Reading Sociology into Scholarship on School‐Based Sex Education: Interaction and Culture

Abstract

School-based sex education (SBSE), an institutional attempt to interrupt and correct the sexual socialization of young people, operates at the levels of structure, interaction, and culture. At the structural level SBSE has been found to endorse a particular set of cultural messages about sex and sexuality that reinforce patterns of inequality. This is often the case regardless of program type (e.g., abstinence versus comprehensive). However, there is little empirical focus on the actual classroom practices and other social interactions that constitute SBSE in the United States. In this paper, I will provide an overview of the field of SBSE research, reading the findings at the interactional level. In particular, I will review findings on curricula, stakeholder perspectives, and effects in a discussion of the importance of both interaction and culture in SBSE practices. Finally, I will use criticisms raised in existing SBSE scholarship to pose opportunities for sociological research into the topic. Sociology Compass 6/7 (2012):

‘Sex Is Not Just about Ovaries.’ Youth Participatory Research on Sexuality Education in The Netherlands

“…The higher rates of dissatisfaction with sexuality education amongst young people who differ from cultural ‘normalcy’, for instance, by being non-heterosexual, can be explained by the link between sexuality education and the dominant sexual culture. Sexuality education runs the risk of reproducing and reinforcing social inequalities and injustice, as it reflects the values, ideas, and stereotypes of the dominant culture [ 18 , 19 ]. Sexuality education may easily reproduce existing sexist, racist, and classist notions of sexuality, thereby ‘projecting a particular message and vision of who and how teens are and should be’ [ 18 ] (p. 61).…”

Institutionalizing Sex Education in Diverse U.S. School Districts

“…Public schools continue to play a vital role in ensuring the health and well-being of elementary and secondary students, the majority of whom attend public schools for as many as 14 years [26]. Schools are able to address the physical, social, and emotional development of children, making them ideal sites for providing age-and developmentally appropriate health education interventions on a range of topics, including sexual health [27]. Although there are infrastructure and social and political barriers, these can be overcome with focused resources and a flexible approach.…”

“Very Very Risky”: Sexuality Education Teachers' Definition of Sexuality and Teaching and Learning Responsibilities

“…To make matters more complicated, there is no standardized curriculum for school-based sexuality education in the United States (Smith, 2012). Current U.S. policy allows for several different models of sexuality education; however, even the most recent sexuality education standards stress sexual risk over sexual rights (Boonstra, 2012).…”

“…Although many studies explore young people and their need for, or definition of, quality sexuality education, few studies to date have explored the ideas, practices, and beliefs of those teachers who are currently providing that education (Smith, 2012). This study seeks to shed light on those teachers.…”