Pub Date : 2022-04-07DOI: 10.1080/15546128.2022.2060888
Tanya M. Bass, J. Coleman
Abstract This article critiques the History of Sex Education, a publication by SIECUS: Sex Ed for Social Change (SIECUS). This document identifies the foundations of sex education in the United States. It recognizes the white middle class's centering within the historically racist, classist, and fear-based sex education. SIECUS utilizes this publication to explore the organization’s history and its impact on the progress of sex education. Still, this history is missing recounts of the intersection of gender, race, and sex, including reproductive justice and notable organizations, works, and people.
{"title":"A Review of History of Sex Education by SIECUS","authors":"Tanya M. Bass, J. Coleman","doi":"10.1080/15546128.2022.2060888","DOIUrl":"https://doi.org/10.1080/15546128.2022.2060888","url":null,"abstract":"Abstract This article critiques the History of Sex Education, a publication by SIECUS: Sex Ed for Social Change (SIECUS). This document identifies the foundations of sex education in the United States. It recognizes the white middle class's centering within the historically racist, classist, and fear-based sex education. SIECUS utilizes this publication to explore the organization’s history and its impact on the progress of sex education. Still, this history is missing recounts of the intersection of gender, race, and sex, including reproductive justice and notable organizations, works, and people.","PeriodicalId":45712,"journal":{"name":"American Journal of Sexuality Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49627661","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 : 2022-03-31DOI: 10.1080/15546128.2022.2053259
M. Poran
Abstract The following article presents a paradigm shift in order to engage in more expansive pedagogy in the teaching of puberty; specifically, to create a more inclusive and affirming space for LGBTIQA + youth. Attention to LGBTQIA + populations has slowly been integrated into many areas of research, theory, and teaching in psychology and related disciplines. While positive strides have been made, lessons on adolescent psychology, and puberty specifically, remain stuck in older binary models. The following is an examination of the dominant approach utilized for teaching puberty in senior-level high school and early undergraduate adolescent psychology courses, a critique of that model, as well as a presentation of a new model for teaching pubertal development. A proposed Model of Expansive Pubertal Understanding is shared here, and allows for a fuller, more accurate, and more positive, approach to pubertal development. It is further proposed that the information shared in this model be infused much earlier in youth education, and through a breadth of disciplines, to effectively promote psychological and physical wellbeing among children and youth of diverse genders, sexes, and sexualities.
{"title":"Teaching Puberty for LGBTQIA + Diversity, Inclusion, and Beyond: A New Model of Expansive Pubertal Understanding","authors":"M. Poran","doi":"10.1080/15546128.2022.2053259","DOIUrl":"https://doi.org/10.1080/15546128.2022.2053259","url":null,"abstract":"Abstract The following article presents a paradigm shift in order to engage in more expansive pedagogy in the teaching of puberty; specifically, to create a more inclusive and affirming space for LGBTIQA + youth. Attention to LGBTQIA + populations has slowly been integrated into many areas of research, theory, and teaching in psychology and related disciplines. While positive strides have been made, lessons on adolescent psychology, and puberty specifically, remain stuck in older binary models. The following is an examination of the dominant approach utilized for teaching puberty in senior-level high school and early undergraduate adolescent psychology courses, a critique of that model, as well as a presentation of a new model for teaching pubertal development. A proposed Model of Expansive Pubertal Understanding is shared here, and allows for a fuller, more accurate, and more positive, approach to pubertal development. It is further proposed that the information shared in this model be infused much earlier in youth education, and through a breadth of disciplines, to effectively promote psychological and physical wellbeing among children and youth of diverse genders, sexes, and sexualities.","PeriodicalId":45712,"journal":{"name":"American Journal of Sexuality Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41978137","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 : 2022-03-26DOI: 10.1080/15546128.2022.2056101
S. Panjwani, W. Garney, Kathy Harms, S. Rodine, Kobi M. Ajayi, Shelby C Lautner, K. Wilson
Abstract The Sexual Health And Peer Education (SHAPE) program implemented in middle schools in Oklahoma County utilizes a hybrid adult and peer educator model to deliver sexual health programming. While peer educators have been incorporated into school-based sexual health programs in the past, this program is unique in its approach to preparing and engaging peer educators. Researchers synthesized data from interviews with program implementers and focus group discussions with teenage peer educators and middle school students who recently participated in the program to understand the process elements that contribute to the benefit of the SHAPE program model. Interviews with program implementers described the thorough peer educator recruitment and training process. Teenage peer educators felt well-prepared to deliver lessons, and through this program, they developed leadership skills, confidence, and grew personally. Middle school students revealed that peer educators were relatable and provided a positive experience where they could engage and ask questions. The application of a hybrid adult and teenage peer educator model proved useful for delivering sexual health topics and benefited students and teenage peer educators. This study’s findings highlight elements that can be utilized in future sexual health programming to prepare and engage teenage peer educators in more meaningful ways.
