Marlene Espinosa WRD 104 6-4-12 Comprehensive Sexuality Education is the Effective Method As young adolescents we often hear

the importance there is in having an education and learning new things; however, this notion can be disputed. Many times topics that are at times not considered appropriate by the majority or current academic structures are hidden and concealed, which interferes with learning. Sex education in secondary schools is a prime example, since it has been a continuous controversy since the late 19th century and early 20th century. The ongoing sex education debate involves two principal opposing methods that branch off sex education: the more traditional abstinence-only and the emerging comprehensive sexuality education that has proved increasingly effective. The differences there are between abstinence-only, and comprehensive sexuality education vary in many ways. The abstinence-only method is clear-cut and aims towards teaching teenagers that abstaining from sex until marriage is the best route to take. This method is also seen as the best way towards preserving sexual health, avoiding sexually transmitted diseases, and preventing unwanted pregnancies. According to Datapedia.org it is also believed to be the morally right thing to do because sex before marriage is considered the morally wrong thing to do ( 2). Ultimately the intended purpose of abstinence-only education is to teach the social, psychological, and health benefits to be realized by abstaining from sexual activity until marriage (Debate 2). The ultimate purpose of abstaining from sexual behaviors until marriage, however, can send a mixture of messages towards teens. During the teenage

years it is hard to deny the natural sexual impulses many teens seem to desire, especially during the years when the hormones are the strongest. If a young adolescent is ready, knows the effects and ways of protecting themselves from any infections they should be able to pursue their sexual desire. Teaching teens that sex is wrong, obligates them to feel it is the wrong thing to do. This type of doubt can cause teens to be confused on what they actually want or do not want. Alternatively, teens should be taught that sex is apart of life, and that those sexual impulses are natural. Therefore, teens should be talked to about the process of understanding those hormonal changes, which trigger their sexual desires. On the other hand, comprehensive sexuality education is not focused on maintaining teenagers as virgins until they are married. However, it does explain that waiting until students are both emotionally and physically ready is beneficial for them. Students are also taught different ways of protecting themselves from potential sexually transmitted diseases and unwanted pregnancies when they do decide they are ready to have sex (Debate 3). Allowing teens to know how their bodies are changing and how they function allows them to protect themselves from pregnancies and STDs if they decide to have sexual intercourse. The reality and possibility that teens will have sex is present, regardless if they are told not to. Hence, it is quite mindless to pretend that it will never happen. According to Sex Education Programs abstinence-only teaches abstinence as the only morally correct option of sexual expression for teenagers. It usually censors information about contraception and condoms for the prevention of sexually transmitted diseases (STDs) and unintended pregnancy( 1). Parents might see this as the appropriate

route towards teaching teens about sex, but this method of teaching deprives students of extremely relevant information. Information, which can potentially help prevent teens from catching STDs or becoming pregnant. On the contrary, the comprehensive sexuality education method teaches about abstinence as the best method for avoiding STDs and unintended pregnancy, but also teaches about condoms and contraception to reduce the risk of unintended pregnancy and of infection with STDs, including HIV(Sex Ed. Program, 4). In other words, the method of abstinence-only is a less realistic route towards teaching teens about sex education, especially in recent times. For this reason the vital topic of sex should be educated through the more realistic and informative method of comprehensive sexuality education. Much like myself, many teens do not get taught about contraception or safe sex from their parents or in high school. Teens and parents have very few conversations in regards to sexual matters, often because it is an awkward conversation between the two. In addition, since teens and parents do not talk about sexual matters, the majority of the time teens maintain secrecy from their parents in regards to contraceptives, and sexual activity. Parents instead of teaching sex education convey sex as a harmful, sinful, and even harmful. For that reason, many teens are being withheld and misinformed about sex. Without the knowledge towards contraception, young people who choose to have sex are likely to engage in high-risk behaviors without understanding how or why they are dangerous. Dr. Kirbys research has shown that roughly half (47%) of all high school students in the U.S report having sex at least once, and close to two-thirds (63%) report having sex bytheir senior year of high school. Although 80-90 percent report using contraception many teenagers do not use contraceptives carefully and

consistently(Kirby, pg 12). It is evident that a growing number of teens are becoming sexually active, for that reason it is foolish to try and deny the facts. Kirbys research demonstrates that the perceived parental disapproval affects the amount of information teens receive in regards to safe sex. Indeed, times have changed, but there is still an elevated level of parental objection of premarital sex in the United States. Consequently, many parents who are concerned about the risks of pregnancy and STDs try to avert their teens from having sex, rather than pinpointing the importance of safe sex. When parents communicate these types of attitudes to their teens, it should not come to a surprise that teens do no seek to ask for help when it comes to safe sex. For many years peoples ears perked up when hearing the words sex and education placed in the same sentence. It is no surprise these two simple words stir up controversy; even cause one to feel nervous and uncomfortable. The fact that teen birth, abortion, and sexually transmitted diseases in America rank first amongst developed nations makes for the never-ending debate over sex education. (Boryczka, pg185). More than two decades ago the discussions amongst sex education have transformed since HIV and AIDS have come into the glare of publicity (Vail, pg2). Todays ongoing debate focuses on the type of sex education that should be taught. Some claim that since comprehensive sexuality education covers safe sexual practices, such as condom use, sends a mixed message to teens and encourages sexual activity. This view has been seen true by the U.S government as well, which promotes abstinence-only education. Over the past years, 48 states have nearly received $1billion in federal funding to support abstinence-only programs, and 86% of Americans public school districts currently mandate that sex education curricula promote abstinence(Boryczka, pg 186).

