Pub Date : 2023-03-06DOI: 10.1080/15546128.2023.2187500
Fayyaz Ahmad Faize, Sabeen Sabir, Samreen Idrees
{"title":"Let Us Talk About Sexual Education! Views and Practices of Parents and Teachers in Pakistan","authors":"Fayyaz Ahmad Faize, Sabeen Sabir, Samreen Idrees","doi":"10.1080/15546128.2023.2187500","DOIUrl":"https://doi.org/10.1080/15546128.2023.2187500","url":null,"abstract":"","PeriodicalId":45712,"journal":{"name":"American Journal of Sexuality Education","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41912626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-23DOI: 10.1080/15546128.2023.2179562
Lisanne F. Brown, Caitlin F. Canfield, L. Eitmann, Danielle L. Broussard, Kristie Bardell
{"title":"Louisiana Parents Support Sex Education for their Children: Results of a Statewide Survey","authors":"Lisanne F. Brown, Caitlin F. Canfield, L. Eitmann, Danielle L. Broussard, Kristie Bardell","doi":"10.1080/15546128.2023.2179562","DOIUrl":"https://doi.org/10.1080/15546128.2023.2179562","url":null,"abstract":"","PeriodicalId":45712,"journal":{"name":"American Journal of Sexuality Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43130808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-14DOI: 10.1080/15546128.2023.2174235
Lauren K. Cahalan, M. Carpenter
Abstract The implementation of sexuality education has changed dramatically as a result of the COVID-19 pandemic. To date, only two empirical studies have investigated the difficulties sexuality educators faced as they adjusted to this new educational landscape. The purpose of the present study was to expand on this research with a larger sample of sexuality educators (n = 133) from a more diverse range of employment settings and occupations. Participants responded to two open-ended questions about the changes and challenges they experienced with the implementation of their curricula due to the COVID-19 pandemic. An inductive qualitative content analysis revealed four themes: issues with remote learning, changes to pedagogical techniques and curricula, course content specific to sex/relationships during COVID-19, and reasons for cancelation or temporary suspension of curricula. The results provide important context about common obstacles experienced by sexuality educators, as well as those that only impacted specific programs or settings. The findings also highlight the ways in which educators conceptualized the pandemic as a teachable moment for sexual health. This research serves as an important reference for educators and public health officials as the downstream effects of the pandemic on sexuality education make themselves known.
{"title":"Sexuality Education during the COVID-19 Pandemic: A Qualitative Analysis of the Challenges and Changes Experienced by Sexuality Educators","authors":"Lauren K. Cahalan, M. Carpenter","doi":"10.1080/15546128.2023.2174235","DOIUrl":"https://doi.org/10.1080/15546128.2023.2174235","url":null,"abstract":"Abstract The implementation of sexuality education has changed dramatically as a result of the COVID-19 pandemic. To date, only two empirical studies have investigated the difficulties sexuality educators faced as they adjusted to this new educational landscape. The purpose of the present study was to expand on this research with a larger sample of sexuality educators (n = 133) from a more diverse range of employment settings and occupations. Participants responded to two open-ended questions about the changes and challenges they experienced with the implementation of their curricula due to the COVID-19 pandemic. An inductive qualitative content analysis revealed four themes: issues with remote learning, changes to pedagogical techniques and curricula, course content specific to sex/relationships during COVID-19, and reasons for cancelation or temporary suspension of curricula. The results provide important context about common obstacles experienced by sexuality educators, as well as those that only impacted specific programs or settings. The findings also highlight the ways in which educators conceptualized the pandemic as a teachable moment for sexual health. This research serves as an important reference for educators and public health officials as the downstream effects of the pandemic on sexuality education make themselves known.","PeriodicalId":45712,"journal":{"name":"American Journal of Sexuality Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46341861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-08DOI: 10.1080/15546128.2023.2174234
Tam T. Nguyen-Louie, N. Dieckmann, Hanzhe Zhang, Zachary H Mastrich, Balca Alaybek, Alicia Richmond
{"title":"Patterns and Predictors of Changes in Knowledge, Attitudes, Beliefs, Behaviors, and Intentions of Underserved Youth Who Completed Pregnancy Prevention Programs","authors":"Tam T. Nguyen-Louie, N. Dieckmann, Hanzhe Zhang, Zachary H Mastrich, Balca Alaybek, Alicia Richmond","doi":"10.1080/15546128.2023.2174234","DOIUrl":"https://doi.org/10.1080/15546128.2023.2174234","url":null,"abstract":"","PeriodicalId":45712,"journal":{"name":"American Journal of Sexuality Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49092866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-15DOI: 10.1080/15546128.2022.2130488
Ann Jenkin LaVanway
Abstract Sex education has long been a controversial topic in the United States in terms of both policy and practice. A lack of consensus on the implementation of sex education, its content, and its participants continues to be a concern for equitable inclusion of all young people and their sexual and emotional health as a result. Current policy guidance and implementation fall short in developing and sustaining equitable access to medically accurate and socially meaningful curriculum. Analyzed through a sociological framework of functionalist theory, feminist theory, and queer theory, this sociological analysis examines the following questions: (1) Should sex education programs even exist?, (2) What should be taught in sex education courses?, and (3) Who should be represented in sex education content? Through a review of existing literature and available data on the experiences of young people, this scholarly commentary posits that current sex education practices in the United States are inequitable and insufficient based on their variability and lack of policy guidance. To address these shortcomings, the United States must implement comprehensive sex education in all schools to ensure equitable access, information, and support for all students.
