Sex Education 2x3 _BEST_

These racial and ethnic differences in sexual risk-taking and pregnancy are partly attributable to differences in socioeconomic disadvantage. More broadly, socioeconomic status is related to each of the four outcomes studied. Among the socioeconomic indicators that significantly predict risky sexual behaviors and pregnancy are the adolescent's having a parent with low educational attainment and living in a single-parent family.14 A teenager's own level of academic achievement is positively related to age at sexual debut.15

Sex Education 2x3

Download Zip: https://www.google.com/url?q=https%3A%2F%2Furlcod.com%2F2udL0o&sa=D&sntz=1&usg=AOvVaw3bNDma32gq9bU--rusNQiR

Innovative programs that probe adolescents' attitudes toward childbearing should include values clarification exercises and discussions that reality-test young women's beliefs about childbearing, particularly the likely role of the baby's father in their lives and in the baby's life. Such programs may be offered in a variety of settings, including health education classes and after-school recreational programs, and through videos shown in the waiting rooms of adolescent health, school-based health or family planning clinics.

Finally, cognitive deficits may result in sexual risk-taking because sexuality education and pregnancy prevention programs are not designed to accommodate the learning styles of these children. Educational research and theory clearly indicate that effective teaching requires sensitivity to the learning style, as well as the cognitive ability and maturity, of the learner.34 This theory, however, has not filtered into the fields of health education and communication. Adolescent counseling and education programs are typically designed with a one-size-fits-all approach. This standardization of teaching mode and content places teenagers with learning disabilities and low levels of cognitive maturity at a clear disadvantage.

In recent years, considerable attention has been paid to very early onset of vaginal sexual activity among females (i.e., before age 14), particularly because unacceptably high rates of nonvolitional sex have been documented among this age-group.35 We know little, however, about the nature or context of males' very early vaginal sex. The issue is most pressing for black males, whose median age at first sex is 13.6 years.36 The most extreme explanation for this finding is that young males are frequently coerced into having vaginal sex. However, even if such sexual activity is not physically forced, it may not be truly voluntary. One factor motivating early intercourse may be that male peer group norms endorse early sex as a way to prove masculinity and thus solidify social standing. Knowing the motivation behind and nature of early sexual experiences among young men is critical for designing counseling and educational programs that are grounded in the reality of their lives. Research is needed to address the following questions:

For many of the health professionals who are best positioned to provide risk reduction services to youth, the onetime visit poses an enormous obstacle. Clients of adolescent health, school health and family planning clinics, which serve large numbers of youth, typically make a single visit, followed by an indeterminate interval before a second one. Program staff need to somehow effectively provide risk reduction education and counseling in a single visit, and also offer the service that the client came for. The reality of health care financing, with its premium on short visits, compounds this problem.

The dilemma of the single visit is complex, and little research exists on how best to address it.37 Clearly, providers need to make the most creative use of their limited time with adolescent clients. One idea is to use the waiting room as a forum for health education. Adding a health educator to clinic staff can transform the waiting room from a source of frustration and boredom into a site for receiving health education, participating in discussions about sexual risk-taking, and learning sexual communication and refusal skills. Waiting-room health education can be facilitated by the use of culturally and developmentally appropriate videos and slide shows or print material to spark discussion between the client and educator. Computers with interactive educational software may also be used for health education and counseling.

Another possibility is to extend contact with adolescent clients through follow-up by phone or e-mail. These contacts could be initiated by a trained counselor or health educator as a way of staying in touch; they could also be used to reinforce counseling and educational messages that were presented at the clinic and to encourage a revisit.

In a phone interview, Robie Harris, the author of the children's sex-education book, "It's Perfectly Normal: Changing Bodies, Growing Up, Sex, Gender, and Sexual Health," described equating literature with crime as "scary."

In October 2021, Texas state Rep. Matt Krause, a Republican, released a list of 850 books he compiled on topics such as the LGBTQ+ experience, sex education, race, and racism. In making public the list, which became known as "Krause's list," Krause cited his role as chair of the Texas House Committee on General Investigating, and claimed to be initiating an investigation into school library content.

Adam Laats, professor of education and history at Binghamton University in New York, said that the current rash of book-related legislation harkens back to the 1920s. Even if the focus was different, Laats said, the language used in legislation "was as broad and vague and punitive as it is today."

We know that women existed on this campus long before coeducation, including women enrolled at other colleges who took classes at Amherst, the wives and contemporaries of our past presidents and faculty, and women community members. These women are an important part of our history and we are including their stories as well. We have many noted areas of growth for this timeline, which include:

We give credit to the Archives and Special Collections for their help in this endeavor, as well as the work of the Public Affairs Office. At the bottom of this page, you will find more resources on Amherst College's history and our movement to coeducation. 041b061a72