The Controversy

of Sex Education

By: Nohely Gomez

Period 3
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Abstract
Sexual behavior is determined by values, not mere knowledge ( Lickona 87).

Sex Education, health, STIs, condoms, pregnancy, birth control. Do any of these
words sound familiar. Yes? Thats because they are. Many adolescents are taught about
Sex Education normally in a health class. It was freshmen year and I took health second
semester. Many guests would come and give us, the students lectures and presentations
on Sex Education. I remember one specific guest who showed us how to apply a condom
on a banana and at the end handed out cards to a place known as Planned Parenthood, in
which adolescents can receive aid without parent permission. After, the thought of adults
giving adolescents so much lenience on such an important topic couldnt leave my mind.
I got home later that day and discussed it with my mom, who didnt agree with the idea of
offering adolescents aid such as condoms,pregnancy tests, and etc. without parent
authorization. Sex Education is taught to adolescents in middle and high schools, in order
to inform them on how to maintain and support their sexual and reproductive health
throughout their lives. Sex Education has been an overwhelming controversial topic in
which many opponents believe it shouldnt be taught. There are two main types of Sex
Education programs. Sex Education is taught through either abstinence-only programs or
comprehensive Sex Education programs. The public dispute over their disagreements and
agreeance on which type of program should be enforced. For a period of around 3 months
I researched Sex Education and the publics views, and I developed a survey which was
distributed among 100 Bravo students. After concluding my research, the goal is to have
a wider view on the teachings of Sex Education and a choice on which type of program
should be taught, abstinence-only or comprehensive.

Historical Context
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Those who favor comprehensive sex education over abstinence-only programs counter with
the argument that many, if not most, young people will not wait until marriage to have sex.
Therefore, young people should be taught about safe sex (Lee & Isadora).

The topic of Sex Education started back around the 17th and 18th century. There

was a growth in the interest of Sex Education during the rapid urbanization in the 1800

and 1900s where families moved from farms to the bigger cities. Many children began

going to school and noticing the way families produce, therefore the public, community

leaders, began to believe important facts regarding this topic was important to be taught.

In the 1800s, Public campaigns promoted the idea regulation of sexuality and asserted

risk reduction practices and prevention once cholera and syphilis epidemics occurred.

World War 2 was a significant event in Sex Education history. The mass movement of

soldiers during the war increased as well as STIs increased. These epidemics increased

the implications of Sex Education in schools. By the end of the 1800s, The National

Education Association (1892) promoted sexuality education as a necessary part of a

national education curriculum and The PTA (Congress of Parents and Teachers; 1899)

promoted sexuality education before puberty.

Although, the public supported teaching Sex Education, there were also many who

opposed it. The opponents believed schools didnt have the obligation to teach

adolescents about such a personal matter, that was a parents or the church's role.

Opponents also argued that Sex Education encouraged sexual activity and therefore led to

pregnancy and STIs. Around the 1950s and 1960s, teaching human reproductive system

became more common. Sex Education was taught in biology classes, which were more
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appropriate for girls than boys. It was more common for girls to receive Sex Education

than boys. Sex Education in the 1970s and 1980s expanded rapidly. It began to change

significantly, teaching about contraceptive use widely, emphasizing accurate information

through different programs. Arguments among the American public began to emerge on

the teachings and actual existence of Sex Education. Gender roles also had a huge impact,

especially the feminist. Sex Education programs took effect in supporting gender

inequality. Opponents of abstinence-only and comprehensive Sex Ed. programs began

acknowledging the importance of Sex Education. Although, both programs have different

views on Sex Ed., they both believe that sexual behavior before marriage is immoral. In

1970, Congress passed the Title X of the Public Health Services Act, which provides

funding for family planning services, educational programs, and research. In 1976, Title

X was expanded to include community-based sexuality education and other preventive

services for teenagers. These community programs increased attention to hard-to-reach

populations and help parents to become more aware in order to educate their children. In

1981, the Adolescent Family Life Act (AFLA) was passed and considered as one of the

earliest successes at national level. This act funds programs in order to promote sexual

abstinence before marriage. Now onto the 21st century, In 2002, Congress passed The

Family Life Education Act (FLEA) which presents a vision of U.S. sexuality education

policy supported by research and health organizations. The latest have been fundings

from the government to Sex Ed. programs and organizations. As of March 1, 2016, 24

states and the District of Columbia require public schools teach sex education (21

mandate HIV education), 33 states and the District of Columbia require students receive
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instruction about HIV/AIDS, and 20 states require that if provided, sex and/or HIV

education must be medically, factually or technically accurate. As well as, 38 states and

the District of Columbia who require school districts to allow parental involvement in

sexual education programs.

