would be beneficial to triangulate the data through a
survey or perhaps, through a focus group. In addition, many of the
parents interviewed referenced particular materials that they used as
resources to both educating themselves and their children about sex. It
would be beneficial to conduct a content analysis of these materials as
well.
Justification
Sex education has remained a source of constant debate over
the
past
few
conservatives
decades
favoring
with
conservatives,
abstinence-only
especially
education.
The
Christian
current
13
simply because that would have gone beyond the scope of this project.
However, interviewing the children would provide a triangulation
method that may be pursued in future research.
Ethics
By limiting my research subjects to adults only, I was able to
avoid many ethical concerns. As previously mentioned, I did not
interview family members in an attempt to avoid biased knowledge
interfering with my observations. The risks associated with the study
were minimal. For some, talking about sex may be embarrassing or
difficult. However, this study presented no more opportunities for
embarrassment or discomfort than can be encountered in daily life. If
at any time participants felt uncomfortable, they had the option of
ending the interview or skipping a particular question. Additionally,
anonymity and confidentiality was ensured. No names were used in
any resulting manuscripts, and no other information regarding personal
identity was reported in the study.
Discussion
Sex is a topic that in the United States comes cloaked in a shroud
of ambivalence. On the one hand, sex is everywhere. Americans are
constantly
being
bombarded
with
an
orgy
of
sexual
images
14
filter their own sexuality through a vast medium of influence that
stretches far beyond the safe walls and comfort of ones own home. Its
no surprise then that at the same time sex is seeping deeper and
deeper into our culture, many would hold deep reservations about the
affects
that
sex
might
have
on
shaping
and
influencing
the
15
parties. However, when it comes to the topic of sex education the
attitudes of parents present a more complicated picture in which moral
systems are negotiated between realities of adolescent sexual
behavior and what parents hope they can contribute to their childs
sexual development. This point can be best demonstrated by
examining the basic standards of sexual activity that parents set forth
for children.
Negotiating Realities and Setting Standards
While abstinence-only sex education dictates that only sex within
the confines of marriage is acceptable, most parents seem to
acknowledge a reality in which teenagers are likely to experiment and
engage in sexual behaviors long before they get married. Holding to
the ideal of abstinence until marriage is no longer practical as one
participant states, I think the abstinence thing is foolish. I mean I think
thats just burying their head in the sand. What the parents in this
study have come to realize is that there has been a cultural shift in
expectation
regarding
adolescent
sexual
activity.
This
point
is
16
17
have to go into all that depth and also so that if they do have questions and dont
feel comfortable coming to me that they have somebody else they can talk to.
18
interesting challenge for families and educators because they are so
relevant to our times and because they often hit so close to home.
As the topic of homosexuality continues to be politicized and let
out of the closet so to speak, most parents recognize the importance of
addressing this issue in terms of acceptance and diversity. When asked
how one might incorporate a discussion about homosexuality in a sex
education class one woman answered with:
I guess if I were teaching a class like that to adolescents I might invite people in who
are willing to talk about their own experiences. Especially younger people who may
be homosexual and are willing to talk to other kids. I might try to do that education
through statistics on a variety of types of relationships that people use in media
representations or whatever to encourage knowledge and the realization that outside
of this community there is a huge variety of people with respect to a lot of things
including sexuality.
19
parents want to be sure that they understand the messages implicit in
such images. One woman explained her experience in dealing with her
son and pornography:
We have really struggled with it. I dont know exactly what to do because I know my
son has been caught on occasion looking at stuff on the internet and I dont know if
its better to close that off and say no therefore, making it more desirable or if its just
curiosity. Im not sure what to do about that so we keep him more active doing other
things. The discourse with boys is so interesting because there are all these labels for
women and judging women and things like that so weve had to really talk about it,
and its been funny because his dad, bless his heart, my husband is really having to
think about the way he thinks about things and you know objectifying and all that,
too because he doesnt want to pass those bad images on to his son, so its kind of
an open discourse at our house right now and thats something were working
through.
20
With sons, the sex talk seemed to be a bit more difficult as one
woman explained,
I guess I didnt talk as frankly with my son. My husband talked to my son more. I
think I would approach it differently with a boy. I would talk more about sexual
responsibility. With my son, he wasnt as open to ask questions. The talks were more
intentional.
21
men carried condoms and the young man took responsibility for
preventing pregnancy. Now, since effective contraception usually
means contraceptive methods used by women, the decision to use
contraception increasingly has become the womans responsibility.