{"title":"Inequitable Access, Information & Support: A Social Analysis of America’s Sex Education Programs","authors":"Ann Jenkin LaVanway","doi":"10.1080/15546128.2022.2130488","DOIUrl":"https://doi.org/10.1080/15546128.2022.2130488","url":null,"abstract":"Abstract Sex education has long been a controversial topic in the United States in terms of both policy and practice. A lack of consensus on the implementation of sex education, its content, and its participants continues to be a concern for equitable inclusion of all young people and their sexual and emotional health as a result. Current policy guidance and implementation fall short in developing and sustaining equitable access to medically accurate and socially meaningful curriculum. Analyzed through a sociological framework of functionalist theory, feminist theory, and queer theory, this sociological analysis examines the following questions: (1) Should sex education programs even exist?, (2) What should be taught in sex education courses?, and (3) Who should be represented in sex education content? Through a review of existing literature and available data on the experiences of young people, this scholarly commentary posits that current sex education practices in the United States are inequitable and insufficient based on their variability and lack of policy guidance. To address these shortcomings, the United States must implement comprehensive sex education in all schools to ensure equitable access, information, and support for all students.","PeriodicalId":45712,"journal":{"name":"American Journal of Sexuality Education","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41338324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-22DOI: 10.1080/15546128.2022.2139034
M. McFarlane, Balca Alaybek, Anna Schatz, J. Painter, Gordon P. Olsen, Kathryn M. Hogan, Tondi Mondoloka, Hanzhe Zhang, J. McCleary-Sills, Alicia Richmond
Pub Date : 2022-10-12DOI: 10.1080/15546128.2022.2130489
Aya Shigeto, L. Scheier
Abstract This study used a website content analysis to examine the prevalence of sex education in higher education institutions throughout the US. A total of 413 postsecondary institutions varying in type (public, private) and size (small, medium, large) were chosen via stratified random sampling. Each of the 413 school websites was reviewed to determine whether sexual health programs, sexual violence prevention programs, and basic sexual health information and resources were provided to their school community. Results show that the majority of institutions reviewed, regardless of the type and size, provided sexual assault prevention programs, whereas a smaller proportion of institutions (mostly public and large) provided sexual health programs. Findings confirm the importance and urgency of allocating more resources to comprehensive sex education in US higher education.
{"title":"The Current Status of Sex Education in U.S. Colleges and Universities: A School Website Content Review","authors":"Aya Shigeto, L. Scheier","doi":"10.1080/15546128.2022.2130489","DOIUrl":"https://doi.org/10.1080/15546128.2022.2130489","url":null,"abstract":"Abstract This study used a website content analysis to examine the prevalence of sex education in higher education institutions throughout the US. A total of 413 postsecondary institutions varying in type (public, private) and size (small, medium, large) were chosen via stratified random sampling. Each of the 413 school websites was reviewed to determine whether sexual health programs, sexual violence prevention programs, and basic sexual health information and resources were provided to their school community. Results show that the majority of institutions reviewed, regardless of the type and size, provided sexual assault prevention programs, whereas a smaller proportion of institutions (mostly public and large) provided sexual health programs. Findings confirm the importance and urgency of allocating more resources to comprehensive sex education in US higher education.","PeriodicalId":45712,"journal":{"name":"American Journal of Sexuality Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48860478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-09DOI: 10.1080/15546128.2022.2127433
Elleri A. Scriver
Abstract Virtual sexuality education has become increasingly significant since the COVID-19 pandemic began. This research seeks to investigate the common challenges and successes, professional resources, and online tools among sexuality educators teaching virtually during the COVID-19 pandemic. Curriculum adaptation, engagement, trust/connection, and professional support were the most common areas of concern for educators; lack of available online tools seemed unproblematic; technological access presented a significant barrier for rural and marginalized students; and experiences of success did not fall into a clearly defined “best practices” strategy but rather responded to the specific needs of the classroom context. These findings join pre-COVID discussions around sexuality websites and best practices for curriculum adaptation, and suggest a refocus of professional discussion away from listing online tools and toward discussions around strategies for adapting material, promoting engagement, increasing student access, and building trust.
