sex education

The Way We “Talk the Talk” Controls the Way We “Walk the Walk” PART 2

(También en español) In Part 1, I highlighted the first three of six sex narratives developed by Marty Klein, Ph.D., in his book, America’s War on Sex, and outlined in last year’s  State of Sexual Freedom Report, produced by the Woodhull Sexual Freedom Alliance (Woodhull). Dr. Klein posits, “Sexual freedom expands or contracts within political, social, economic, cultural, and psychological contexts–some of them contradictory, some of them mutually reinforcing.”

A quick recap: a “narrative” is a coherent storyline that contains a set of assumptions that enables people to make meaning out of raw fact. So the way we talk and tell stories about sexual facts influences our perceptions about sex and the meaning we give to facts. The first three narratives discussed earlier are that “sex is dangerous,” “government should protect us from sexual danger,” and “certain people aren’t sexually normal, and certain kinds of sex aren’t normal; society needs to be protected from both.”

Now, for the fourth narrative, “morality can be measured by sexual criteria–the less sex, the less evident the sex, and the less adventurous the sex, the more ‘moral’ the person.” This type of judgment is superficial because it bases a person’s morality on perceived sexual practices, on their decision-making, willingness to take responsibility for their actions, honesty in dealing with others, or willingness to sacrifice for the common good, which are key concerns when dealing with morality. This narrative also fuels people’s anathema to sex workers, which lead to the development of “Prostitution-Free Zones” (PFZs) laws in D.C., which legalized sex discrimination and allowed cops to profile people as sex workers based on appearance and perceived sexuality and sexual activity in public areas. Not only were these zones a threat to civil rights, but also human rights, something Woodhull actively advocates and defends. (Through the work of Woodhull, VenusPlusX, and a dozen other advocacy organizations, city officials now conclude that PFZs are indeed unconstitutional, and trashed a bill that would have made them permanent and police are no longer enforcing them.)

The fifth narrative is “sexual expression is appropriate only for some people, only under certain conditions. Anything else is unauthorized and bad for society.” This is evident in the fact that Americans are still uncomfortable with the idea of teens, the elderly, the non-heterosexual, the physically or mentally handicapped, the incarcerated, and the unmarried being sexual. Moreover, some forms of sexual expression, such as BDSM, are often considered unauthorized for anyone, regardless of consent.

Last, “when it comes to civil rights, sexuality is different.” However, this notion is false because our sexual rights are part of our civil rights (as mentioned previously) and a part of our basic human rights.

All in all, these six narratives play a key component to our perceptions of teen sexuality and sex education. With regards to teens, American society generates narratives about teen sexuality being “dangerous,” in need of governmental control through abstinence-only education, and only normal if it is heteronormative — but teen sexuality still immoral by nature and in premarital sexual expression. These are extremely harmful narratives for American youth, and the effects play out in the high rates of unwanted teen pregnancy, STD/STI transmission, and HIV.

Therefore, everyone must recognize these narratives for what they are: stories, and not scientific fact. Once we understand that, we can start disavowing these narratives of sexuality that negatively influence our perceptions of sex, teen sexuality, and sexual rights and freedoms.

Marty Klein’s six narratives of sexuality have profound impact on American youth, impacting our attitudes about teen sexuality and sex education.

If you want to find out more about the Woodhull Sexual Freedom Alliance and their views on sexual health education and other key issues of sexual freedom, such as sex work and reproductive justice, you can attend Woodhull’s Sexual Freedom Summit in September.  Also, you can attend Woodhull’s Sexual Freedom Summit (September 21-23), where Alison Gardner and Dan Massey, VenusPlusX’s founders who work closely throughout the year with Woodhull as members of its Advisory Council, will be presenting their workshop session, “Sacred Sexuality and Erotic Communion, the Human Experience.”

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The Way We “Talk the Talk” Controls the Way We “Walk the Walk” Part 1

(También en español)

“Sexual freedom expands or contracts within political, social, economic, cultural, and psychological contexts–some of them contradictory, some of them mutually reinforcing.” Marty Klein, Ph.D.

This is where the narratives of sexuality come into play: a “narrative” is a coherent storyline that contains a set of assumptions that enables people to make meaning out of raw fact.