Findings
Abstinence itself is an effective method of avoiding unwanted pregnancy and STIs, most
abstinence-only programs are ineffective and misleading (Lavallee).

Sexuality is immensely important and have a huge affect on adolescence. In Doyle

R. Goff and Cynthia ODells article, Adolescence: Sexuality, its asserted that
adolescence is a time in which adolescents face puberty, fertility, sexual feelings, and
relationships which lead to sexual exploration and experimentation. Goff and ODell
provide facts about adolescents physical changes, physiological adjustment, and sexual
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behavior as well as boys and girls different views on sexuality. Goff and ODell share
how social concerns such as sex education, teen pregnancy, and STIs are important to be
aware of in order to have a better understanding of the, dynamics of adolescent
sexuality (Goff, ODell). According to the article, The sexual script for boys is
frequently different from the sexual script for girls, therefore boys tend to link pleasure
with sex compared to girls who tend to link love with sex (Goff & ODell).
Sex Education is an important, serious topic but also extremely controversial
among parents and teachers. Many find it a necessity for adolescents to be informed
about this topic but others find it extremely uncomfortable. In an educational journal by
Bleakley A., Hennessy M., and Fishbein M., Public Opinion on Sex Education in US
Schools, (2006) its asserted that practical effectiveness of sex education in schools
cause controversy among public health professionals and government officials. In this
journal, a survey was produced in where they received the federal government's response
to sex education and the publics opinion on sex education in schools. This study was
conducted to examine public opinion on the controversial topic of sex ed. It is stated that
an increasing percentage of vaginal sex from ages 15 to 17 (from 25.1% to 46.9%)
represent how timely and informative sex education in middle and high schools is an
important component to the public health goal of promoting safe behaviors. According
to the journal the federal govt. requirements for abstinence-only education programs,
focus on the promotion of abstinence until marriage (ie, postponing sexual intercourse)
as a lifestyle choice (Bleakley A. Hennessy M. and Fishbein M.).
Additionally, in a report by Kirby, Douglas, and Lori Rolleri, "The Impact of Sex
and HIV Education Programs in Schools and Communities on Sexual Behaviors among
Young Adults," (2006) its affirmed that sex and HIV programs taught to adolescents in
communities like schools and clinics are a promising type of intervention to reduce
adolescent sexual risk behaviors. In this report its shown how all sex education programs
inform and encourage, specific sexual risk reduction and protective behaviors, and
most programs encourage, abstinence but also discussed or promoted the use of
condoms or contraception if young people chose to be sexually active (Douglas and
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Rolleri 4). Douglas and Rolleris motive was to demonstrate how sex education programs
are helpful and have positive effects on accurate knowledge, risk awareness, attitudes,
and intentions in order to prevent sexual risk behaviors such as pregnancy and STIs.
Results of their evaluation of the programs demonstrated that, these programs were far
more likely to have a positive impact on behavior than a negative impact (Douglas and
Rolleri 5). The impact of these sex education programs proved how, sex and HIV
education programs did not increase sexual behavior and a substantial percentage of
programs significantly decreased one or more types of sexual behavior (Douglas and
Rolleri 5).
Furthermore, in a journal by Ballonoff Suleiman, A., Johnson, M., Shirtcliff, E. A.,
& Galvn, A. (2015) School-Based Sex Education and Neuroscience: What We Know
About Sex, Romance, Marriage, and Adolescent Brain Development, its declared that
by providing accurate and appropriate sexual education, adolescents will be aware of how
to support and maintain their sexual and reproductive health throughout their lives.
Ballonoff Suleiman, A., Johnson, M., Shirtcliff, E. A., & Galvn, A.supported and
reviewed neuroscience and its association with adolescent brain development which is
linked to sexual behavior and its motives. Their motive was to share evidence based on
neuroscience which can be used when informing school-based sex ed. Understanding the
relation of neuroscience with adolescent brain development, points to new opportunities
for policies and programs to best support adolescents (Ballonoff Suleiman, Johnson,
Shirtcliff, & Galvn 573), in managing their desires in alternative, positive ways.
As well as there being sources all for sex education, theres also sources against
sex education and its effectiveness. In an online article by Brittney McNamara, "St. Louis
Schools Drop Religious Sex Ed Program," asserts that schools in the St. Louis area are
dropping and no longer using a Christian sex education curriculum because of its
scientific accuracy and credibility. McNamara provides facts about this organization and
parents views about the curriculum and what was taught in the curriculum that wasnt
effective for them. McNamara shares how parents want a open curriculum that will talk
freely and sex-positive in order to inform kids this part of our bodies and its importance
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as humans. The program taught to the kids contained, abstinence and providing
medically accurate information, but it reportedly refused to allow parents to examine the
curriculum (McNamara). Additionally, McNamara shares that from the 24 states, only
13 states require sex and HIV education to be medically accurate when it's provided
(McNamara).
Additionally, like previously mentioned there are two main types of sex education
programs taught, comprehensive sex education and abstinence-only sex education.
Theres a lot of controversy among the effectiveness of these two programs. In an online
article by Maressa Nicosia, "No Birds No Bees: Texas Students Rarely Get Quality Sex
Ed Despite High Teen Birth Rates," where she asserts that abstinence only sex education
programs taught in Texas dont seem to be working. Nicosia provided facts from a study
conducted about the lack of evidence supporting sex education which included statistics,
percentages, regarding sex education programs. Nicosia states that, During the same
eight-year span, from 200708 to 201516, the percentage of districts teaching
abstinence-only dropped from 94 percent to 58 percent (Nicosia). Texas is a state who,
has the fifth-highest teen birth rate in the country, with 34.6 births per 1,000 girls ages
15 to 19 (Nicosia), therefore Nicosia shares that sex education will be improved in order
to educate teens about such topics and keep preventing teen pregnancy.
On the other hand, The National Coalition for Abstinence Educations (NCAE),
Schools Should Emphasize Abstinence-Only Sex Education, they assert that the only
way to avoid unwanted pregnancy, STDs, and other problems is for educators to teach
abstinence-only sex education to teens. The NCAE claim how federal sex ed programs
are funded and its major misconceptions as well as why comprehensive sex education
programs should be avoided and not taught. The NCAE shares the importance and
implementation of the Title V Abstinence Education Program allowed by Congress in
1997 which teaches students that abstinence before marriage is the only prevention and
societal norm. According to the NCAE abstinence-only programs, teaches young people
how to reject sexual advances and how alcohol and drug use increases vulnerability to
sexual advances (NCAE, 124). Additionally, Abstinence programs do address
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contraceptives and STDs but, they do honestly by showing the failure rates for
pregnancy and disease prevention, (NCAE, 130) and, teach complete facts about birth
control and STDs (NCAE, 128).
In opposition to abstinence-only programs, Carolyn Macklers viewpoint,
Schools Should Emphasize Comprehensive Sex Education, asserts that comprehensive
sex education enables students to make responsible and healthy decisions regarding their
sexuality. Mackler refers to Ridgewood High school and its comprehensive sex
education curriculum as a source, as well as stating the failure of abstinence-only
programs. Mackler shares how its best for teens to be informed about sexuality through
comprehensive sexuality education in order to understand the information and make
responsible decisions revolving sexual health by the time they are in high school.
Mackler asserts that, The philosophy behind comprehensive sexuality education is to
start small with all concepts relating to sexuality and add on as childrens developmental
capabilities mature (Mackler, 120). Additionally, Mackler states how teachers are not so
comfortable themselves teaching such subjects therefore, the safest way to navigate this
tangled terrain is for teachers to acknowledge the range of values surrounding issues such
as homosexuality, abortion, or masturbation in the hope that students will ultimately
develop their own, educated opinions (Mackler, 121).
Furthermore, an article by Elise Lavallee, Keep the Sex in High School Sex
Education," which affirmed that abstinence only sex education programs do not change
teen sexual behavior, they are misleading, and ineffective and that comprehensive sex
education is more effective, therefore should be taught instead. Lavallee provides facts
about both types of sex education programs, abstinence only and comprehensive, as well
as facts on the history and ineffectiveness or effectiveness in studies regarding these
programs. Lavallee shares how this specific sex education program is ineffective and how
teens should be aware of sexual assault and abuse in order to be able to be prepared to
recognize and avoid them. Lavallee states how, abstinence itself is an ineffective method
of avoiding unwanted pregnancy and STIs, most abstinence-only programs are ineffective
and misleading (Lavallee).
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In Addition, to the controversy among comprehensive and abstinence-only sex

