Sexuality Curriculum Policies

Susan Roberts-Dobie,Danielle Vsetecka,Andrew Morse,Mary E Losch

doi:10.35608/ruraled.v32i1.436

Susan Roberts-Dobie, Danielle Vsetecka + Show 2 more

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https://doi.org/10.35608/ruraled.v32i1.436

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Abstract

This study examined sexuality education policies of school districts following the enactment of a law by the state of Iowa in 2007 requiring schools to include curriculum related to human growth and development education. The authors compared responses from superintendents in rural and urban areas in the state of Iowa regarding their districts’ sexuality curriculum policies. All public school superintendents in Iowa (n=364) were mailed a survey; 131 (36%) responded. The sample was representative of the state both geographically and by size of district. Findings indicate that while rural states (or more-rural areas within rural states) may be publically perceived to be more conservative than urban areas, their sexuality education policies show little statistical difference. Additionally, Iowa’s sexuality education policies were found to be equally or more inclusive in comparison to previously reported national results. Community opposition to sexuality education was not evident. Superintendents indicated that state directives were the most influential factor driving district policies on sexuality education.

Highlights

This study examined sexuality education policies of school districts following the enactment of a law by the state of Iowa in 2007 requiring schools to include curriculum related to human growth and development education
Levine and Coupley (2003) analyzed YRBS data comparing risk behaviors by metropolitan status. While they found no differences in risky sexual behavior among urban, suburban, and rural youth when controlled for race, they asserted that urban youths may experience an “urban advantage” due to the high density of health care providers, targeted youth services, and access to public transportation in urban areas
Research questions included (a) What are the sexuality education policies of districts? (b) At what grade levels are schools delivering sexuality education? (c) Is the current policy identified as “abstinence-based” or “abstinence-only”? (d) How do these findings differ from an earlier national sample? (e) Do these findings differ in more rural areas vs. more urban areas of the state?

Summary

Introduction

This study examined sexuality education policies of school districts following the enactment of a law by the state of Iowa in 2007 requiring schools to include curriculum related to human growth and development education. There are limited numbers of reproductive health care providers in rural areas; second, students may reside at geographic distance from available providers (Winstead-Fry & Wheeler, 2001), and third, due to close community ties in rural areas, there exists a real or perceived lack of confidentiality when using those providers (Garside, Ayres, Owen, Pearson, & Roizen, 2002) Overlying these issues is the common public misperception that teen pregnancy is an urban, not rural, issue (Bennett, Skatrud, Guild, Loda, & Klerman, 1997; Levine & Coupey, 2003; Yawn & Yawn, 1993). In an attempt to improve sexuality education, and limit unintended pregnancy and reduce the STI rates among teens, the Iowa legislature passed a law related to human growth and development education requiring all public and nonpublic schools to “incorporate age-appropriate and research-based materials into relevant curricula and reinforce the importance of preventive measures when reasonable with parents and students” (State of Iowa Legislature, 2008, para 4).

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