For example, take the fact that there are 1 million abortions in American every year. Now, some people will argue that this fact as evidence of moral weakness and sexual promiscuity, while others interpret this fact as reflecting poor contraception use and a culture that discourages sexual planning. So basically, the way we talk and tell stories about sexual facts influences our perceptions about sex and the meaning we give to facts.

Marty Klein, psychologist and author of “America’s War on Sex,” which is outlined in the State of Sexual Freedom Report, produced by the Woodhull Sexual Freedom Alliance (Woodhull). Klein states that there are six key narratives of sexuality that support the restriction of sexual rights and freedom by controlling the way we “walk the walk” when it comes to sex.

It is important to remember that the societal narratives and stories we tell about sexuality are not facts, but only meanings attached to the facts. It is our duty to decipher these negative narratives as to combat their control over sexual rights and freedoms.

First is the narrative “sex is dangerous.” When sex is discussed in American society, it is typically through negative topics such as unwanted pregnancy, sexual violence, sexual dysfunction, and STDs/HIV. This focus on the risks of sexual activity leaves little room for discussions about its benefits, advantages, or pleasures: a practice that is also pervasive in abstinence-only education.

However, when people only focus on the negatives of sex, they either become sex-phobic or are ill-prepared when they find themselves in a sexual situation.

A second  narrative is the “government should protect us from sexual danger,” including sexual violence, perceived sexual abnormality, and the evidence of others’ sexuality. This narrative puts demands on the government to criminalize various sexual behaviors, restrict sexual commerce, and control sexual expression in mass media. Building off of this is the third narrative, “certain people aren’t sexually normal, and certain kinds of sex aren’t normal; society needs to be protected from both.” Examples of both these narratives are evident in the debate about marriage equality, the fight for LGBTQ rights, and in the SlutWalk movement.

To read about three more narratives of sexuality and their impact on teen sexuality and sex education in America, please read Part 2.

If you want to find out more about the Woodhull Sexual Freedom Alliance and their views on sexual rights/freedom and other key issues of sexual freedom, such as sex work and reproductive justice, you can attend Woodhull’s Sexual Freedom Summit in September.  Also, you can attend Woodhull’s Sexual Freedom Summit (September 21-23), where Alison Gardner and Dan Massey, VenusPlusX’s founders who work closely throughout the year with Woodhull as members of its Advisory Council, will be presenting their workshop session, “Sacred Sexuality and Erotic Communion, the Human Experience.”

“If there were only 11 people in the world”: Narratives of sexuality reveals that, even with the progressive movement for LGBTQ rights, Americans at large still see certain sexualities as “normal” (heterosexuality) while all others are “abnormal” (homosexuality).

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Pass This Test and Get Kicked Out of School

También en español

Delhi Charter School, in Louisiana, has a Student Pregnancy Policy that allows staff to force female students who are suspected of being pregnant to take a pregnancy test. If students are pregnant or refuse to take the test, they are kicked out and must undergo home schooling if they want to continue their education at the school.

Apparently, Delhi Charter School doesn’t believe that female students have a right to education free from discrimination, unlike the Woodhull Sexual Freedom Alliance (Woodhull) as mentioned in my previous post, “Sex Education is a Human Right.” Moreover, the American Civil Liberties Union (ACLU) published an article admonishing Delhi’s policy for its blatant violation of federal law and the U.S. Constitution. Specifically, the policy completely disregards Title IX of the Education Amendment of 1972, which prohibits sex discrimination in federal funded education programs and activities. Title IX explicitly mandates that schools cannot exclude any student from an education program or activity “on the basis of such a student’s pregnancy, childbirth, false pregnancy, termination of pregnancy or recovery therefrom.” Coupled with this offense is the policy’s violation of the Constitution’s due process right to procreate and equal protection by treating female students differently from male students.

Delhi Charter School’s policy is not only a violation of Title IX and the Constitution, but also the fundamental human rights of access to information, education, and sexual freedom.

Yet, approximately 70% of teenage girls who give birth drop out of school because illegal discrimination and the fact many schools fail to help pregnant and parenting teens stay in school: some schools even exclude or punish them. How could this be?

