RUNNING HEAD: PERSUASIVE SPEECH

Persuasive Speech Title Page

Sex Education in Public High School
Katherine Wong
Speech 001
Professor Culliver

RUNNING HEAD: PERSUASIVE SPEECH

Topic: Persuasive Speech

General Purpose: To persuade
Specific Purpose: To persuade for funding and support for sex education in high school by using
useful information, data, facts, and personal connections
Central Idea: To discuss how sex education can improve

Introduction:
Hello. My name is Katherine Wong. In this speech, I will be discussing my views on sex.
Although it is a controversial topic, sex is inevitable. I believe that not only the state of
California should implement effective sex education but the rest of the United States. I am well
aware most schools have mandated comprehensive sex education or abstinence only programs.
Most of you have sat through a boring class learning about puberty, the menstrual cycle, aids,
herpes, crabs, or any other STDs or STIs there is. However, much of the class course was
watered down. It consisted of statistics, unrelatable medical facts, awkward videos, and
slideshows of horrifying pictures. I believe this class could go more in depth. It should not be a
section in the curriculum touched upon by your gym teacher for a week. Sex education in high
school should be a hardcore dedicated class.

Body
Transition: We need sex education because sex is inevitable. With the growing provocative
media messages and pressure, younger populations are participating in such sexual acts.
1. Statistics

RUNNING HEAD: PERSUASIVE SPEECH

A. A 2011 Centers for Disease Control and Prevention (CDC) survey indicates that
more than 47 percent of all high school students say they have had sex.
i.

Teenage sexual activity is inevitable.

ii.

Many high students are sexually active but not all are sexually
educated.

B. According to the DoSomething.org, young people ages 15-25 contract 19 million

STDs annually.
C. In the U.S., more than 750,000 girls ages 15-19 become pregnant every year.
More than 80 percent of these are unintended pregnancies.
i.

Shows such as Sixteen and Pregnant or Teen Mom glamorized and

glorified teen pregnancy.

D. According to WorldBank.org, adolescent fertility rate in the United States is 34 in

2014 while Germany is 4, France is 6, and Netherland is 6.
E. According to the National Conference of State Legislature (NCSL), as of July 1,
2014, only 22 states and the District of Columbia require public schools to teach
sex education.
i.

There is a need for more sex education class to accommodate and

educate the growing population of sexually active students about
not only the consequences of sex but also all the different aspects
of sex.

Transition: With such growing numbers of pregnancies and teens, sex education is essential to
prevent such consequences and delay sex. However, even though some states have sex
education, the current sex education falls short.

RUNNING HEAD: PERSUASIVE SPEECH

2. Why does the current sex education fall short

A. Abstinence only education is unrealistic but comprehensive sex education is also
limited, ineffective, and outdated.
B. Though the class offers medical facts and statistics about pregnancy and STDs,
the information is not relatable.
C. The information is not culturally appropriate. With the expansion of the internet,
social media, television, movies, entertainment and advertisement, we are
bombarded with sexual propaganda and societal pressure. Sex is everywhere.
D. It does not offer in depth information of contraceptives and abortions.
E. It does not offer information about access to birth control.
Transition: With the downsides of the current sex education, we could improve, update, and
expand the curriculum and go beyond comprehensive sex education.
3. How the sex education could improve
A. The class course should go in depth and expand into different fields of sex besides
the medical facts and hardcore statistics. It should offer information about all
aspects of one's sexuality including: body image, sexual orientation, sexual
identity, sexual awareness, sexual pleasure, peer pressure, societys pressure,
values, decision making, communication, dating, relationships, and birth control
methods.
B. It should offer information about the access to birth control and other
contraceptives.
C. The class should address and update their information to relate with the internet,
social media, television, movies, entertainment, and advertisement.

RUNNING HEAD: PERSUASIVE SPEECH

D. The class should provide more hands on learning and realistic situations.
Transition: Overall, this improved sex education will be beneficial for the topic of sex, sex
health, and sexuality.

