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Educator

Comprehensive Sexuality Education

Education plays a large role in our understanding of the world. It can often lay a foundation for our perceptions of the world. Yet, at the same time, there can be considerable gaps in education that students look to fill. An example of this is within sexual education in high schools. Sexual education has long been a point of tension within school districts. For some districts, it is abstinent only sex education, where students are to refrain from sexual intercourse. Other districts focus on consent. The overall result of this tension point is that there is a gap between what students are learning and what they want to learn. This is demonstrated by the findings from Louisa Allen’s “Closing Sex Education’s Knowledge/Practice Gap: The reconceptualization of young people’s sexual knowledge,” which show that there are two ways that young people, ages 17-19 conceptualize sexual knowledge (Allen, 2001). The first way is information that comes from secondary sources, such as sexual education (Allen, 2001). The second way is from actual experiences with sex (Allen, 2001). Yet, students and young people are receiving their sexual education, not just in the classroom, but in multiple different ways.

The first step in understanding this gap is to understand that there had long been a debate about how sexual education should be taught. There is a debate about whether sexual education should emphasize the risks of sex or stating that teen sex is normal and ensuring it is taught to be safe and responsible (Gordon & Ellingson, 2006). According to the data from Planned Parenthood Action Fund, 37 states have laws requiring abstinence be included in lessons (Planned Parenthood). Only 18 states require educators to educate on the matters of birth control (Planned Parenthood). There is not a uniformed sexual education program throughout the United States, which means that students all over the country are learning different things about sex. The Sexuality Information and Education Council of the United States (SIECUS) has long been advocating the sexual activity focuses on the message that “sexuality is a joyful, integrative, and natural part of being human” (Gordon & Ellingson, 2006).

Yet, a majority of students are receiving what is known as “official sexual education.” This official sexual education focuses on risk mitigation, focusing on Sexual Transmitted Diseases and Infection prevention (Ollis, 2016). Overall, when students were asked about sex, they were not talking about “official sex,” such as Sexual Transmitted Infections or pregnancy prevention, but rather they are talking through their own experiences and what sex means to them (Allen, 2001). The ‘So What’s an Abstinence Anyway?’ lesson had the least variation in interpretation: 90% of the students determined that the danger messages were most dominant. Even in this case, however, the remaining 10% of participants were split between pleasure and equal/unbiased messages” (Gordon & Ellingson, 2006). The current forms of education that are valued when it comes to sexual education is that which “prescribes appropriate behavior rather than knowledge” (Allen, 2001). Even with teaching students every aspect of sexual intercourse, from risk mitigation to consent, students will often bring their own “interpretations based on gender, race, class, sexual orientation, and youth’ (Gordon & Ellingson, 2006). Yet, a well-rounded sexual education could prevent future beliefs in rape myths if done properly. The Sexual Education Forum encourages Sexualities and Relationship education that promotes sexual education that includes discussions on sexuality, emotions, sexual health and more (8). Santelli

According to the SIECUS, if students cannot articulate what they are looking for in a sexual relationship, then they will not be able to articulate consent or non-consent (Gordon & Ellingson, 2006).. This becomes especially prominent when analyzing the gap. This gap can be filled by family, their churches, their peers, their older siblings, and many more. Yet, the overwhelming majority of students are turning to pornography as a way to learn about the themes and topics that they are not learning about in the classroom. These themes include, sexual pleasure, sexual anatomy, and the mechanics of sex. A majority of people between 13 and 18 years old have limited knowledge of the basics of sexual reproduction, even though 95% of that population have been through some form of sexual education (Hesse & Pedersen, 2017). The knowledge that students want to know is not taught in the classrooms (Allen, 2001). 

Comprehensive Sexual Education is an important form of early intervention for Preventing Sexual Assault. These conversations with our youth are imperative in the fight to end sexual violence. 

For more information on comprehensive sexuality education services offered by ZCenter, please contact info@zcenter.org.

Gordon, L. E., & Ellingson, L. (2006). In the eyes of the beholder: Student interpretations of sexuality lessons. Sex Education, 6(3), 251–264. https://doi.org/10.1080/14681810600836364

Lyndon, A. E., Duffy, D. M., Smith, P. H., & White, J. W. (2011). The role of high school coaches in helping prevent adolescent sexual aggression: Part of the solution or part of the problem? Journal of Sport & Social Issues, 35(4), 377–399. https://doi.org/10.1177/0193723511426292

Watson, M. A., & Smith, R. D. (2012). Positive porn: Educational, medical, and clinical uses. American Journal of Sexuality Education, 7(2), 122–145. https://doi.org/10.1080/15546128.2012.680861

Ollis, D. (2016). ‘I felt like I was watching porn’: The reality of preparing pre-service teachers to teach about sexual pleasure. Sex Education, 16(3), 308–323. https://doi.org/10.1080/14681811.2015.1075382