Well, let’s take a look at the educational system. As Woodhull’s State of Sexual Freedom 2011 report documents, the United States has high sexually transmitted infection (STI) rates and the highest teen pregnancy rate among industrialized nations. Woodhull highlights two important reasons for this: other developed countries have easier access to contraception and health care services, and there is more comprehensive sexuality education. So without access to both basic health care services, including contraception, and comprehensive sex education (in the U.S., more than half the states still don’t require sex education), it’s no wonder why almost 750,000 females between the ages of 15 and 19 become pregnant each year. Not only does this lack of sexual health education affect students, but also school administrators and staff. Without proper training and education, administrators and teachers are ill equipped to adequately deal with the needs of pregnant and parenting students’ situations.

Pregnant and parenting teens are legally entitled to education and supportive services for themselves and their children. Click to find out more about the legal rights of female students in New York and Minnesota.

Hence, we need to education both students and school administrations about the procedures that are required by law to support pregnant and parenting teens that already face social stigma. Most importantly, as Woodhull posits over and over again, we need to educate teens about their basic human rights of sexual freedom and sexual health information. When students are knowledgeable about their sexual rights, whether pregnant, parenting, or not, they are better equipped to stand up for themselves, their education, and against the illegal, discriminatory practices and barriers within the education system.

If you want to find out more about the Woodhull Sexual Freedom Alliance and their views on sexual health education and other key issues of sexual freedom, such as sex work and reproductive justice, you can visit their website. Also, you can attend Woodhull’s Sexual Freedom Summit (September 21-23), where Alison Gardner and Dan Massey, VenusPlusX’s founders who work closely throughout the year with Woodhull as members of its Advisory Council, will presenting their workshop session, “Sacred Sexuality and Erotic Communion, the Human Experience.”

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Sex Education is a Human Right

También en español

The Woodhull Sexual Freedom Alliance (Woodhull), named in honor of Victoria Woodhull, joins the public discussion about sex education by framing it in the context of sexual freedom and human rights.

Woodhull is a leader in advocacy and activism for sexual freedom, rights, and liberty and also acts as a convener of activists and a resource for progressive initiatives that advance sexual freedom. Woodhull works hard to combat the prohibition of pleasure, advance an agenda that recognizes the wonderful diversity of sex, sexuality, and our rights as human beings to make informed, consensual choices in our lives; Woodhull recognizes that this agenda can be accomplished through comprehensive sex education. Woodhull believes that comprehensive sex education includes age-appropriate, medically accurate information on a broad set of topics related to sexuality, addresses both genders and transgender and all orientations and disability, and teaches how alcohol and drugs can effect responsible decision making.

However, Woodhull does not just approach sexual health as an educational issue, but also in the context of sexual freedom and our universal human rights.

Former U.S. First Lady Eleanor Roosevelt with the English version of the United Nations Universal Declaration of Human Rights, which Woodhull posits on the inclusion of sexual freedom.

In their report, State of Sexual Freedom in the United States 2011, Woodhull advocates that human beings, including youth and adults, have the right to access information that will help them make the best decisions for themselves and lead happier lives. As sexuality is a part of every human being, access to sexuality information is a part of our basic human rights. Sexuality is not only about sex, either. In the broadest terms, sexuality encompasses everything from engaging in sexual acts, to how people see themselves in terms of body image and gender roles, to how people relate to others in emotional and physical relationships.

As such, Woodhull asserts that everyone deserves access to comprehensive sex education, because a lack of access to valid information about sex and sexuality is not only harmful and ineffective, but also contrary our fundamental humans rights. Along with the right to access vital information, we have the human right of sexual freedom, a freedom that is the right of all individuals to develop and express their unique sexuality, and includes the freedom of sexuality education and sexual health. Sexual freedom involves not only the freedom “to do” something sexually, but also the freedom “not to do” something sexually. Therefore, sexual health programs that boost sexual health, like comprehensive sex education, are the ideal for sexual freedom because they incorporate teachings about both abstinence and contraception.

Woodhull justifiably frames the discussion of sex education in the context of our fundamental human rights of education and sexual freedom.

