Sex Education Courses Research Articles

Bayesian Analysis and Design for Joint Modeling of Two Binary Responses With Misclassification

Survey data are often subject to various types of errors such as misclassification. In this article, we consider a model where interest is simultaneously in two correlated response variables and one is potentially subject to misclassification. A motivating example of a recent study of the impact of a sexual education course for adolescents is considered. A simulation-based sample size determination scheme is applied to illustrate the impact of misclassification on power and bias for the parameters of interest.

Differences in Sexual Knowledge and Behavior Between Teens Who Completed High School Sexual Education Course and Those Who Did Not Complete the Posttest [241

Differences in Sexual Knowledge and Behavior Between Teens Who Completed High School Sexual Education Course and Those Who Did Not Complete the Posttest [241

“I had to Promise . . . Not to Ask ‘Nasty’ Questions Again”: African American Women and Sex and Marriage Education in the 1940s

Essays by women students saved by (white) Gladys Groves from sex and marriage education courses she taught at 1940s North Carolina black colleges show black women engaging with modern discourses of sexuality and marriage to critique repressive sexual socialization that stemmed from the still-powerful respectability code governing black women’s self-presentation. This article argues that, while these women still hoped to control sexuality, they also found the modern social scientific view useful for claiming the normality of youth sexuality and the legitimacy of women’s desire. Some took on the modern standard of female sexual responsiveness, but more used their new knowledge to critique the punitive treatment of childish sexual curiosity that they and others had commonly undergone. The research is significant because so few sources exist expressing the sexual experience and subjectivity of African American women, given the power of the sexual silence induced by the politics of respectability.

Evaluation outcomes of a sex education strategy in high schools of Pavia (Italy).

We aimed to provide process and effectiveness evaluations of a sex education intervention realized with interactive techniques in high schools of Pavia (Italy). Six public high schools, divided into 'treated' and 'control' units, voluntarily joined this mixed-methods study. Only second-year classes were enrolled: treated adolescents followed a sex education course, performed by trained 'near-peer educators' (undergraduate medical students) with interactive techniques. All adolescents compiled an anonymous effectiveness evaluation questionnaire at baseline (pre-test) and 3 months later (post-test). Sexual knowledge and reported behavioural changes were compared between the two groups through linear mixed-effects models. The process was assessed through a satisfaction questionnaire for treated students, monitoring cards for working group members and cards/diaries for educators. The final sample consisted of 547 treated and 355 control adolescents (mean age = 15.28 ± 0.61 years). Highly significant changes (p < 0.001) from pre-test to post-test, with strong improvements of treated adolescents, were evident for all knowledge items. No significant changes for behavioural items were reported. Process evaluation showed positive results in adolescents' satisfaction, highlighting the need for more youth gathering places. Working group members and educators generally provided positive evaluations, although difficult communication was perceived. The intervention was effective in improving adolescents' sexual knowledge. The present work highlighted that in Italy sex education in adolescence is still neglected: this could encourage misinformation and health-risk behaviour. Young people perceive the need for a serious health-promoting action in which they could play an active role, spreading educational messages with organized interactive methods.

Pedagogy and content in sexuality education courses in US colleges and universities

Most research on sexuality courses in US higher education was conducted in the 1980s and 1990s. Less is known about what is being taught in undergraduate sexuality courses today; this study sought to fill that gap. Reviewing content based on 161 courses (provided by 150 different instructors) from all regions of the USA, this study examined overall descriptions of course content and pedagogical strategies in relation to the academic position of the instructor, region of the country and course enrolment size. Results indicated similar content and pedagogical strategies employed with limited differences based on demographic characteristics. The most commonly taught subjects were sexual orientation (95.0%), communication (93.8%), gender identity (93.2%) and gender roles (93.2%). Most courses included reference to contraception (89.4%), HIV and AIDS (88.2%) and STIs (85.7%). Some notable differences included the fact that tenured or tenure-track instructors were more likely to lecture compared to non-tenure-track instructors, and 100% of courses in the West and Northeast addressed sexual orientation compared to 96% for the Midwest and 85% for the South. Most courses included discussion of pleasure (91.1%) and incorporated sexually explicit content (61.9%). The benefits and challenges of having guidelines for sexuality courses at the university/college level were explored.

Moving Towards a Holistic Paradigm: Teaching Sexuality Education in a New Zealand University

Aim: Using a qualitative approach, the aim was to investigate the existence of a change in the basic assumptions, or paradigms , in tertiary health education students following a sexuality education course. Study Design : Qualitative research using Nvivo analysis was utilised. Place and Duration of the Study : The research took place at the University of Canterbury, Christchurch, New Zealand between July and October, 2014. Methodology : The sample included 21 students enrolled in a sexuality education course. The majority of students were health education majors in the Bachelor of Health Sciences degree. All students completed pre - and post - cou rse questionnaires and a random sample of the students were also selected to participate in focus group discussions. Students were questioned regarding their understanding of sexuality, their perceptions of sexuality issues facing New Zealanders, and Original Research Article

Teaching the Biological Clock: Age-Related Fertility Decline and Sex Education

This Article argues that the key to reproductive choice is better information. Analysis proceeds in three parts. Part I shares the biological facts about age-related fertility decline in women. IVF cannot reverse this decline, and embryo screening, egg freezing, and egg donation are imperfect solutions. Part II uses personal stories and social science studies to show that women do not know enough about age-related fertility decline. It also explores possible reasons for their lack of knowledge. Finally, Part III offers two ways to improve awareness of age-related fertility decline. First, obstetrician/gynecologists (ob/gyns) should take a more proactive role in sharing the biological facts with patients. Second, states should amend their laws to require that sex education courses cover not only birth control and sexually transmitted diseases (STDs), but also age-related fertility decline.

