Worth the Wait? The Consequences of Abstinence-Only Sex Education for Marginalized Students

Autor/inn/en	Hoefer, Sharon E.; Hoefer, Richard
Titel	Worth the Wait? The Consequences of Abstinence-Only Sex Education for Marginalized Students
Quelle	In: American Journal of Sexuality Education, 12 (2017) 3, S.257-276 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-6128
DOI	10.1080/15546128.2017.1359802
Schlagwörter	Sexuality; Sex Education; Sexually Transmitted Diseases; Curriculum; Young Adults; At Risk Persons; Minority Groups; Females; Homosexuality; Sexual Orientation; Sexual Identity; Interviews; Qualitative Research; Access to Information; Social Bias; Racial Bias; College Students; Texas + Suchen Sie Ihr Suchwort? Sexualität; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Sexual transmitted disease; Geschlechtskrankheit; Curricula; Lehrplan; Rahmenplan; Young adult; Junger Erwachsener; Risikogruppe; Ethnische Minderheit; Weibliches Geschlecht; Homosexualität; Sexuelle Orientierung; Geschlechtsidentität; Sexuelle Identität; Interviewing; Interviewtechnik; Qualitative Forschung; Racial discrimination; Rassismus; Collegestudent
Abstract	"Abstinence-only" sex education, which is still widely used across the United States, does not prepare students to engage in healthy adult relationships. Prior research evidence indicates that abstinence-only education is less effective at preventing pregnancy and sexually transmitted infections (STIs) than comprehensive sex education. This study examines the impact of abstinence-only sex education curricula on a non-randomly selected group of young adults from various locations across a large Southwestern state. Volunteers were recruited from marginalized populations (young women, youth of color, and lesbian, gay, bisexual and transgender (LGBTQ) or other gender-nonconforming students). They participated in recorded in-person interviews, and transcripts were developed from those recordings. Using qualitative analytical techniques, themes and sub-themes were developed to provide insight into the experiences of the interviewees. These include respondents feeling that insufficient information and resources were provided, that sexist and heterosexist stereotypes were promoted, and that students of color were assumed to be more sexually active than they were. Further, respondents did not feel safe in their sex education classes, describing the curricula and many teachers as relying on fear and shame. Nonetheless, interviewees noted some teachers demonstrated concern for their students. Implications of the research on practice, policy, and research are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01