9. Pro
Sexual purity as defined by
common religious standards
Avoid dangers of out-of-wedlock
childbirth
Self-sufficiency before sexual
activity
Parents prefer abstinence
programs
Promotes marriage and protection
of traditional family values
10. Abstinence Only
Con
Usually has a religious social conservative base
Question confidence in protection methods
Reliance on standards of behavior
One kind of family structure
Withholds valuable information from students
Corrective and judgmental
Ignores LGBT students
13. Pro
Teaches total spectrum of human
sexuality from
contraception, abstinence, AIDS/S
TD risks and pregnancy education
Gives students tools to make
better choices regarding their
bodies
Allow for a humanistic, non-
judgment approach to a wide
variety of students.
14. Con
Promotes sexual activity and
promiscuity
Validates alternative lifestyles
May violate certain religious canon
pertaining to behavior and birth
control
Put students at risk for unwanted
pregnancy and contracting STDs
15.
16. Abstinence Plus Programs
Combines parts of both
methods.
Known as the “ABC” method.
Abstinence, Be Faithful, use a
Condom
Promotes abstinence, but
includes comprehensive
sexuality education
Created as a response to the
Africa AIDS epidemic.
19. All students No students
come from are sexually
traditional involved
nuclear families
All student
All students are sexual
heterosexual involvement
is consensual
All students are
sexually involved Students are
having
intercourse
20.
21. Boys are Girls aren’t
aggressive good at math
Boys are Girls are artsy
athletic
Girls can be
nurses, not
doctors
Boys are dirty
22. Use gender Use group
neutral lessons
language
Draw
Encourage lessons
class from
participation diverse
sources
Use whole
names
23. 4 in 10 US girls get pregnant before
the age of 20
One every 26
seconds (11
million per year)
Most of any
Industrialized
nation
24. Poverty Low
Expectations
Sisters of life
Peers Unsuccessful
in school
Unstable
Household Social stigma
25. Must be comprehensive
Provide accurate information about
sexual behavior and the risks
involved
Reinforcement of clear messages
about abstinence and contraception
Education must address the social
pressures involved
26.
27. LBGT students
10% of most twice as likely
student populations
to consider
suicide
19% will be Many leave
physically assaulted
the school
environment
entirely due to
intimidation,
harassment
and ridicule
28. Intervene when a student uses the
word gay, even in jest
Monitor language in
classroom/hallways and how
words have varied meaning
Recognize that everyone suffers in
an anti-LGBT environment
Treat LGBT issues as an issue of
civil rights and social justice
34. Students can openly express their
individuality
Students can “Risk Honesty”
Students should be capable of self-
revelation
Resources available for any student at any
time
35.
36. I’ve been a Lesser
Kudu, thank you and good
night!!
37. Bibliography:
"Abstinence only" sex education: A reality check. (2001). The
Education Digest, 67(2), 46-50. Retrieved from
http://ezproxy.arbor.edu:80/login?url=http://search.proquest.com/d
ocview/218185461?accountid=13998
Wiley, D. C. (2002). The ethics of abstinence-only and abstinence-
plus sexuality education. The Journal of School Health,72(4), 164-7.
Retrieved from
http://ezproxy.arbor.edu:80/login?url=http://search.proquest.com/d
ocview/215674897?accountid=13998
http://ari.ucsf.edu/science/reports/abstinence.pdf
Curran, L. B. (2011). Whats missing?: Discourses of gender and
sexuality in federally-funded sex education. The George Washington
University). ProQuest Dissertations and
Theses, http://search.proquest.com/docview/888045355?accountid=
42518
http://ezproxy.arbor.edu:80/login?url=http://search.proquest.com/d
ocview/214712501?accountid=13998
38. Bibliography Cont.
Wood, A. (1998). Sex education for boys. Health
Education, 98(3), 95-99.
Everyone is an exception: Assumptions to avoid in the sex e.
