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Text of the page (random words):
n adolescent sexuality examines how power culture meaning and gender interact to affect the sexualities of adolescents 54 this perspective is closely tied to feminism and queer theory those who believe in the social constructionist perspective state that the current meanings most people in our society tie to female and male sexuality are actually a social construction to keep heterosexual and privileged people in power 55 researchers interested in exploring adolescent sexuality using this perspective typically investigates how gender race culture socioeconomic status and sexual orientation affect how adolescent understand their own sexuality 56 an example of how gender affects sexuality is when young adolescent girls state that they believe sex is a method used to maintain relationships when boys are emotionally unavailable because they are girls they believe they ought to engage in sexual behavior in order to please their boyfriends 57 developmental feminist perspective edit the developmental feminist perspective is closely tied to the social constructionist perspective it is specifically interested in how society s gender norms affect adolescent development especially for girls for example some researchers on the topic hold the view that adolescent girls are still strongly affected by gender roles imposed on them by society and that this in turn affects their sexuality and sexual behavior deborah tolman is an advocate for this viewpoint and states that societal pressures to be good cause girls to pay more attention to what they think others expect of them than looking within themselves to understand their own sexuality tolman states that young girls learn to objectify their own bodies and end up thinking of themselves as objects of desire this causes them to often see their own bodies as others see it which causes them to feel a sense of detachment from their bodies and their sexualities tolman calls this a process of disembodiment this process leaves young girls unassertive about their own sexual desires and needs because they focus so much on what other people expect of them rather than on what they feel inside 14 another way gender roles affect adolescent sexuality is through the sexual double standard this double standard occurs when others judge women for engaging in premarital sex and for embracing their sexualities while men are rewarded for the same behavior 58 it is a double standard because the genders are behaving similarly but are being judged differently for their actions because of their gender an example of this can be seen in tolman s research when she interviews girls about their experiences with their sexualities in tolman s interviews girls who sought sex because they desired it felt like they had to cover it up in order for example they blamed their sexual behavior on drinking not to be judged by others in their school they were afraid of being viewed negatively for enjoying their sexuality many girls were thus trying to make their own solutions like blaming their sexual behavior on something else or silencing their own desires and choosing not to engage in sexual behavior to a problem that is actually caused by power imbalances between the genders within our societies 14 other research showed that girls were tired of being judged for their sexual behavior because of their gender however even these girls were strongly affected by societal gender roles and rarely talked about their own desires and instead talked about how being ready rather than experiencing desire would determine their sexual encounters 58 o sullivan and her colleagues assessed 180 girls between the ages of 12 and 14 on their perceptions on what their first sexual encounters would be like many girls reported feeling negative emotions towards sex before their first time the researchers think this is because adolescent girls are taught that society views adolescent pre marital sex in negative terms when they reported positive feelings the most commonly listed one was feeling attractive this shows how many girls objectify their own bodies and often think about this before they think of their own sexual desires and needs 59 researchers found that having an older sibling especially an older brother affected how girls viewed sex and sexuality 60 girls with older brothers held more traditional views about sexuality and said they were less interested in seeking sex as well as less interested in responding to the sexual advances of boys compared with girls with no older siblings researchers believe this is because older siblings model gender roles so girls with older siblings especially brothers may have more traditional views of what society says girls and boys should be like girls with older brothers may believe that sexual intercourse is mostly for having children rather than for gaining sexual pleasure this traditional view can inhibit them from focusing on their own sexualities and desires and may keep them constrained to society s prescribed gender roles 60 social learning and the sexual self concept edit developing a sexual self concept is an important developmental step during adolescence this is when adolescents try to make sense and organize their sexual experiences so that they understand the structures and underlying motivations for their sexual behavior 61 this sexual self concept helps adolescents organize their past experiences but also gives them information to draw on for their current and future sexual thoughts and experiences sexual self concept affects sexual behavior for both men and women but it also affects relationship development for women 61 development of one s sexual self concept can occur even before sexual experiences begin 62 an important part of sexual self concept is sexual esteem which includes how one evaluates their sexuality including their thoughts emotions and sexual activities 63 another aspect is sexual anxiety this includes one s negative evaluations of sex and sexuality 63 sexual self concept is not only developed from sexual experiences both girls and boys can learn from a variety of social interactions such as their family sexual education programs depictions in the media and from their friends and peers 61 64 girls with a positive self schema are more likely to be liberal in their attitudes about sex are more likely to view themselves as passionate and open to sexual experience and are more likely to rate sexual experiences as positive their views towards relationships show that they place high importance on romance love and intimacy girls who have a more negative view often say they feel self conscious about their sexuality and view sexual encounters more negatively the sexual self concept of girls with more negative views are highly influenced by other people those of girls who hold more positive views are less so 61 boys are less willing to state they have negative feelings about sex than girls when they describe their sexual self schemas 65 boys are not divided into positive and negative sexual self concepts they are divided into schematic and non schematic a schema is a cluster of ideas about a process or aspect of the world see schema boys who are sexually schematic are more sexually experienced have higher levels of sexual arousal and are more able to experience romantic feelings boys who are not schematic have fewer sexual partners a smaller range of sexual experiences and are much less likely than schematic men