{"title":"“Shouting into the Void”: Experiences of Virtual Sex Educators during the COVID-19 Pandemic","authors":"Elleri A. Scriver","doi":"10.1080/15546128.2022.2127433","DOIUrl":"https://doi.org/10.1080/15546128.2022.2127433","url":null,"abstract":"Abstract Virtual sexuality education has become increasingly significant since the COVID-19 pandemic began. This research seeks to investigate the common challenges and successes, professional resources, and online tools among sexuality educators teaching virtually during the COVID-19 pandemic. Curriculum adaptation, engagement, trust/connection, and professional support were the most common areas of concern for educators; lack of available online tools seemed unproblematic; technological access presented a significant barrier for rural and marginalized students; and experiences of success did not fall into a clearly defined “best practices” strategy but rather responded to the specific needs of the classroom context. These findings join pre-COVID discussions around sexuality websites and best practices for curriculum adaptation, and suggest a refocus of professional discussion away from listing online tools and toward discussions around strategies for adapting material, promoting engagement, increasing student access, and building trust.","PeriodicalId":45712,"journal":{"name":"American Journal of Sexuality Education","volume":"18 1","pages":"353 - 377"},"PeriodicalIF":1.2,"publicationDate":"2022-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49343748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/15546128.2022.2082617
Ruth M. Eyres, William C. Hunter, Alison Happel-Parkins, R. Williamson, L. Casey
Abstract Parents typically serve as the primary sexuality educators for their children. This qualitative research explored the experiences of parents from Arkansas in providing sexuality education to their children with intellectual disabilities. Semi-structured interviews were used to obtain the perspective of parents, followed by transcription and coding of data. The analysis of the interview data resulted in several themes related to effective comprehensive sexuality education. Themes discussed in this paper include the individual and unique needs of each child and their family, parents needing collaborative support from other knowledgeable adults, and clear communication in relation to communication partners, communication mode, and regarding topics and skills deemed necessary by parents.
{"title":"Important Conversations: Exploring Parental Experiences in Providing Sexuality Education for Their Children with Intellectual Disabilities","authors":"Ruth M. Eyres, William C. Hunter, Alison Happel-Parkins, R. Williamson, L. Casey","doi":"10.1080/15546128.2022.2082617","DOIUrl":"https://doi.org/10.1080/15546128.2022.2082617","url":null,"abstract":"Abstract Parents typically serve as the primary sexuality educators for their children. This qualitative research explored the experiences of parents from Arkansas in providing sexuality education to their children with intellectual disabilities. Semi-structured interviews were used to obtain the perspective of parents, followed by transcription and coding of data. The analysis of the interview data resulted in several themes related to effective comprehensive sexuality education. Themes discussed in this paper include the individual and unique needs of each child and their family, parents needing collaborative support from other knowledgeable adults, and clear communication in relation to communication partners, communication mode, and regarding topics and skills deemed necessary by parents.","PeriodicalId":45712,"journal":{"name":"American Journal of Sexuality Education","volume":"17 1","pages":"490 - 509"},"PeriodicalIF":1.2,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42704412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/15546128.2022.2091697
Gaia L. Zori, Steve Foti, Mark Hart
Abstract Substantial evidence supports comprehensive sex education programs as effective means of promoting adolescent sexual health, but evidence on the effect of state-level sex education policy is inconclusive. Multiple states in the U.S. afford local authority in school policy, and existing literature calls for investigation of the impact of local interpretation and implementation of sex education policy. This study is the first to assess the association between stated county policy and select adolescent sexual health outcomes. In this single state multivariate analysis, stated county policy was not significantly associated with adolescent birth or sexually transmitted infections. The incongruity of evidence between the impacts of sex education programs and policies on teen birth and STIs in Florida suggests that implementation of policy and delivery of sex education at the district or school level may not align with stated county policy and may be a critical mediating factor, confirming an area of essential future research in sex education.
{"title":"County-Level School Sex Education Policy: A Single State Analysis of the Association with Adolescent Birth and Sexually Transmitted Infections","authors":"Gaia L. Zori, Steve Foti, Mark Hart","doi":"10.1080/15546128.2022.2091697","DOIUrl":"https://doi.org/10.1080/15546128.2022.2091697","url":null,"abstract":"Abstract Substantial evidence supports comprehensive sex education programs as effective means of promoting adolescent sexual health, but evidence on the effect of state-level sex education policy is inconclusive. Multiple states in the U.S. afford local authority in school policy, and existing literature calls for investigation of the impact of local interpretation and implementation of sex education policy. This study is the first to assess the association between stated county policy and select adolescent sexual health outcomes. In this single state multivariate analysis, stated county policy was not significantly associated with adolescent birth or sexually transmitted infections. The incongruity of evidence between the impacts of sex education programs and policies on teen birth and STIs in Florida suggests that implementation of policy and delivery of sex education at the district or school level may not align with stated county policy and may be a critical mediating factor, confirming an area of essential future research in sex education.","PeriodicalId":45712,"journal":{"name":"American Journal of Sexuality Education","volume":"17 1","pages":"536 - 547"},"PeriodicalIF":1.2,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47263533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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