(1993). Phi Delta Kappan, 74(7), 569-569.
http://ezproxy.arbor.edu:80/login?url=http://search.proquest
.com/docview/218521769?accountid=13998
http://www.ssc.wisc.edu/~delamate/pdfs/SexeducequityCh
19_Klein_LEA.pdf
Smith, C. S., & Hung, L. (2008). Stereotype threat: Effects
on education. Social Psychology of Education : An
International Journal, 11(3), 243-257. doi:10.1007/s11218-
008-9053-3
Cavanagh, S. (2008). Stereotype of mathematical inferiority
still plagues girls. Education Week, 28(1), 9-9.
http://ezproxy.arbor.edu:80/login?url=http://search.proque
st.com/docview/202708279?accountid=13998
39. Bibliography Cont.
http://www.jlls.org/Issues/Volume1/No.1/benguaksu.pdf
Dworkin, S. H., & Yi, H. (2003). LGBT identity, violence, and
social justice: The psychological is political. International
Journal for the Advancement of Counselling, 25(4), 269-279.
doi:10.1023/B:ADCO.0000005526.87218.9f
Almeida, J., Johnson, R. M., Corliss, H. L., Molnar, B. E., &
Azrael, D. (2009). Emotional distress among LGBT youth: The
influence of perceived discrimination based on sexual
orientation. Journal of Youth and Adolescence, 38(7), 1001-
1014.
http://ezproxy.arbor.edu:80/login?url=http://search.proquest.
com/docview/204636129?accountid=13998
Wardenski, J. J. (2005). A minor exception?: The impact of
lawrence V. texas on lgbt youth. Journal of Criminal Law &
Criminology, 95(4), 1363-1410.
http://ezproxy.arbor.edu:80/login?url=http://search.proquest.
com/docview/218449679?accountid=13998
40. Bibliography Cont.
Mason, K. (2008). Creating a space for YAL with LGBT
content in our personal reading: Creating a place for LGBT
students in our classrooms. ALAN Review, 35(3), 55-61.
http://ezproxy.arbor.edu:80/login?url=http://search.proque
st.com/docview/212195645?accountid=13998
Holley, L. C., & Steiner, S. (2005). Safe space: Student
perspectives on classroom environment. Journal of Social
Work Education, 41(1), 49-64.
http://ezproxy.arbor.edu:80/login?url=http://search.proque
st.com/docview/209796125?accountid=13998
http://www.itgetsbetter.org/
http://www.thetrevorproject.org/
Young, A. (2011). LGBT students want educators to speak
up for them. Phi Delta Kappan,93(2), 35-37.
41. Bibliography Cont.
Gewertz, C. (2001). Clear, consistent messager help deter
teen pregnancy, study finds. Education Week, 20(39), 6-6.
http://ezproxy.arbor.edu:80/login?url=http://search.proquest
.com/docview/202756774?accountid=13998
Curricular programs to curb teen pregnancy. (1999). The
Education Digest, 64(7), 38-41.
http://ezproxy.arbor.edu:80/login?url=http://search.proqu
est.com/docview/218178134?accountid=13998
Editor's Notes
Everybody knows Bill Cosby. Himself and educator, in 1976 earned a doctorate from University of Massachusetts. His dissertation was on visual media and children—focusing on, of course, his show “Fat Albert and the Cosby Kids”.
This should help you determine what I’ll cover on the test next week.Discussion – We should talk about this.Handout – some free strategy swag.
Sex Education is perhaps the most contested political issues since the advent of public education. In 1996 Social Security Act contained Title V, which gave federal tax dollars to sex education programs for the first time. In 2001, during the first term of conservative President George W. Bush, federal monies were given to abstinence programs—largely directed at inner city school districts.
Between 1982 and 2011, the federal government spent over $1.65 billion onabstinence-only education, while states spent an additional $487.5 million in matchingrequirements, bringing total public expenditures on abstinence-only education to over $2billion to date (SIECUS, 2011) Currently, $50 million in 3 federal funds remain designated for abstinence-only programs, while $190 million fund evidence-based sex education every year (SIECUS, 2011).
This is a short video illustrating ways that school district are trying to reach out to student populations advocating abstinence. Calvert County is in southern Maryland.
Based largely in religious points of view. Embraced by social conservatives. This strategy has been tried in Africa to combat the AIDS epidemic – to little effect.
CSE programs present students with a less stigmatizingversion of sexuality, a more nuanced account of sexual risk and greater information aboutsafer sex than abstinence-only education programs.
Phi Delta Kappa (also known as "PDK" or "PDK International") is an US professional organization for educators. Its headquarters are located in Bloomington, Indiana.After looking at seemingly hundred of sex ed methodology systems—I felt the best methods involved what to avoid—conversely to focus on content. These pitfalls are brilliantly explained in this article—which your strategies are stolen from. I highly recommend it.