“How do we learn about sex?”

Purpose – Using sex education at Shepparton South Technical School (South Tech) as a prism, the purpose of this paper is to analyse the Victorian Technical Schools Division policies and practices during the 1970-1980s. Design/methodology/approach – The paper draws on a documented history of South Tech by using a blended methodology consisting of interviews, media-centred debates and a range of documentary sources. Findings – The Technical Director, Edward “Ted” Jackson's 1970 policy empowered principals as educational leaders, in partnership with their community, to develop courses responding to student needs. This paper analyses a controversy concerning sex education in 1980 that brought such courses under the scrutiny of the Victorian public. Social implications – Identifying the policies and practices of a sex education course that proved successful in the past enhances the development of contemporary courses. Originality/value – Victoria's former secondary technical schools provide an important insight into current social and vocational problems.

The Multiple Choices of Sex Education

Giving a quiz or a test after sex education courses may not be the best way to ensure that students use what they've learned in class to make good decisions after class. Possessing facts about sex does not guarantee that students will adopt healthy strategies and make wise decisions in the future.

Sexual knowledge of Canadian adolescents after completion of high school sexual education requirements

Formal sexual education is a mandatory component of the high school curriculum in most Canadian provinces. The present study was a preliminary assessment of sexual knowledge among a sample of Ontario adolescents who had completed their high school sexual education requirements. A questionnaire, testing understanding of the learning objectives of Ontario's minimally required high school sexual education course, was distributed in a paediatric emergency department to 200 adolescent patients who had completed the course. Respondents demonstrated good understanding of pregnancy physiology and sexually transmitted infections, but poor understanding of concepts related to reproductive physiology, contraception, HIV/AIDS and sexual assault. Most respondents could not identify Canada's age of sexual consent. Respondents demonstrated concerning gaps in sexual knowledge despite completion of their sexual education requirements. Further studies must determine whether a representative, population-based student sample would exhibit similar findings. Sexual education currently offered in Ontario may require investigation.

Consequences of Pre-Marital Sex among the Youth a Study of University of Maiduguri

This study was conducted in the University of Maiduguri. One of the Goals of the MDGs is to reduce HIV/STIs among the general population in the society. In this context it is important to understand why youth still engage in risky sexual behavior and the effects it has on them. The study focused on the effects and consequence of engaging in pre-marital sex among the youth of University of Maiduguri. The data were collected using multi methods — Survey, Focus Group Discussion and review of University security records. The stratified random technique was used to draw respondents from a sampling frame sourced from the University Information Management Unit. The sample size is 318 (286 for the survey and 32 focus group participants) The SSPS software was used in the analysis of the data. Findings revealed that pre-marital sex among the youth in the University has a number of effects and consequences on the youth. Some of the consequences include HIV/STIs, Regrets, Unwanted pregnancy, loss of self respect, loss of family support, Depression and victims to rituals among others. The study recommends Sex Education courses in all institutions of learning. Government should also partner with NGOs and embark on advocacy and campaign on the need to sustain sex free life and dicourage advocates of use of condom with sex. The University authority should live up to its responsibility as a custodian of youth in its care. Effective supervision of both academic and social life of youth in the University by the authorities and regular conferences and workshops by the authority, Students Union, ASUU, NASU and other associations on the Dangers of Pre-marital Sex, are some of the recommendations put forward.

Narrative Sensemaking and Time Lapse: Interviews with Low-income Women about Sex Education

Secondary-school students in the United States score notoriously low on tests of their reproductive and sexual knowledge despite attempts by educators and legislators to provide them with informative sex-education courses. In this paper, we build from narrative theory to explore how low-income women perceived their formal sex-education experiences and how they connected those experiences to their sexual-health knowledge, beliefs, and behaviors. Drawing from interviews with 30 low-income women, we identify and develop a typology of sex-education narratives: narratives of regret, narratives of satisfaction, and narratives of uncertainty. We also investigate existing theoretical claims that lapses in time between lived events and the narration of those events connect to sensemaking efforts. We find that younger women in the sample were more likely to tell narratives of uncertainty than were older women. These results have implications for the study of narrative theory, sexual-health communication, and the discourse of public sex education.