Hare, K. A., Gahagan, J., Jackson, L., & Steenbeek, A. (2015). Revisualising ‘porn’: How young adults’ consumption of sexually explicit Internet movies can inform approaches to Canadian sexual health promotion. Culture, Health & Sexuality, 17(3), 269–283. https://doi.org/10.1080/13691058.2014.919409

Sharma, M. K., Anand, N., Thamilselvan, P., Suma, N., John, N., Sahu, M., Thakur, P. C., Baglari, H., & Singh, P. (2019). Is porn use becoming a modality of sex education among teenagers? A case study. Asian Journal of Psychiatry, 45, 18–19. https://doi.org/10.1016/j.ajp.2019.08.001 

Hesse, C., & Pedersen, C. L. (2017). Porn sex versus real sex: How sexually explicit material shapes our understanding of sexual anatomy, physiology, and behaviour. Sexuality & Culture: An Interdisciplinary Quarterly, 21(3), 754–775. https://doi.org/10.1007/s12119-017-9413-2

Allen, L. (2001). Closing sex education’s knowledge/practice gap: The reconceptualisation of young people’s sexual knowledge. Sex Education, 1(2), 109–122. https://doi.org/10.1080/14681810120052542

Hare, K. A., Gahagan, J., Jackson, L., & Steenbeek, A. (2015). Revisualising ‘porn’: How young adults’ consumption of sexually explicit Internet movies can inform approaches to Canadian sexual health promotion. Culture, Health & Sexuality, 17(3), 269–283. https://doi.org/10.1080/13691058.2014.919409

Hirst, J. (2013). ‘It’s got to be about enjoying yourself’: Young people, sexual pleasure, and sex and relationships education. Sex Education, 13(4), 423–436. https://doi.org/10.1080/14681811.2012.747433

Rohrbach, L. A., Berglas, N. F., Jerman, P., Angulo-Olaiz, F., Chou, C.-P., & Constantine, N. A. (2015). A rights-based sexuality education curriculum for adolescents: 1-year outcomes from a cluster-randomized trial. Journal of Adolescent Health, 57(4), 399–406. https://doi.org/10.1016/j.jadohealth.2015.07.004

Santelli, J. S., Grilo, S. A., Choo, T.-H., Diaz, G., Walsh, K., Wall, M., Hirsch, J. S., Wilson, P. A., Gilbert, L., Khan, S., & Mellins, C. A. (2018). Does sex education before college protect students from sexual assault in college? PLoS ONE, 13(11).

deFur, K. M. (2012). Don’t forget the good stuff! Incorporating positive messages of sexual pleasure into sexuality education. American Journal of Sexuality Education, 7(2), 160–169. https://doi.org/10.1080/15546128.2012.681214

Peter, C. R., Tasker, T. B., & Horn, S. S. (2015). Parents’ attitudes toward comprehensive and inclusive sexuality education: Beliefs about sexual health topics and forms of curricula. Health Education, 115(1), 71–92. https://doi.org/10.1108/HE-01-2014-0003

Adeoye, H., & Odebowale, I. (2014). Sexuality education and contraception as correlates of sexual behaviour among university undergraduates. Gender & Behaviour, 12(1), 6125–6134.

Jeffries, W. L., Dodge, B., Bandiera, F. C., & Reece, M. (2010). Beyond abstinence-only: Relationships between abstinence education and comprehensive topic instruction. Sex Education, 10(2), 171–185. https://doi.org/10.1080/14681811003666317

 


Written by Cassidy Herberth, Prevention and Education Specialist.

ZCenter aims to end sexual violence, mobilize and educate the public, and support survivors of sexual assault. Our blog addresses issues related to ending oppression and violence, since all oppression and violence are intersectional with sexual violence. All ZCenter blog posts are written by state certified staff, interns, and volunteers. For questions on authorship or content, please email info@zcenter.org.

Pleasure is Privilege

Girls just wanna have fun; but can they? In the world of sexuality, pleasure is privilege. 

 

Education

Women are not always taught that they deserve pleasure or deserve to ask for pleasure, nor do we as a society teach them about pleasure. The sex education programs provided in schools do not account for women’s pleasure, orgasm, or masturbation. A comprehensive sexuality education is needed, so that all genders fully understand the intricacies of pleasure.

 

Patriarchy

The experience of pleasure is often limited to those in control; in a patriarchy, it is men who control the pleasure. Many women worldwide are mutilated in the name of circumcision; men get to control women’s pleasure (Posner, 2018). In further frustration with the patriarchy, most women in heterosexual relationships have difficulty with orgasms, whereas lesbian couples often find more pleasure (Posner, 2018). The couples who are able to explore sexuality outside of society’s norms, where men control sex, are the couples who find pleasure more easily.