{"title":"Peer Educators as Partners in Sexual Health Programming: A Case Study","authors":"S. Panjwani, W. Garney, Kathy Harms, S. Rodine, Kobi M. Ajayi, Shelby C Lautner, K. Wilson","doi":"10.1080/15546128.2022.2056101","DOIUrl":"https://doi.org/10.1080/15546128.2022.2056101","url":null,"abstract":"Abstract The Sexual Health And Peer Education (SHAPE) program implemented in middle schools in Oklahoma County utilizes a hybrid adult and peer educator model to deliver sexual health programming. While peer educators have been incorporated into school-based sexual health programs in the past, this program is unique in its approach to preparing and engaging peer educators. Researchers synthesized data from interviews with program implementers and focus group discussions with teenage peer educators and middle school students who recently participated in the program to understand the process elements that contribute to the benefit of the SHAPE program model. Interviews with program implementers described the thorough peer educator recruitment and training process. Teenage peer educators felt well-prepared to deliver lessons, and through this program, they developed leadership skills, confidence, and grew personally. Middle school students revealed that peer educators were relatable and provided a positive experience where they could engage and ask questions. The application of a hybrid adult and teenage peer educator model proved useful for delivering sexual health topics and benefited students and teenage peer educators. This study’s findings highlight elements that can be utilized in future sexual health programming to prepare and engage teenage peer educators in more meaningful ways.","PeriodicalId":45712,"journal":{"name":"American Journal of Sexuality Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47727443","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 : 2022-03-22DOI: 10.1080/15546128.2022.2052217
D. Morrison-Beedy, Abigail Ewart, Samiha Ross, R. Wegener, A. Spitz
Abstract Due to limited knowledge and exposure to sexual health information, refugee adolescent girls need health education programming and research studies that oftentimes require parental consent. We sought to understand the parental consent decision-making process of thirteen refugee parents from eight different countries who consented for their 15–17-year-old daughters to participate in a sexual health promotion program. Interviews with eight mothers and five fathers provided insight into motivations and concerns driving their decision, as well as barriers and facilitators for obtaining consent. In-depth qualitative thematic analysis revealed five predominant themes: (1) Protecting our daughters with knowledge; (2) A different country, a different approach to protection; (3) Consent and understanding can be different; (4) Parents cannot do it all; and (5) My daughter gained a voice. These findings are useful for developing consent protocols and tailored programming to meet the needs of this understudied population.
{"title":"Protecting Their Daughters with Knowledge: Understanding Refugee Parental Consent for a U.S.-Based Teen Sexual Health Program","authors":"D. Morrison-Beedy, Abigail Ewart, Samiha Ross, R. Wegener, A. Spitz","doi":"10.1080/15546128.2022.2052217","DOIUrl":"https://doi.org/10.1080/15546128.2022.2052217","url":null,"abstract":"Abstract Due to limited knowledge and exposure to sexual health information, refugee adolescent girls need health education programming and research studies that oftentimes require parental consent. We sought to understand the parental consent decision-making process of thirteen refugee parents from eight different countries who consented for their 15–17-year-old daughters to participate in a sexual health promotion program. Interviews with eight mothers and five fathers provided insight into motivations and concerns driving their decision, as well as barriers and facilitators for obtaining consent. In-depth qualitative thematic analysis revealed five predominant themes: (1) Protecting our daughters with knowledge; (2) A different country, a different approach to protection; (3) Consent and understanding can be different; (4) Parents cannot do it all; and (5) My daughter gained a voice. These findings are useful for developing consent protocols and tailored programming to meet the needs of this understudied population.","PeriodicalId":45712,"journal":{"name":"American Journal of Sexuality Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44316885","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 : 2022-02-24DOI: 10.1080/15546128.2022.2033662