On the contrary, some scholars have also claimed abstinence-only programs violate human rights by denying youth access to accurate medical information(Bleakley, pg50). Additionally, the abstinence-only program restricts sexuality to male-female relationships, and exclude the physical aspect of sex by defining it in terms of the emotional, moral, and psychological bonds found in faithful heterosexual marriages(Boryczka, pg194). Furthermore, it also narrowly categorizes sexuality as heterosexuality and portray homosexuality as a choice- the wrong choice, leading only to a negative sexual outcome, particularly HIV/AIDS and STDs. This type of program leaves out the GLBTQ teens, 80% whom report severe problems resulting from intense feelings of isolation(Boryczka, pg194). Nevertheless, comprehensive sexuality curricula assume, instead of deflect, responsibility for the nearly 2.6 million GLBTQ teens by educating about sexual orientation and teaching accurate information about the physical dimension of sex(Boryczka, pg 195). In final consideration, the GLBTQ teens in our current society should not be denied the right to be informed about sexual education; which is why comprehensive sexuality is a better out reach towards teens in our current society. Admittedly almost all of us as young adults have experienced peer pressure to have sex at one point or another, therefore it should come to no surprise that we are all at risk of becoming pregnant or catching an STD. An understanding of these risk and possible outcomes of sexual intercourse can help protect, explain, and even change our sexual behavior. This is why programs that are taught in secondary schools should aim towards teaching teens about the risk and protective factors that exist. Experiential evidence has shown that as of right now there is no strong evince that any abstinence program delays

the initiation of sex, hastens the return to abstinence, or reduces the number of sexual partners At the same time, they did not have a negative impact on the use of condoms or other contraceptives (Kirby, pg 15). However, accumulated scientific evidence demonstrates that two-thirds of the 48 comprehensive programs that supported both abstinence and the use of condoms and contraceptives for sexually active teens had positive behavioral effects. Specifically, over 40 percent of the programs delayed the initiation of sex, reduced the number of sexual partners, and increased condom or contraceptive use; almost 30 percent reduced the frequency of sex; and more than 60 percent reduced unprotected sex (Kirby, pg 16). The facts are present, as a result teens should be presented with hard factual evidence that educate them about sex. In closing, it is quite evident that a new sexual revolution in America has occurred. That being the case, comprehensive- sex education should be taught in secondary schools in our current society. Comprehensive- sex education allows for teens to become aware of their bodies, and ways of protecting themselves, since it is evident more teenagers are becoming sexually active. Additionally, it not only allows teens to become aware of the risk but also the nature and beauty behind sex. Furthermore, it does not exclude any type of group, rather out reaches to all teens whether gay, straight, lesbian, bisexual, even questioning. Point in fact; it seems rather clever if comprehensive- sexuality education is taught in secondary schools, since it is the honest and realistic route to go.

Works Cited Beh, Hazel Glenn, and Milton Diamond. "The Failure of Abstinence-Only Education: Minors have a Right to Honest Talk about Sex." Columbia Journal of Gender and the Law 15.1 (2006): 12-. GenderWatch. Web. 28 May 2012.

Bleakley, Amy, Michael Hennessy, and Martin Fishbein. "Predicting Preferences for Types of Sex Education in US Schools." Sexuality Research & Social Policy 7.1 (2010): 50-7. Web. 27 May 2012.

Boryczka, Jocelyn. "Whose Responsibility? the Politics of Sex Education Policy in the United States." Politics & Gender 5.2 (2009): 185-210. GenderWatch; ProQuest Political Science.Web. 25 May 2012.

"Debate: Abstinence-only vs. Comprehensive Sex Education." - Debatepedia. 4 Apr. 2011. Web. 15 May 2012.

Kirby, D. (2007). Emerging answers 2007: Research findings on programs to reduce teen pregnancy and sexually transmitted diseases. Washington, DC: National Campaign to Prevent Teen Pregnancy. Accessed 2012, May 17.

McKeon, Brigid. "Effective Sex Education." Advocates for Youth, 2006. Web. 28 May 2012.

Vail, Kathleen. "TEACHING ABOUT: Sexuality." American School Board Journal 192.11 (2005): 18-21. Education Research Complete. Web. 27 May 2012.

"Sex Education Programs: Definitions & Point-by-Point Comparison." Sex Education Programs. Ed. Sue Alford. Advocates for Youth, 2001. Web. 17 May 2012.

Stanger-Hall, Kathrin F., and David W. Hall. "Abstinence-Only Education And Teen Pregnancy Rates: Why We Need Comprehensive Sex Education In The U.S." Plos ONE 6.10 (2011): 1-11. Academic Search Complete. Web. 27 May 2012.