If you want to find out more about the Woodhull Sexual Freedom Alliance and their views on sexual health education and other key issues of sexual freedom, such as sex work and reproductive justice, you can visit their website. Also, you can attend Woodhull’s Sexual Freedom Summit (September 21-23), where Alison Gardner and Dan Massey, VenusPlusX’s founders who work closely throughout the year with Woodhull as members of its Advisory Council, will presenting their workshop session, “Sacred Sexuality and Erotic Communion, the Human Experience.”

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Feature Image Provided by: Alifa Watkins 

 

Gateway Sexual Activity: Fact or Fiction?

Spurred by a classroom demonstration involving a sex toy, Tennessee recently enacted a pro-abstinence sex education law that is among the strictest in the nation, which includes bans educators from promoting “gateway sexual activity.”

Tennessee Governor Bill Haslam signed this “no holding-hands” bill, as critics have labeled it, into law in May. According to drafters of the bill, HB 3621/ SB 3310, this so-called “gateway sexual activity” includes any discussion of “intentional touching of the primary genital area, groin, inner thigh, buttock or breast of a human being.”

Governor Bill Haslam in “Tennessee’s Civil War on Comprehensive Sex Education and Teen Sexuality”

Let’s see what some of the topics this narrow definition excludes from sex education: oral sex, masturbation, mutual masturbation, breastfeeding, anal sex, menstruation, genital anatomy, pap smears, and well… sex in general. With all these topics banned, sex education in Tennessee will be anything but valuable, reliable sex education, so in other words, abstinence-only education. But without these topics, will students even learn what they are supposed to be abstaining from? Probably not.

Moreover, sex education classes will be required to “exclusively and emphatically promote sexual risk avoidance through abstinence, regardless of a student’s current or prior sexual experience.” Glad to know legislators at least recognize that they are consciously discriminating against 70% of the teen population who have had premarital intercourse by the age of 19.

But the evidence shows that the more we teach teens about sex, the more likely they will have sex, right?

WRONG. Evidence shows that comprehensive sex education programs that provide information about abstinence and effective use of contraception can help delay the start of sexual activity and increase condom use among sexually active teens. Therefore, banning the teaching of “gateway sexual activity” is fallacious (some may say felonious) because it is  in direct opposition to students’ right to medically accurate, safe, and reliable sex education.

Even more outrageous is the fact that the discussion of whether the law would help reduce Tennessee’s high teenage pregnancy rate was absent from the debate in the Legislature. This law was simply an irrational response to a disgruntled parent’s comment after he found out an anti-AIDS group had visited his daughter’s class and demonstrated safe oral sex with a sex toy and condom: “When you start bringing sex toys in, at a point you’re stimulating kids to have sex.” Because demonstrating how to put a condom on a realistic phallus, rather than a banana, is going to turn his daughter into a sex-craved “slut.” Under this law, such classroom visitors and educators can be fined $500 by parents for teaching their kids how to protect properly themselves from STDs and HIV!

Can you image what would happen if that 70% of the teen population who have had premarital sex used condoms or another form of birth control every time they were sexually active? Can you imagine the positive sexual health outcomes if all teens used condoms the first time they had sex? I can. But these fantasies will only become reality if schools continue to move towards comprehensive sex education, not away from it like Governor Bill Haslam is taking Tennessee’s schools and certain Mississippi school districts.

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The Sexual Freedom Project: Two Homes, Two Sex Ed’s

(También en Español)

How important is it to have open family discussions about sex while growing up?

Leave a comment and let us know what you think, or make your own video or blog to share. We will send you a free VenusPlusX t-shirt or slap bracelet to thank you.

Video edited by Tiye Massey.

High School Students Need Someone to Talk to About Sex Without Shame

(También en Español)

News of Note: High School Students Need Someone to Talk to About Sex Without Shame

The other day, as a reward for finishing their state tests, I was letting my students talk quietly in groups and do word games. I sat next to three of my ninth graders (three girls and a boy) and quickly joined in on their discussion.

They were talking about teenage pregnancy, noticing the high number of girls in the school who were currently pregnant. The tone of the conversation started playful, but the students were asking some very serious questions.  The sole male student in our group directed the following question to me:

“Yo, Miss– who do you think is more responsible for getting pregnant—the boy or the girl?”