Brittnie E. Bloom, Talia Kieu, Jennifer A. Wagman, Emilio C. Ulloa, Elizabeth Reed
Abstract Exposure to comprehensive sex education shows promise in preventing sexual violence and sexual harassment (SVSH) perpetration and victimization and supporting survivors. Determining if these benefits are also found in communities experiencing high levels of SVSH, such as lesbian, gay, bisexual, transgender and queer (LGBTQ+) communities, is needed. Utilizing a sequential explanatory mixed-methods study design, we assessed LGBTQ + undergraduates’ exposure to sex education (SE), what SE sources they relied on, and SE’s perceived usefulness and responsivity to LGBTQ + needs. Compared to their non-LGBTQ + peers, LGBTQ + students perceived SE as less helpful in navigating personal desires (t294 = 2.08, p < .05) and sexual consent (t295= 2.15, p < .05). LGBTQ + students were more likely to use media (e.g., internet, pornography) as their primary source of SE on topics such as violence in relationships and consent. In-depth interviews substantiated quantitative findings, highlighting the non-responsiveness of SE among LGBTQ + students and further revealed that having to supplement SE through media increased LGBTQ + students’ vulnerability to SVSH (including online sexual coercion). Via interviews, LGBTQ + students reported formal SE to be non-inclusive, led to experiences of othering, silencing, erasure, and made them more vulnerable to SVSH and related outcomes. SE policy and education must be modified to be more inclusive and helpful for LGBTQ + students, especially relating to SVSH prevention.
{"title":"Responsiveness of Sex Education to the Needs of LGBTQ + Undergraduate Students and Its Influence on Sexual Violence and Harassment Experiences","authors":"Brittnie E. Bloom, Talia Kieu, Jennifer A. Wagman, Emilio C. Ulloa, Elizabeth Reed","doi":"10.1080/15546128.2022.2033662","DOIUrl":"https://doi.org/10.1080/15546128.2022.2033662","url":null,"abstract":"Abstract Exposure to comprehensive sex education shows promise in preventing sexual violence and sexual harassment (SVSH) perpetration and victimization and supporting survivors. Determining if these benefits are also found in communities experiencing high levels of SVSH, such as lesbian, gay, bisexual, transgender and queer (LGBTQ+) communities, is needed. Utilizing a sequential explanatory mixed-methods study design, we assessed LGBTQ + undergraduates’ exposure to sex education (SE), what SE sources they relied on, and SE’s perceived usefulness and responsivity to LGBTQ + needs. Compared to their non-LGBTQ + peers, LGBTQ + students perceived SE as less helpful in navigating personal desires (t294 = 2.08, p < .05) and sexual consent (t295= 2.15, p < .05). LGBTQ + students were more likely to use media (e.g., internet, pornography) as their primary source of SE on topics such as violence in relationships and consent. In-depth interviews substantiated quantitative findings, highlighting the non-responsiveness of SE among LGBTQ + students and further revealed that having to supplement SE through media increased LGBTQ + students’ vulnerability to SVSH (including online sexual coercion). Via interviews, LGBTQ + students reported formal SE to be non-inclusive, led to experiences of othering, silencing, erasure, and made them more vulnerable to SVSH and related outcomes. SE policy and education must be modified to be more inclusive and helpful for LGBTQ + students, especially relating to SVSH prevention.","PeriodicalId":45712,"journal":{"name":"American Journal of Sexuality Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47256306","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 : 2022-02-22DOI: 10.1080/15546128.2021.2002225
Samantha J. Herrick, Paul A. Datti
Abstract A common misperception of people with disabilities is that they are unable and/or disinterested in sex; however, research indicates that they express sexual desires and engage in sexual behaviors. Studies about the sexuality of people on the Autism Spectrum (ASD; on the spectrum), however, suggests they receive limited sex education and are more likely than the general population to identify as a sexual minority, making the need for inclusive sex education especially important. This selective review will present the sexual orientation/identity statistics for people on the spectrum, factors proposed that may help explain identity differences and trends, and sex education implications, particularly for those who identify as a sexual minority. Future sex education practice and research recommendations are also provided.