education programs, Lee, M., Flynn and Simone Isadoras article, Sex Education in
Schools Debate, asserts the importance and effectiveness of sex education programs,
abstinence-only programs against comprehensive programs which provide students with
information to prevent teen pregnancies. Lee and Isadora provide facts from the past,
starting from the late nineteenth and early twentieth century as long with todays facts
about sex education. Lee and Isadora share an explanation of the debates over sex
education programs, abstinence-only against comprehensive sex education, to provide
students with the most important information that will keep them sexually safe and
healthy. The authors assert that, Those who are in favor abstinence-only programs and
against comprehensive sex education typically argue that teaching young people about
safe sex is tantamount to encouraging them to have sex (Lee & Isadora). According to
the article, Those who favor comprehensive sex education over abstinence-only
programs counter with the argument that many, if not most, young people will not wait
until marriage to have sex. Therefore, young people should be taught about safe sex
(Lee & Isadora). An important fact according to the authors no matter which program is
chosen to teach, sex education curriculum and policy is increasingly tied to school
funding (Lee & Isadora).
Adding onto the controversy, not one but both sex education programs can be
ineffective, in an article by Michael Castleman, Teen Pregnancies Fall But School Sex
Ed Doesn't Work. Huh? asserts that abstinence only sex education programs are
ineffective in preventing teen pregnancies, they might actually contribute to them, and
that some comprehensive sex education programs, only show a slight decrease in teen sex
and pregnancies. Castleman provides facts about these two different sex educations
programs from centuries ago to today and studies conducted across the United Stated that
resulted in disappointment. Castleman shares how these sex education programs are
worthless in preventing teen sex and pregnancies in order to demonstrate how ineffective
they are and to show taxpayers what they are financing. The author states that,
Abstinence-only sex education is ineffective in preventing teen pregnancy and may
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actually contribute to it (Uni. of Georgia researchers). According to the author, 15