 

Pleasure and Pain

The brain reacts to orgasms most similarly to seizures (more so than any other activity measured). There is a close connection between pleasure and pain and it is not fully understood (Posner, 2018). As a rape crisis center, we also know that too often sexuality is experienced as abuse, as perpetrators justify that the other person actually enjoys it. Too many youth learn about sex only through abuse, learning only the pain rather than the pleasure of sexuality.

 

Inequality Post-Pleasure

Access to medical services is limited for many Women of Color, rural women, and women in subcultures that frown upon women’s reproductive health choices. Women’s health clinics are often too far of a drive or do not offer women choices about pregnancy, STDs, or reporting abuse (Ewing & Grady, 2010).

 

Maternal and postpartum health in the U.S. remains problematic, especially for Women of Color: 

  • Suicide and overdose combined are the leading cause of death in the first year postpartum (Zahlaway Belsito, 2021). 
  • Approximately 700+ women die in the U.S. from pregnancy related causes in a year (CDC, 2020).
  • Black and Indigenous women are over 3 times more likely to die from pregnancy-related complications than white women (Zahlaway Belsito, 2021).

 

Recommendations

  1. Communication between partners is key to pleasure with a partner.
  2. Comprehensive sexuality education is needed for all socioeconomic levels, especially for addressing pleasure, orgasms, and masturbation.
  3. Female circumcision needs to end.
  4. More funding is needed for sexual abuse services. Donate to your local rape crisis center.
  5. Access to medical care needs to be an important investment in all socioeconomic areas. For ideas on how to get involved in women’s health advocacy, see the Advocacy toolkit.

 


Written by Kristin Jones, EdM, PhD, Outreach Supervisor

All ZCenter blog posts are written by state certified staff, interns, and volunteers. For questions on authorship or content, please email kjones@zcenter.org.

 

Center for Disease Control (CDC). 2020. First Data Released on Maternal Mortality in Over a Decade. https://www.cdc.gov/nchs/pressroom/nchs_press_releases/2020/202001_MMR.htm

 

Ewing, H. & R. Grady. (2010). 12th & Delaware. (documentary.) https://www.hbo.com/documentaries/12th-and-delaware-doc

 

Posner, J. (2018). Explained: The Female Orgasm. (documentary series.) Season 1, Episode 16. https://www.netflix.com/title/80216752

 

Zahlaway Belsito, J. (2021). Women’s Reproductive Health Forum. (online.) Maternal Mental Health Leadership Alliance.

ZPN Lunch and Learn: Title IX in Grades K-12

Presenter:  Amy Kosanovich Dickerson, J.D.      Amy is a partner at Franczek Radelet P.C., where she has been an attorney in the firm’s Education Practice Group since 2008. Amy frequently advises schools, including K-12 and higher education institutions, on Title IX -related matters, including matters related to complaint investigation, staff and student training and programming, school official and Title IX coordinator responsibilities, and policies and procedures. Amy is a frequent speaker on Title IX and has provided numerous trainings to school officials, investigators, and Title IX coordinators. Amy also represents school districts and higher education institutions in Title IX-related litigation and administrative proceedings before the Department of Education Office of Civil Rights and the Illinois Department of Human Rights. What to expect

  • Overview of school district responsibilities under Title IX
  • Best practices for responding to complaints under Title IX
  • Practical tips for Title IX Coordinators and school officials for complying with Title IX
Cost ZPN Member +  District Administrator –  Free for this event! Non – ZPN Member and District Administrator –  $50 (for two), $25 (for one) Join ZPN 1 membership $50 per year- select the join ZPN option when you register for this event.]]>

ZPN Lunch and Learn: Title IX in Grades K-12

Presenter:  Amy Kosanovich Dickerson, J.D.      Amy is a partner at Franczek Radelet P.C., where she has been an attorney in the firm’s Education Practice Group since 2008. Amy frequently advises schools, including K-12 and higher education institutions, on Title IX -related matters, including matters related to complaint investigation, staff and student training and programming, school official and Title IX coordinator responsibilities, and policies and procedures. Amy is a frequent speaker on Title IX and has provided numerous trainings to school officials, investigators, and Title IX coordinators. Amy also represents school districts and higher education institutions in Title IX-related litigation and administrative proceedings before the Department of Education Office of Civil Rights and the Illinois Department of Human Rights. What to expect

  • Overview of school district responsibilities under Title IX
  • Best practices for responding to complaints under Title IX
  • Practical tips for Title IX Coordinators and school officials for complying with Title IX
Cost ZPN Member +  District Administrator –  Free for this event! Non – ZPN Member and District Administrator –  $50 (for two), $25 (for one) Join ZPN 1 membership $50 per year- select the join ZPN option when you register for this event.]]>

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