{"title":"Autism Spectrum Disorder and Sexual Minority Identity: Sex Education Implications","authors":"Samantha J. Herrick, Paul A. Datti","doi":"10.1080/15546128.2021.2002225","DOIUrl":"https://doi.org/10.1080/15546128.2021.2002225","url":null,"abstract":"Abstract A common misperception of people with disabilities is that they are unable and/or disinterested in sex; however, research indicates that they express sexual desires and engage in sexual behaviors. Studies about the sexuality of people on the Autism Spectrum (ASD; on the spectrum), however, suggests they receive limited sex education and are more likely than the general population to identify as a sexual minority, making the need for inclusive sex education especially important. This selective review will present the sexual orientation/identity statistics for people on the spectrum, factors proposed that may help explain identity differences and trends, and sex education implications, particularly for those who identify as a sexual minority. Future sex education practice and research recommendations are also provided.","PeriodicalId":45712,"journal":{"name":"American Journal of Sexuality Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48930726","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 : 2022-02-16DOI: 10.1080/15546128.2022.2035292
Betty Cardona, Reka K. Farago, R. Bedi
Abstract The purpose of this study was to examine the lived experiences of fifteen counselors-in-training (CITs) who had completed a sexuality counseling course. The study design was a thematic analysis of qualitative codes developed through a constant comparative method applied to transcribed interviews. Four themes were found: (a) competency issues, (b) sensitivity concerns, (c) awareness of a need for continued exposure throughout all their education and training, and (d) disappointment in the level and availability of education and training outside of this one course in their program. Data-driven suggestions for how to better to prepare CITs through sexuality counseling courses are offered.
{"title":"Teaching a Sexuality Counseling Course: Counselors-in-Training Experience and Implications for Professional Counseling Programs","authors":"Betty Cardona, Reka K. Farago, R. Bedi","doi":"10.1080/15546128.2022.2035292","DOIUrl":"https://doi.org/10.1080/15546128.2022.2035292","url":null,"abstract":"Abstract The purpose of this study was to examine the lived experiences of fifteen counselors-in-training (CITs) who had completed a sexuality counseling course. The study design was a thematic analysis of qualitative codes developed through a constant comparative method applied to transcribed interviews. Four themes were found: (a) competency issues, (b) sensitivity concerns, (c) awareness of a need for continued exposure throughout all their education and training, and (d) disappointment in the level and availability of education and training outside of this one course in their program. Data-driven suggestions for how to better to prepare CITs through sexuality counseling courses are offered.","PeriodicalId":45712,"journal":{"name":"American Journal of Sexuality Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46111093","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 : 2022-02-16DOI: 10.1080/15546128.2022.2035290
Ana M. Amigo-Ventureira, R. DePalma, Montserrat Durán-Bouza
Abstract The institution of schooling is a key socializing agent, and teachers’ attitudes toward gender and sexual diversity play a crucial role in the education of all children, shaping in particular the school experience of LGBT + children and youth. Our research used a survey of Early Childhood and Primary teachers (N = 182) and university students studying these degree programs (N = 1,133) in northwestern Spain (Galicia) to analyze transphobic and homophobic attitudes, and their relationship with other professional and academic variables, such as years of experience or study, specialization or degree program, and place of work or study. Results showed that practicing teachers generally displayed less tolerant attitudes than students studying to be teachers, although tolerance increased with the numbers of years of teaching experience. We also found differences among students according to their course of study, with those preparing to teach at the Early Childhood Education level showing more positive attitudes, and also depending on the location of their university campus, suggesting that the program design and local sociocultural context may be contributing factors.
{"title":"Homophobia and Transphobia Among Spanish Practicing and Future Teachers","authors":"Ana M. Amigo-Ventureira, R. DePalma, Montserrat Durán-Bouza","doi":"10.1080/15546128.2022.2035290","DOIUrl":"https://doi.org/10.1080/15546128.2022.2035290","url":null,"abstract":"Abstract The institution of schooling is a key socializing agent, and teachers’ attitudes toward gender and sexual diversity play a crucial role in the education of all children, shaping in particular the school experience of LGBT + children and youth. Our research used a survey of Early Childhood and Primary teachers (N = 182) and university students studying these degree programs (N = 1,133) in northwestern Spain (Galicia) to analyze transphobic and homophobic attitudes, and their relationship with other professional and academic variables, such as years of experience or study, specialization or degree program, and place of work or study. Results showed that practicing teachers generally displayed less tolerant attitudes than students studying to be teachers, although tolerance increased with the numbers of years of teaching experience. We also found differences among students according to their course of study, with those preparing to teach at the Early Childhood Education level showing more positive attitudes, and also depending on the location of their university campus, suggesting that the program design and local sociocultural context may be contributing factors.","PeriodicalId":45712,"journal":{"name":"American Journal of Sexuality Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44498725","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 : 2022-02-11DOI: 10.1080/15546128.2022.2026850
Amber Manning‐Ouellette, Josephine Shikongo-Asino
Abstract Understanding college-level sex education can help campus stakeholders understand student knowledge, inform policies, and influences on culture. Although there is a large amount of research on sexual health programming, little is known about the types of sex education curriculum on college campuses. This systematic literature review evaluates the breadth of postsecondary sex education research over the last 10 years. Three sex education course themes indicate research spans the following areas: philosophical and pedagogical considerations, perceived student knowledge and learning, and cultural and feminist-informed sex education. Finally, the results also indicate there are six types of courses taught at the college-level.