studies were conducted in various states in which, two studies showing that
comprehensive teen sex education classes produce a slight decrease in teen sex and
pregnancies (13 percent of trials), and 13 that show no persuasive benefit (87 percent)
(Castleman). Adding on, Instead of spending millions of dollars annually on sex
education programs that produce little or no benefit, funding should go to programs that
help parents discuss sex with their children (Castleman).
Moreover, these programs have been proved to be ineffective, in an article by
Victoria Harkins, Sexual Education and Teens: A Study of the Effectiveness of Greater
Lowell Area Public High Schools, where she states that their are important subjects
being left out, gaps, in the sex education curriculum that leave teens misinformed with
incomplete information and therefore defecting their lives and future generations.
Harkins provides a research study that was conducted on the effectiveness of each high
school curriculum in the Greater Lowell area and as well as figuring out if the
Massachusetts Comprehensive Health Curriculum Framework standards were being met.
According to Harkins, 77.78% of the curricula discuss abstinence, while 100% identify
sexual risks, including HIV prevention and STI/STD prevention (Harkins, 45). Harkins
shares how students should be informed and learn how to properly protect themselves
physically, mentally, and emotionally to be able to live a long, safe, and productive life.
Harkins affirms that, 92.9% of respondents believe that their respective schools health
program meets or exceeds the expectations of the Massachusetts Department of
Elementary and Secondary Education, yet, many curricula do not discuss various
topics (Harkins, 45). Abstinence is not discussed in 22% of all curricula, according to
Harkins who, reports that 91.7% of respondents believe that emphasis on abstinence is
equal to or greater than contraceptives in their respective schools sexual education
program (Harkins, 45).
Continuing onto the ineffectiveness of sex education programs, Thomas Lickonas
article, Where Sex Education Went Wrong (1993), asserts that sex education programs
should be part of a solution not part of the problem in which teens are having safe sex
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with condoms which are not a true effective way to protect you from pregnancy, STDs,
and especially your emotional health. Lickona states facts about condoms and their actual
effectiveness in physical and emotional protection, as well as examples of sex &
pregnancy rates after teaching sex ed programs which include safe alternatives to
having sex (condoms). Lickona shares how some specific parts taught in sex education
programs such as condom use and safe sex aren't completely effective in order to prevent
problems such as pregnancy, sexually transmitted diseases, emotional health
consequences, and even sexual harassment. Condoms do not make sex emotionally
safe, meaning that psychological consequences such as regret, lowered self-esteem, and
a sense of being used cant be prevented or protected by condoms (Lickona 86). We will
continue to see an increase in sex-related problems, If we do not move decisively in our
schools, families, churches, government, and media to promote a higher standard of
sexual morality in our society (Lickona 88).
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Sex Education Survey

Questions Strongly Agree Neither Disagree Strongly

Agree Disagree

1. Were you taught Sex Ed in middle

school?

2. Have you been taught Sex Ed in high

school?

3. Have you found what you have learned

useful?

4. Is it important for adolescents (younger

than 18) to be taught Sex Ed?

5. Is it right to teach adolescents about

condom use?

6. Have you ever seen/used a condom?

7. Can Sex Ed influence adolescents to

have sex?

8. Is it important for adolescents to be

aware of teen pregnancy & STIs?