Conclusion
Ultimately, sex is inevitable. It is a natural part of life. Whether you participate in it early, later in
life, or after marriage, sex is bound to happen. Although abstinence is the ideal moral stance, it is
also an unrealistic goal for most. I believe that is why sex education should be improved and
expanded. It should not be a section in the curriculum touched upon by your gym teacher for a
week. Sex education should be a hardcore class dedicated to make you feel comfortable about
the topic of sex. This expanded sex education can help women and men feel comfortable in their
own skin. They will able to make well-informed, responsible decisions, form healthy
relationships, and take care of their bodies. This new and improved sex education will ultimately
contribute and enhance to your overall well-being.

RUNNING HEAD: PERSUASIVE SPEECH

Works Cited
11 Facts About Sex Education in the U.S. (n.d.). Retrieved November 23, 2014, from
https://www.dosomething.org/actnow/tipsandtools/facts-about-sex-education-us-0
Adolescent fertility rate (births per 1,000 women ages 15-19). (2014, January 1). Retrieved
November 23, 2014, from http://data.worldbank.org/indicator/SP.ADO.TFRT
Brotman, J. S., & Mensah, F. M. (2013). Urban High School Students' Perspectives about Sexual
Health Decision-Making: The Role of School Culture and Identity. Cultural Studies Of
Science Education, 8(2), 403-431.
Clarke, P. T. (2011). Sex Education and Student Rights: Including the Missing Actor.
International Journal Of Educational Reform, 20(2), 84-110.
Crawford-Ferre, H. G., & Wiest, L. R. (2013). Single-Sex Education in Public School Settings.
Educational Forum, 77(3), 300-314.
Implementing Sex Education. (n.d.). Retrieved November 23, 2014, from
http://www.plannedparenthood.org/educators/implementing-sex-education
Lickona, T. (n.d.). Where Sex Education Went Wrong. Retrieved November 23, 2014, from
http://www.ascd.org/publications/educational-leadership/nov93/vol51/num03/WhereSex-Education-Went-Wrong.aspx
McKeon, B. (2006, January 1). Effective Sex Education. Retrieved November 23, 2014, from
http://www.advocatesforyouth.org/component/content/article/450-effective-sex-education
Natbony, J. (2010). SEX EDUCATION IN SCHOOLS. Georgetown Journal Of Gender & The
Law, 11(1), 273-295.
PERCIVAL, K., & SHARPE, E. (2012). SEX EDUCATION IN SCHOOLS. Georgetown
Journal Of Gender & The Law, 13(2), 425-457.

RUNNING HEAD: PERSUASIVE SPEECH

Sex Education That Works. (n.d.). Retrieved November 23, 2014, from
http://www.avert.org/sex-education-works.htm
Sexuality Education Q & A. (n.d.). Retrieved November 23, 2014, from
http://www.siecus.org/index.cfm?fuseaction=page.viewpage&pageid=521&grandparentI
D=477&parentID=514
Silva, M. (2001). The effectiveness of school-based sex education programs in the promotion of
abstinent behavior: A meta-analysis. Health Education Research, 17(4), 471-481.
Retrieved November 23, 2014, from http://her.oxfordjournals.org/content/17/4/471.full
State Policies on Sex Education in Schools. (n.d.). Retrieved November 23, 2014, from
http://www.ncsl.org/research/health/state-policies-on-sex-education-in-schools.aspx
Woo, G., Soon, R., Thomas, J., & Kaneshiro, B. (2011). Factors Affecting Sex Education in the
School System. Journal Of Pediatric & Adolescent Gynecology, 24(3), 142-146.
doi:10.1016/j.jpag.2010.12.005