to be in a romantic relationship 65 when comparing the sexual self concepts of adolescent girls and boys researchers found that boys experienced lower sexual self esteem and higher sexual anxiety the boys stated they were less able to refuse or resist sex at a greater rate than the girls reported having difficulty with this the authors state that this may be because society places so much emphasis on teaching girls how to be resistant towards sex that boys do not learn these skills and are less able to use them when they want to say no to sex they also explain how society s stereotype that boys are always ready to desire sex and be aroused may contribute to the fact that many boys may not feel comfortable resisting sex because it is something society tells them they should want 66 because society expects adolescent boys to be assertive dominant and in control they are limited in how they feel it is appropriate to act within a romantic relationship many boys feel lower self esteem when they cannot attain these hyper masculine ideals that society says they should additionally there is not much guidance on how boys should act within relationships and many boys do not know how to retain their masculinity while being authentic and reciprocating affection in their relationships this difficult dilemma is called the double edged sword of masculinity by some researchers 67 hensel and colleagues conducted a study with 387 female participants between the ages of 14 and 17 and found that as the girls got older and learned more about their sexual self concept they experienced less anxiety greater comfort with sexuality and experienced more instances of sexual activity 64 additionally across the four years from 14 to 17 sexual self esteem increased and sexual anxiety lessened the researchers stated that this may indicate that the more sexual experiences the adolescent girls have had the more confidence they hold in their sexual behavior and sexuality additionally it may mean that for girls who have not yet had intercourse they become more confident and ready to participate in an encounter for the first time 68 researchers state that these patterns indicate that adolescent sexual behavior is not at all sporadic and impulsive rather that it is strongly affected by the adolescent girls sexual self concept and changes and expands through time 68 sex education edit sex education also called sexuality education or informally sex ed is education about human sexual anatomy sexual reproduction sexual intercourse human sexual behavior and other aspects of sexuality such as body image sexual orientation dating and relationships common avenues for sex education are parents caregivers friends school programs religious groups popular media and public health campaigns sexual education is not always taught the same in every country for example in france sex education has been part of school curricula since 1973 schools are expected to provide 30 to 40 hours of sex education and pass out condoms to students in grades eight and nine in january 2000 the french government launched an information campaign on contraception with tv and radio spots and the distribution of five million leaflets on contraception to high school students 69 in germany sex education has been part of school curricula since 1970 since 1992 sex education is by law a governmental duty 70 a survey by the world health organization concerning the habits of european teenagers in 2006 revealed that german teenagers care about contraception the birth rate among german 15 to 19 year olds is 11 7 per 1000 population compared to 2 9 per 1000 population in korea and 55 6 per 1000 population in us 71 according to siecus the sexuality information and education council of the united states in most families parents are the primary sex educators of their adolescents they found 93 of adults they surveyed support sexuality education in high school and 84 support it in junior high school 72 in fact 88 of parents of junior high school students and 80 of parents of high school students believe that sex education in school makes it easier for them to talk to their adolescents about sex 73 also 92 of adolescents report that they want both to talk to their parents about sex and to have comprehensive in school sex education 74 in america not only do u s students receive sex education within school or religious programs but they are also educated by their parents american parents are less prone to influencing their children s actual sexual experiences than they are simply telling their children what they should not do generally they promote abstinence while educating their children with things that may make their adolescents not want to engage in sexual activity 75 almost all u s students receive some form of sex education at least once between grades 7 and 12 many schools begin addressing some topics as early as grade 5 or 6 76 however what students learn varies widely because curriculum decisions are quite decentralized 77 two main forms of sex education are taught in american schools comprehensive and abstinence only a 2002 study conducted by the kaiser family foundation found that 58 of secondary school principals describe their sex education curriculum as comprehensive while 34 said their school s main message was abstinence only 77 the difference between these two approaches and their impact on teen behavior remains a controversial subject in the u s 78 79 some studies have shown abstinence only programs to have no positive effects 80 other studies have shown specific programs to result in more than 2 3 of students maintaining that they will remain abstinent until marriage months after completing such a program 81 such virginity pledges however are statistically ineffective 82 83 and over 95 of americans do in fact have sex before marriage 84 in asia the state of sex education programs are at various stages of development indonesia mongolia south korea and sri lanka have a systematic policy framework for teaching about sex within schools malaysia the philippines and thailand have assessed adolescent reproductive health needs with a view to developing adolescent specific training messages and materials india has programs that specifically aim at school children at the age group of nine to sixteen years these are included as subjects in the curriculum and generally involved open and frank interaction with the teachers with the exceptions of cambodia and vietnam the unfpa funds most asian sex education program bangladesh myanmar nepal and pakistan have no coordinated sex education programs 85 some educators hold the view that sexuality is equated with violence these educators think that not talking about sexuality will decrease the rate of adolescent sexuality however not having access to sexual education has been found to have negative effects upon students especially groups such as adolescent girls who come from low income families not receiving appropriate sexual health education increases teenage pregnancy sexual victimization and high school dropout rates researchers state that it is important to educate students about all aspects of sexuality and sexual health to reduce the risk of these issues 86 the view that sexuality is victimization teaches girls to be careful of being sexually victimized and taken advantage of educators who hold this perspective encourage sexual education but focus on teaching girls how to say no teaching them of the risks of ...
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