When it comes to legal abortion, men increasingly feel that they do not
have to support what is now seen as a personal choice (Luker 2006:
80-81). With so much attention being focused on making sure young
women know how to protect themselves, its clear that young men are
missing out on important messages along the way. If parents would
focus as much attention on educating young men about the risks and
responsibilities of sex as they do young girls, perhaps some of the
negative consequences of sex could be avoided.
Conclusion
Sex represents a complicated and broad issue in which physical
health, emotional well-being, and personal pleasure is at stake. Its no
doubt that when faced with the task of teaching ones child about sex,
most parents struggle to find a healthy balance between providing
open, honest, and comprehensive information about sex while at the
same time lacing their messages in a value based structure so that
their children will be able to make healthy and informed choices with
some moral guidance. While parents generally dont want the schools
to take a stand on what is right and wrong, the parents in this study all
22
supported in depth information regarding sex and sexuality being
taught in schools in addition to the discussions that they have at home.
The parents in this study seemed to be negotiating between a
cultural reality in which they recognize that children are most likely
going to become sexually active in adolescence and that teenagers
may not always feel comfortable talking to their parents about
everything when it comes to sex. Similarly, parents dont always feel
comfortable discussing all sexual topics, which makes school based sex
education a valuable partner in preparing teenagers for when they do
become sexually active.
Issues such as homosexuality and pornography offer new
challenges
to
parents
when
discussing
broader
based
themes
regarding sexuality, and for the most part, parents would be in favor of
the schools providing some assistance in addressing these topics.
Additionally, parents seemed to recognize that the sex talk is different
for boys and girls and this difference is something that many of them
feel needs to be addressed.
The findings in this study only begin to scratch the surface when
it comes to learning about what parents are teaching their children
about sex. A larger and more diverse sample size would add depth and
perhaps variation to these research findings and a key component to
understanding parent to child communication about sex would be
finding out what children are actually getting from such conversations.
23
Perhaps the results from this study will lead to future research
endeavors.
Works Cited
Barth, Richard P., Joyce V. Fetro, Douglas Kirby, Nancy Leland. 1991.
Reducing
the Risk: Impact of a New Curriculum on Sexual Risk-Taking,
Family
Planning Perspectives 23: 253-263.
Berne, Linda A., Barbara K. Huberman. 1995. Sexuality Education,
Phi Delta
Kappan77: 229-233.
Brener, N. 2002. Trends in Sexual Risk Behaviors Among High School
StudentsUnitedStates, 1991-2001, Morbidity and Mortality Weekley
Report 51: 856859.
Dailard, C. 2003. Marriage is No Immunity from Problems with
Unplanned
24
Pregnancies, The Guttmacher Report on Public Policy 6: 10-13.
Darroch, Jacqueline E., David J. Landry, Susheela Singh. 2000.
Sexuality
Education in Fifth and Sixth Grades in U.S. Public Schools, 1999,
Family
Planning Perspectives 32: 212-219.
Darroch, Jacqueline E., Jennifer J. Frost, Susheela Singh, and the Study
Team. 2001.Difference in Teenage Pregnancy Rates Among Five
Developed Countries:The Rules of Sexual Activity and
Contraceptive Use, Family Planning Perspectives 33: 244-250 &
281.
Darroch, Jacqueline E., Jenny Higgins, David J. Landry, Susheela Singh.
2003.
FactorsAssociated with the Content of Sex Education in U.S.
Public Secondary Schools, Perspectives on Sexual and
Reproductive Health 35: 261-269.
Donovan, Patricia. 1998. School-Based Sexuality Education: The
Issues and
Challenges, Family Planning Perspectives 30: 188-193.
Green, Shelley K., Donna L. Sollie. 1989. Long-Term Effects of a
ChurchBased Sex Education Program on Adolescent Communication,
Family Relations 38: 152-156.
Grunbaurn, J. 2004. Youth Risk Behaviors Surveillance, United States,
2003,
Morbidity and Mortality Weekly Report 55: SS-2.
Hauser, Debra. 2004 Five Years of Abstinence-Only-Until-Marriage
Education:
Assessing the Impact, Advocates for Youth 1-20.
Jemmott, J.B., L.S. Jemmott, G.T. Fong. 1998. Abstinence and Safer
Sex,
Journal of the American Medical Association 279: 1529-1536.
Kim, Young J., Melvin Zelnik. 1982. Sex Education and Its Association
With
Teenage Sexual Activity, Pregnancy and Contraceptive Use,
Family
Planning Perspectives 14: 117-119+123-126.
25