Eva S. Goldfarb

Improving sexuality education: the development of teacher-preparation standards.

BACKGROUND Teaching sexuality education to support young peoples sexual development and overall sexual health is both needed and supported. Data continue to highlight the high rates of teen pregnancy, sexually transmitted disease, including human immunodeficiency virus (HIV) infections, among young people in the United States as well as the overwhelming public support for sexuality education instruction. In support of the implementation of the National Sexuality Education Standards, the current effort focuses on better preparing teachers to deliver sexuality education. METHODS An expert panel was convened by the Future of Sex Education Initiative to develop teacher-preparation standards for sexuality education. Their task was to develop standards and indicators that addressed the unique elements intrinsic to sexuality education instruction. RESULTS Seven standards and associated indicators were developed that address professional disposition, diversity and equity, content knowledge, legal and professional ethics, planning, implementation, and assessment. CONCLUSIONS The National Teacher-Preparation Standards for Sexuality Education represent an unprecedented unified effort to enable prospective health education teachers to become competent in teaching methodology, theory, practice of pedagogy, content, and skills, specific to sexuality education. Higher education will play a key role in ensuring the success of these standards.

The problematic (a) - (h) in abstinence education

This paper provides an overview of the (a) - (h) definition of abstinence education contained in the 1996 Welfare Reform Act. There are several issues involved, including: wording of the legislation and implementation by federal agencies and states, the restriction of access to information, the definition of the term sexual activity, the marriage standard, medical accuracy, and the establishment clause of the First Amendment of the Constitution. Federal involvement in abstinence education is discussed, including the Adolescent Family Life Act, Kendrick et al. v. Heckler and related suits, and abstinence education under welfare reform. Most Americans probably agree that young people would be well advised to delay the initiation of sexual behaviors that place them at risk for pregnancy and STDs. Nevertheless, there are significant concerns regarding the currently used federal definition of abstinence education. Those who believe that sexuality education should truly reflect the characteristics of a democratic society should consider working to overturn the language in this definition.

Sexuality Education Websites for Adolescents: A Framework-Based Content Analysis

The web has unique potential for adolescents seeking comprehensive sexual health information. As such, it is important to understand the nature, scope, and readability of the content and messaging provided by sexuality educational websites. We conducted a content analysis of 14 sexuality education websites for adolescents, based on the 7 essential components (sexual and reproductive health and HIV, relationships, sexual rights and sexual citizenship, pleasure, violence, diversity, and gender) of the International Planned Parenthood Framework for Comprehensive Sexuality Education. A majority of content across all sites focused on sexual and reproductive health and HIV, particularly pregnancy and STI prevention, and other information about STIs and HIV. No other topic comprised more than 10% of content coverage across a majority of sites. The authors found little discussion of gender issues, sexual rights, sexual diversity, or sexual violence. Most sites provided brief references to sexual pleasure, generally moderated with cautionary words. Language used implied a heterosexual female audience. Reading levels for most sites were above the 9th-grade level, with several at the college level. These findings have implications for enhancing online sexuality education and broadening the coverage of essential topics.

ASSESSING SEXUALITY ATTITUDES AND BEHAVIORS AND CORRELATES OF ALCOHOL AND DRUGS

The association between sexual abstinence and use of alcohol, cigarettes, and marijuana was examined in data from questionnaires completed by 874 students in Grades 6 through 8 at six urban schools. These students participated in a program that implemented and evaluated an educational program on abstinence sexuality. It focused on raising self-esteem, improving communication skills, and learning to set life goals. The evaluation instrument contained items assessing sexuality and attitudes toward behaviors related to drug use. Use of each drug (alcohol, tobacco, and marijuana) was significantly (p<.00001) and positively associated with self-report of having experienced sexual intercourse and expectation of having intercourse during the next year.

Sexuality Information Needs of Latino and African American Ninth Graders: A Content Analysis of Anonymous Questions

This study used qualitative content analysis to examine anonymous questions about sex and sexuality submitted by Latino and African American adolescents in Los Angeles, California, classrooms. The majority of questions asked about sexuality and sexual behavior, or anatomy and physiology, with fewer questions about pregnancy and pregnancy prevention, sexually transmitted infections, and condoms. Overall, a notable mix was found of questions implying exposure to or awareness of a wide range of sexual activities, together with questions demonstrating fundamental misunderstandings or confusion about some of the most basic aspects of sex and sexuality. Gender differences emerged across topics, subtopics, and question types. The results of this study suggest that differences exist between what Latino and African-American teens yearn to know about sex and sexuality, and what information they are getting on these topics from other sources. This reinforces the importance of considering the concerns and needs of the intended audience in designing and evaluating health education programs.

Toward a More Effective Pedagogy for Sexuality Education: The Establishment of Democratic Classrooms

Educators in the United States are charged with the moral imperative of educating the young for citizenship in a democracy. While this imperative has somewhat sporadically guided theory within the field of sexuality education, it has not been a noticeable force in the shaping of praxis. The aims of this article are to define democratic education, to argue for the importance of applying the principles of democratic classrooms to sexuality education, and, finally, to discuss ways in which sexuality educators can begin to build some of the concepts of democratic education into their classroom practices.

Silence and Censure: A Qualitative Analysis of Young Adults’ Reflections on Communication With Parents Prior to First Sex:

Seventy-four first- and second-year students, participating in focus groups at a northeastern U.S. university, discussed recollections of messages received at home, prior to sexual debut, about sex and sexuality. Responses were categorized as Characteristics of Communication (nature of interactions participants had at home about sexuality) and Major Message Content (actual themes of those conversations). Commonly reported characteristics were trouble talking with parents; most conversations happened with mothers; participants feared parents’ reactions; and among lesbian, gay, bisexual groups, feared parents’ discovering their nonheterosexual orientation. Commonly reported message content included use protection and, among women, wait. Women reported messages that were at best, mixed, and at worst, threatening or moralistic. Men reported fewer conversations, and those recalled were more neutral or encouraging, especially from fathers. Parental messages to males and females differed qualitatively, reflected stereotypical assumptions about gender roles, desire, and appropriate conditions under which to have sex, and lacked support for nonheterosexual orientations.

Does First Sex Really “Just Happen?” A Retrospective Exploratory Study of Sexual Debut Among American Adolescents

ABSTRACT First sex marks a significant transition for most adolescents, yet teens often report that it was unplanned. Seventy-four college students participated in exploratory focus groups about their first sex. Although initially asked whether their first sex was spontaneous or planned, many participants revealed evidence of forethought or anticipation, signifying a third option, anticipation. This study suggests that the development and timing of sexual health messages should build on the apparent, albeit often unacknowledged, planning and thought that accompany the transition to first sex. Specifically, during the time immediately preceding first sex, young people might be particularly open to such messages.

Perspectives on Conceptualizing Developmentally Appropriate Sexuality Education.

ABSTRACT Despite recognition of the importance of a developmentally appropriate approach to sexuality education, there is little direct guidance on how to do this. This study employed in-depth interviews with experienced sexuality educators and developers of sexuality education materials to identify how this concept is understood and applied in the field. Developmentally appropriate sexuality education was conceptualized consistently across interviews to include (a) addressing developmentally relevant topics, (b) adapting content to cognitive development, (c) accommodating developmental diversity, and (d) facilitating the internalization of sexual health messages. However, these views fell short of incorporating the breadth of knowledge offered by adolescent development research.