Before I could answer the girls quickly interjected their own opinions. It was the boy’s responsibility, because he was the one who needed to use a condom.  It was the girl’s responsibility because she shouldn’t be letting a boy go that far.  It was the parents’ responsibility because they should be monitoring their kids.

Reeling the conversation back in, I answered, “First of all, I think it’s everyone’s responsibility because the consequences affect each person.  But I think that’s the wrong question.  My question is: why are teenagers getting pregnant, in the first place?  And I think the honest answer is that you guys just don’t receive a good sex education in school.”

To my surprise, the kids enthusiastically agreed. Many were quick to point out that they had had no sex education in their public schools.  And they were even quicker to insist that they needed it.

What followed was a barrage of basic sex-ed questions on topics from prophylactics to periods to pregnancy, some of which astonished me in their naïveté.  For example, one of my students asked if using condoms was even “worth it” because “a lot of times they don’t work.”  Astonished to find that several of my students were nodding in agreement, it dawned on me that this is a direct consequence of the misinformation spread with abstinence-only sex education.

Why are so many kids clueless about sex? Our society doesn’t embrace sex as a human right or something we are all entitled to experience. I do not understand how something as inherent, necessary, and enjoyable as sex could be so stigmatized and avoided. Regardless of why the taboos that follow sex persist, we must wake to the inevitability of sex. If kids and teens are not taught honest and useful information about sex, birth control, pregnancy, etc, more unwanted children will continue to be conceived and another generation of the sexually repressed will guide our future.

The Sexual Freedom Project: Learn By Doing

(También en Español)

Who first taught you about sex? Was the information accurate and age-appropriate? What did your youthful experiences teach you? Who is the most appropriate person to teach young people about sex — parents, teachers, friends, or someone else? and how early?

Is there anything about sex or sexual freedom you wish you had been taught at a younger age?

We want to hear your voice — make us a video, write an essay or a poem, or respond with a song or a work of art. If we feature your response on the site, we will send you a free VenusPlusX t-shirt as a thank you.

Video by Tiye Massey.

Follow up: Adolescent Sexual Health: To Improve or Not to Improve? That is the Question…

También en español After initially postponing the decision to adopt either abstinence-only or abstinence-plus sex education curriculum, the Natchez-Adams School Board in Jackson, Mississippi chooses “both.”

The Board voted to adopt the abstinence-only program, but also voted to require all 12 modules of the “Rise to Your Dreams” curriculum . . . the same curriculum mandatory in abstinence-plus. We wanted to know why.

For one, Board Member David Troutman thought that the topics covered in abstinence-plus were too explicit for sixth graders, believing incorrectly that middle-schoolers don’t have sex until high school. Second, Board President Wayne Barnett believes that the abstinence-only plan allowed for local flexibility, wrongly thinking that their local people know more about the subject of youth sexual health, disregarding years of scientific research and data about what sex education curriculum works. Finally, sometimes it is just easier to choose abstinence-only over other forms of sex education in communities that are more hostile to teen sexuality and anything other than abstinence in the classroom, which is merely an excuse for cowardice and reluctance to stand up and fight for the sexual rights of youth. As Mississippi is full of communities like this, the mixture appears to serve as “middle ground” between the two.

But why was Natchez-Adams’ School Board pressured into making a decision?

In 2011, Governor Haley Barbour signed the House Bill 999, a law that requires all Mississippi school districts to teach either abstinence-only or abstinence-plus. Both curriculums are approved by the state Department of Education (DE), even though they both have drastically different implications for the sexual health of youth as discussed previously. All districts had until June 30 to decide which curriculum to adopt for the 2012-2013 school year.

This law was implemented in response to the fact that Mississippi has the highest teen birth rate in the nation and one of the highest AIDS statistics. In fact, the teen birth rate in Quitman County alone far exceeds the national average. In 2009, teen childbearing cost taxpayers $155,000,000. Sounds shocking? Not really, considering that Mississippi did not require sex education to be taught in schools until House Bill 999. Before this law, only a fraction of teens received formal sex education, with these programs varying widely in approach and accuracy. It’s no wonder why Mississippi is in this atrocious state.