Bisexuality and School Culture: School as a Prime Site for Bi-Intervention

Bisexuality has been a neglected topic in U.S. schools. This is not entirely surprising given bisexuality's marginal positionality in U.S. society. Before exploring how, and to what degree, bisexuality gets treated in schools, this article sets the larger context by beginning with a brief description and analysis of societal attitudes about bisexuality in general. Then, an examination of the status of bisexuality in schools with particular foci on the curricular (e.g., the sexuality education and general curriculum) and extracurricular (e.g., Gay-Straight Alliances) components is undertaken. Finally, reasons are offered about why bisexuality should be genuinely and fully included in sexuality education and other courses across the curriculum and in extracurricular settings. The main arguments advanced are that there has been widespread binegativity in U.S. society that not only has been harmful to bisexuals, but also has reified and reproduced binary, dichotomous thinking about sexual and gender matters, rendering bisexuality invisible in most circumstances in schools. Another critical point is that though schools are well positioned to eradicate binegativity and use teaching about bisexuality as a way of doing positive cultural work surrounding sexuality and gender, major school reform—including structural changes to the curricular and extracurricular aspects of schooling—needs to occur.

Sexual Education and Teacher Candidates' Attitudes Towards Sexuality

The aim of this study is to investigate teacher candidates' attitudes related to sexuality and homosexuality and to determine the relationship between these attitudes and course attendance, gender and cultural background. The sample of the study consist of teacher candidates that have ( n = 302) and have not ( n = 176) attended the sexual education course during the 2006–2007 academic year at a faculty of education in Izmir — a city in the western coastal region of Turkey. The Sexual Attitude Scale (SAS) and the Homosexuality Attitude Scale (HAS) were used to gather data at pre-test and post-test levels. Results demonstrate that sexuality education has a positive effect on participants' attitudes towards sexuality. In contrast, the course does not have any influence on candidates approach to homosexuality.

Does sexuality education effect teacher candidates’ attitudes about sexuality and homosexuality?

The aim of this study is to investigate teacher candidates attitudes related with sexuality and homosexuality; and the relation between these attitudes and attending the course, gender and cultural background. The sample consist of teacher candidates that have (n= 302 candidate) and have not (n= 176 candidate) attended sexuality education course during 2006-2007 academic year at an education faculty in İzmir- a city at the western region of Turkey. Sexual Attitude Scale (SAS) and Homosexuality Attitude Scale (HAS) are used to gather the data at pre and post-test conditions. Results demonstrate that sexuality education has a positive affect on participants attitudes related with sexuality but not on homosexuality.

Nature or Nurture? Gender Roles Scavenger Hunt

ABSTRACT The examination of gender roles and stereotypes and their subsequent impact on sexual behavior is a concept for discussion in many sex education courses in college and sex education units in high school. This analysis often leads to a discussion of the impact of nature vs. nurture on gender roles. The gender roles scavenger hunt is an interactive learning experience that requires students to examine societal influences on gender roles. As part of this examination, students identify characteristics and behaviors society deems normal and appropriate for males and females and discuss what occurs when people act outside their gender roles.

Sexual Minority Issues and Human Rights Education in Japan

ABSTRACT The Dowa (Human Rights) education program has become an effective method of changing concept and situations of Burakumin, a group of people that has been discriminated against in Japan. One educational strategy was to speak out their personal stories, which has become a trigger to some sexual minority teachers to come out, as well as others to establish a lesbian rights education program for adults and sexual diversity education courses at a national university.

Breaking the taboo: an exploration of female university students' experiences of attending a feminist‐informed sex education course

This article presents the results of a qualitative interview study of nine young women who attended a feminist‐informed human sexuality course as undergraduate students at a US university located in the ‘Bible belt’. The course focused on messages of desire and empowerment, rather than romance or fear, and was designed to encourage students to think critically about current sexual discourses. Results indicate that participants' information on sexual issues prior to taking the course was limited and largely negative. Experiences of the course are described in themes including owning sexual desire, improved body image, reduced guilt and fear, and increased confidence as a woman. It is concluded that sex education may be used to help empower female students and enrich their quality of life; current educational practices should therefore be examined for ways in which they are oppressive to development.

Informal Sexuality Education in Schools

Sexuality education occurs both formally and informally in the public school system. This study sought to assess sexuality education in Indiana public schools-the classroom curricula as well as students' sexuality-related questions. Data were collected from teachers, nurses, and counselors (N = 399) pertaining to the inclusion of specific topics in sexuality education courses; sexuality-related questions received from students; and reported feelings of comfort and confidence answering the questions. Findings suggest that students' questions address topics not always included in traditional sexuality education curricula. These informal interactions present “teachable moments” where school personnel can provide information that may positively impact students' healthy sexual development.

Automated Classroom Response Systems

Since the time of Kinsey, sexuality education courses in colleges across the country have drawn large numbers of co-eds to their rosters. As educators move beyond discussions about the facts of anatomy, physiology, and biology, they increasingly look to technological advances to further the art of teaching. Taking a conversational approach to sexuality education, the author discusses a new technology, Automated Classroom Response Systems (ACRS), which can be used to stimulate conversations on sensitive and controversial topics in large (100+) classrooms. A review of implementation strategies and technical considerations of ACRS technology follows. A final note on the potential for sexuality research with large survey samples concludes the essay.