{"title":"College-Level Sex Education Courses: A Systematic Literature Review","authors":"Amber Manning‐Ouellette, Josephine Shikongo-Asino","doi":"10.1080/15546128.2022.2026850","DOIUrl":"https://doi.org/10.1080/15546128.2022.2026850","url":null,"abstract":"Abstract Understanding college-level sex education can help campus stakeholders understand student knowledge, inform policies, and influences on culture. Although there is a large amount of research on sexual health programming, little is known about the types of sex education curriculum on college campuses. This systematic literature review evaluates the breadth of postsecondary sex education research over the last 10 years. Three sex education course themes indicate research spans the following areas: philosophical and pedagogical considerations, perceived student knowledge and learning, and cultural and feminist-informed sex education. Finally, the results also indicate there are six types of courses taught at the college-level.","PeriodicalId":45712,"journal":{"name":"American Journal of Sexuality Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45785585","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 : 2022-01-31DOI: 10.1080/15546128.2021.2025181
Amelia E. Evans, Joseph M. Currin, Sheila Garos, Alyssa M. Stokes, Kassidy Cox, Cody L. Meyer
Abstract With the majority of individuals in the United States owning a mobile device, communicating via text is popular. Many individuals who text also engage in sexting, commonly defined as sending a sexually suggestive or explicit message that can include a nude image. In September of 2019, Texas passed a law prohibiting the sending of an unsolicited nude image without consent from the receiver. The goal of the study was to capture the reactions of individuals to this state law. There were 400 different responses by 400 different individuals posted on Reddit by users expressing their reactions to the passing of the state law. Initial reactions were captured, chosen from specific Reddit threads containing the link to the law within 1 month of the law being passed. These comments were collected and the research team used thematic analysis to highlight the themes to users’ responses to the sexting law. Of note was the sizeable number of individuals who disapproved of the law, highlighting a lack of knowledge about consent to engage in sexual behaviors in general, the need to gain consent to engage in sexting, and a misunderstanding of what defines sexual harassment. Implications for sex education programs and policy makers are discussed.
{"title":"‘Wasn’t This Already Considered Sexual Harassment?’: Exploring the Confusion Around the Law Mandating Consent to Receive a Nude Sext Message","authors":"Amelia E. Evans, Joseph M. Currin, Sheila Garos, Alyssa M. Stokes, Kassidy Cox, Cody L. Meyer","doi":"10.1080/15546128.2021.2025181","DOIUrl":"https://doi.org/10.1080/15546128.2021.2025181","url":null,"abstract":"Abstract With the majority of individuals in the United States owning a mobile device, communicating via text is popular. Many individuals who text also engage in sexting, commonly defined as sending a sexually suggestive or explicit message that can include a nude image. In September of 2019, Texas passed a law prohibiting the sending of an unsolicited nude image without consent from the receiver. The goal of the study was to capture the reactions of individuals to this state law. There were 400 different responses by 400 different individuals posted on Reddit by users expressing their reactions to the passing of the state law. Initial reactions were captured, chosen from specific Reddit threads containing the link to the law within 1 month of the law being passed. These comments were collected and the research team used thematic analysis to highlight the themes to users’ responses to the sexting law. Of note was the sizeable number of individuals who disapproved of the law, highlighting a lack of knowledge about consent to engage in sexual behaviors in general, the need to gain consent to engage in sexting, and a misunderstanding of what defines sexual harassment. Implications for sex education programs and policy makers are discussed.","PeriodicalId":45712,"journal":{"name":"American Journal of Sexuality Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46515133","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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