RUNNING HEAD: PERSUASIVE SPEECH

Hello. My name is Katherine Wong. In this speech, I will be discussing my views on sex.
Although it is a controversial topic, sex is inevitable. I believe that not only the state of
California should implement effective sex education but the rest of the United States. I am well
aware most schools have mandated comprehensive sex education or abstinence only programs.
Most of you have sat through a boring class learning about puberty, the menstrual cycle, aids,
herpes, crabs, or any other STDs or STIs there is. However, much of the class course was
watered down. It consisted of statistics, unrelatable medical facts, awkward videos, and
slideshows of horrifying pictures. I believe this class could go more in depth. It should not be a
section in the curriculum touched upon by your gym teacher for a week. Sex education in high
school should be a hardcore dedicated class.
Transition: We need sex education because sex is inevitable. With the growing provocative
media messages and pressure, younger populations are participating in such sexual acts.
A 2011 Centers for Disease Control and Prevention (CDC) survey indicates that more
than 47 percent of all high school students say they have had sex. This demonstrates that teenage
sexual activity is inevitable. Many high students are sexually active but not all are sexually
educated. According to the DoSomething.org, young people ages 15-25 contract 19 million
STDs annually. In the U.S., more than 750,000 girls ages 15-19 become pregnant every year.
More than 80 percent of these are unintended pregnancies. Shows such as Sixteen and Pregnant
or Teen Mom glamorized and glorified teen pregnancy. According to WorldBank.org, adolescent
fertility rate in the United States is 34 in 2014 while Germany is 4, France is 6, and Netherland is
6. These European countries adolescent rate is low because they have implemented sex
education in their curriculum since the 1970s and 80s. Sex education in the United States will
lower our fertility rate. According to the National Conference of State Legislature (NCSL), as of
July 1, 2014, only 22 states and the District of Columbia require public schools to teach sex
education. There shows the concerning need for more sex education class to accommodate and
educate the growing population of sexually active students about not only the consequences of
sex but also all the different aspects of sex.
Transition: With such growing numbers of pregnancies and teens, sex education is essential to
prevent such consequences and delay sex. However, even though some states have sex
education, the current sex education falls short.
There are essentially two types of sex education: Abstinence only and comprehensive sex
education. Abstinence teaches students to wait to have sex. Comprehensive sex education
teaches students the accurate medical information of sex and statistics. Abstinence only
education is unrealistic but comprehensive sex education is also limited, ineffective, and
outdated. Focusing on the comprehensive sex education, though the class offers medical facts
and statistics about pregnancy and STDs, the information is not relatable. The information is not
culturally appropriate. With the expansion of the internet, social media, television, movies,
entertainment and advertisement, we are bombarded with sexual propaganda and societal
pressure. Sex is everywhere. It does not address the psychological aspect of sex. Cold hard facts
is not relatable, thus the precautions of sex will go through one ear and out through the other ear.
The students will have no interest. In addition, the current sex education does not offer in depth
information of all the contraceptives available. It does not offer information about access to birth
control.

RUNNING HEAD: PERSUASIVE SPEECH

Transition: With the downsides of the current sex education, we could improve, update, and
expand the curriculum and go beyond comprehensive sex education.
The class course should go in depth and expand into different fields of sex besides the
medical facts and hardcore statistics. It should offer information about all aspects of one's
sexuality including: body image, sexual orientation, sexual identity, sexual awareness, sexual
pleasure, peer pressure, societys pressure, values, decision making, communication, dating,
relationships, and birth control methods. The class should also provide more hands on learning
and realistic situations that the students could connect with. It should offer information about the
access to birth control methods and other contraceptives. There are over 20 different types of
birth controls where the current sex education fails to inform the students about their choices. If
the student ever decides to have sex, they can use the knowledge they learned from sex ed and
know which birth control method is right for them and where can they get it. The class should
address and update their information to relate with the expanding internet, social media,
television, movies, entertainment, and advertisement. This will address the psychology aspect of
the students so the student can be comfortable with tackling the taboo topic of sex. The students
can also be confident or at least informed about their body and sexuality.
Transition: Overall, this improved sex education will be beneficial for the topic of sex, sex
health, and sexuality.
Conclusion
Ultimately, sex is inevitable. It is a natural part of life. Whether you participate in it early, later in
life, or after marriage, sex is bound to happen. Although abstinence is the ideal moral stance, it is
also an unrealistic goal for most. I believe that is why sex education should be improved and
expanded. It should not be a section in the class curriculum to be touch upon by your gym
teacher. Sex education should be a hardcore class dedicated to make you feel comfortable about
the topic of sex. This expanded sex education can help women and men feel comfortable in their
own skin. They will able to make well-informed, responsible decisions, form healthy
relationships, and take care of their bodies. This new and improved sex education will ultimately
contribute and enhance to your overall well-being.