9. Can Sex Ed prevent teen pregnancy &

STIs?

10. Sex Ed should not be taught to

adolescents.
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Please state your gender, age, & grade :

Thank you! For completing the survey :)

Sex Education Survey Graphs

1.Were you taught Sex Ed in middle school?

2.Have you been taught Sex Ed in high school?

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3.Have you found what you have learned useful?

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4.Is it important for adolescents (younger than 18) to be taught Sex Ed?

5.Is it right to teach adolescents about condom use?

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6.Have you ever seen/used a condom?

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7.Can Sex Ed influence adolescents to have sex?

8.Is it important for adolescents to be aware of teen pregnancy & STIs?

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9.Can Sex Ed prevent teen pregnancy & STIs?

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10. Sex Ed should not be taught to adolescents.

Epilogue
Instead of spending millions of dollars annually on sex education programs that produce little or
no benefit, funding should go to programs that help parents discuss sex with their children
(Castleman).

Sexual Education is taught to people during their adolescence in order to inform

them about human sexuality. Its important in creating the appropriate attitudes, beliefs,
and values when acquiring this information. Sex Education is acquirable in two different
forms of programs, like Ive previously mentioned, through comprehensive or
abstinence-only sex education programs. Through a comprehensives Sex Ed. program
you will learn that abstinence is the only way to prevent STDs and pregnancy while also
being informed about contraceptive use such as condoms and being taught how to
explore their own values and goals. On the other hand, through abstinence-only Sex Ed.
programs you will be taught that the only way to prevent pregnancy and STDs is
abstinence until marriage without informing about contraceptive use. Many people argue
on the fact of which program is the most effective.
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Although, the main controversy here is whether Sex Education itself is effective in
preventing STDs and pregnancy. Personally, I was taught sex education in middle school
and high school, and I found it hugely impacting. I became more knowledgeable on this
topic and more aware about human sexuality. The alternative that comprehensive sex
education basically teaches adolescents about is contraceptive use such as condoms. In
high school, is where I noticed adolescents were becoming more involved in their
sexuality and others sexuality. Adolescents take basically offered condoms just incase
they chose to have sexual relationships, which I see as very wrong. Lately, adolescents
dont think sex as a harm, they see it as a pleasure and desire and a common thing to do,
which is what led me to choosing this topic.
Additionally, to expand and further this study, more research can be conducted as
well as higher quantities of surveys in order to survey not only Bravo but many other
schools not only in LAUSD but in other districts as well as states. Gathering and
involving more people in a study will always expand it and add more credibility.
Furthermore, at the end of my research, I came to the conclusion that Sex
Education should be taught, especially to adolescents in high school. Although, the use of
contraceptives as an excuse or way to have safe sex shouldnt be informed about until
an older, more mature age, around 17-18 years old. Parents should be more involved in
personally informing their children about this highly important topic. Sex Education is
taught to educate people about human sexuality and how to manage it in order to live a
sexually long, healthy life. Dont have sex. Because you will get pregnant and die (mean
girls Coach Carr).
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Works Cited
1. http://www.advocatesforyouth.org/serced/1859-
history-of-sex-ed
2. Ballonoff Suleiman, A., Johnson, M., Shirtcliff, E. A., & Galvn, A.
(2015). School-Based Sex Education and Neuroscience: What We Know
About Sex, Romance, Marriage, and Adolescent Brain Development.
Journal Of School Health, 85(8), 567-574. doi:10.1111/josh.12285

3. Bleakley A, Hennessy M, Fishbein M. Public Opinion on Sex

Education in US Schools. Arch Pediatr Adolesc Med.
2006;160(11):1151-1156. doi:10.1001/archpedi.160.11.1151
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Ed Doesn't Work. Huh?" Psychology Today. N.p., 15 Mar. 2017. Web.
19 Mar. 2017.
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<http://online.salempress.com>.
7. Harkins, Victoria (2012). Sexual Education and Teens: A Study
of the Effectiveness of Greater Lowell Area Public High Schools.
Undergraduate Review, 8, 40-48.
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8. Kirby, Douglas, and Lori Rolleri. "The Impact of Sex and HIV
Education Programs in Schools and Communities on Sexual Behaviors
among Young Adults." (2006): 4-76. Print.
9. Lavallee, Elise. "Keep the Sex in High School Sex Education."
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Farayi. "Incest, Lack of Sex Education Drive Teen Pregnancies."
DailyNews Live. N.p., 14 Mar. 2017. Web. 20 Mar. 2017.
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Rarely Get Quality Sex Ed Despite High Teen Birth Rates." The74.
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