Abstinence-Only

Abstinence-Plus

Tupelo County School District

Houston County School District

Lee Country School District

Natchez-Adams County School District

Corinth County School District

Leflore County School District

Neshoba County School District

Starkville Country School District

Amory County School District

Greenwood County School District

Hattiesburg County School District

Oxford County School District (Initial Abstinence-only decision reversed)

West Point County School District (Unofficial)

Ocean Springs County School District

Jackson County School District

Pascagoula County School District

George County School District

Moss Point County School District

Table: A list of some of the County School Districts and their decisions regarding House Bill 999. (Not a full list)

Although an obvious disadvantage to students who will be subjected to abstinence-only curriculum, let’s hope that the Department of Education will notice the huge disparities between the sexual health of students who were placed in abstinence-only versus abstinence-plus. Maybe then they will enforce universal abstinence-plus sex education for all public schools in Mississippi, as this bill should have mandated. And as time goes on, maybe they will upgrade to comprehensive sex education, cultivating positive sexual behavior and decision-making of Mississippians in ways they could not have even fathomed before.

Creative Commons Image by: Ken Lund

Adolescent Sexual Health: To Improve or Not to Improve? That is the Question…

(También en Español)

The Natchez-Adams School Board in Jackson, Mississippi, is currently deciding whether to adopt abstinence-only or abstinence-plus curriculum. This decision for Mississippi schools, to implement either abstinence-only or abstinence-plus curriculum, is the same as deciding whether or not to improve adolescent sexual health.

Hopefully, Natchez-Adams School Board’s decision will foster homes full of sexually health youth instead of homes crowded with unintended pregnancies and STD/STIs.

The former, abstinence-only education, will be laden with religious ideologies, teach students about the importance of abstinence as the expected standard, and only mention contraceptives in terms of failure rates that are wrong and unscientific. The latter will teach the benefits of abstinence, but also will give comprehensive information about condoms, contraception, and the prevention of sexually transmitted infections and diseases. When you put the two side by side, it seems like a clear-cut decision: abstinence-only curriculum will only further diminish the sexual health of adolescents, while abstinence-plus curriculum has the potential to improve sexual health outcomes. Yet, other schools boards in Jackson and George counties recently adopted abstinence-only models.

But why would any school board adopt such an obviously flawed sex education program?

For one, American society has an extensive history of supporting abstinence-only-until-marriage  (AOUM) programming. This is the result of many factors, such as negative stereotypes associated with adolescent sexuality, an incorrect belief that teaching teens about sex is encouraging them to have premarital sex, AIDS fear, homophobia, heterosexism, sexism, and religious doctrine that dictates premarital sex is a sin.

Second, the American government has bolstered this attitude by providing financial support for schools that teach abstinence-only: the federal government has spent $1.5 billion funding AOUM programs over the last 15 years. This abundance of federal funds lead directly to the proliferation of these unsound programs across America, and why some school boards today still choose abstinence-only education in their schools, despite research proving their ineffectiveness to postpone teenage sexual activities.

In fact, there is overwhelming research that has found multiple issues with AOUM education: censoring vital health care information, jeopardizing adolescent sexual health, stigmatizing the LGBTQ community, purporting harmful gender stereotypes and one religious perspective, and withholding information teens need to make healthy and responsible life decisions. Yet, schools still adopt these programs despite this astounding evidence because they can take advantage of this federal funding.

Sexuality is a part of everyone’s life, no matter what race, ethnicity, gender, socioeconomic status, or age a person is. Everyone has the basic human right to access comprehensive sexuality information that is not bias, is scientifically correct, and applicable to their sexuality. Let’s hope that the Natchez-Adams School Board recognizes this and accounts for these proven sexual health benefits of comprehensive sex education when making their final decision on June 30, and students of this district get the comprehensive sex information they need and deserve.

UPDATE: After initially postponing the decision to adopt either abstinence-only or abstinence-plus sex education curriculum, the Natchez-Adams School Board in Jackson, Mississippi chooses “both.” Check next week for a follow up post explaining why the school board was forced to find this middle ground.