This, as you might have guessed, is a comprehensive approach.Student having full day access to their parents is now only 25%.10% of all students are either recognized themselves LGBT or will do so before 18.Abstinence is an acceptable choice—even in the peer-pressured environment of school.Teachers cannot ignore the reality that students will be sexual active.27% of girls, 16% of boys are sexually assaulted before the age of 18.50% of all rape victims are between the ages of 10 and 19.Teachers can be agents of intervention and begin the process of healing for abused students.Students can be participating in alternatives to intercourse.
Men are from Mars, Women are from Venus; a popular book by John Grey in 1992. Added this term to relationship jargon for all time.
In the United States, the belief that males are somehow more adept in mathematicsis common. Once a young girl becomes cognizant of this, expectancy effects couldresult, causing her performance on math-based tests to become affected. Gender basedstereotype threats forwomen occur when a female believes she is at risk of being judgedby the stereotype that women’s mathematical ability is weaker than men’s; hence, herfear causes underperformance (Spencer et al. 1999).In 2005 Harvard University President Lawrence H. Summers speculated that differences in "intrinsic aptitude" between men and women, particularly at the upper levels of performance.A study, published in the July 2008 issue of the journal Science, examines male and female students' math scores on tests used by 10 states representing a testing population of more than 7 million students. The results showed boys and girls performing at very similar levels across grades, even at upper grades.
Whole name – so student cannot assume the famous scientist discussed is a man.Increase awareness of male/female groundbreakers in non-traditional fields.
This date is older—but current signs show significant improvement.
Statistical evidence show a direct correlation between poverty and teen pregnancy.Most girls who drop out of school, statistically, would have done so anyway.Despite our growing comprehension and understanding of teen pregnancy—it still carries a great stigma, from student, teachers and administrators.
The students are among the most marginalized student populations. Certainly in the realm of sex education…these expressions of human sexuality have been largely ignored. A person identified as lesbian, gay, bisexual, or transgender (LGBT) or perceived to be LGBT not only faces ridicule, shame,disenfranchisement, and possible criminal charges, but in most of the world includingthe United States , can face violence and even death.Historyand experience teach us that [a] scarring comes not from poverty or powerlessness,but from invisibility. It is the tainting of desire, it is the attribution of perversityand shame to …. affection, it is the prohibition of the expressionof love, it is the denial of full moral citizenship in society because you are whatyou are, that impinges on the dignity and self-worth of a group.
10% of most student populations either openly identify as LGBT or will before leaving secondary school.Data also showed that lesbian, gay, and bisexual youth were more than twiceas likely as heterosexual youth to have consideredattempting suicide in the past year (31% vs. 14%).Nationally, between 11% and 40% of homeless youth are thought to be LGBT.Only 16.5% of the respondents to the GLSEN (Gay, Lesbian & Straight Education Network) National School Climate Survey claimed that faculty and staff intervened when they heard such remarks, while over 18% claimed that they had heard teachers themselves use that type of language (Kosciw and Diaz xiii).
1. When dealing with prejudicial comments in theclassroom, preserve the self-respect of those makingcomments as well as those receiving them. First,call an immediate time-out to stop the behavior orspeech. Second, educate students about why the comments are out of line. Third, offer them an opportunityto apologize, ask questions, or otherwise makeamends.2. In the 2004 GLSEN National School ClimateSurvey, 83% of LGBT students reported that schoolpersonnel “never” or “only sometimes” intervenedwhen homophobic remarks were made in their presence.3. For every lesbian, gay, bisexual or gender nonconformingyouth who is bullied, four straightstudents who are perceived to be nonstraight arebullied, according to the National Mental HealthAssociation’s survey, What Does Gay Mean? (2002).4. Because it is. Right up there with sufferage, civil rights and other hallmarks of societal justice.
In September 2010, syndicated columnist and author Dan Savage created a YouTube video with his partner Terry Miller to inspire hope for young people facing harassment. In response to a number of students taking their own lives after being bullied in school, they wanted to create a personal way for supporters everywhere to tell LGBT youth that, yes, it does indeed get better.More than a year later, the It Gets Better Project™ has turned into a worldwide movement, inspiring more than 30,000 user-created videos viewed more than 40 million times. This is President Obama.
The Trevor Project is determined to end suicide among LGBTQ youth by providing life-saving and life-affirming resources including our nationwide, 24/7 crisis intervention lifeline, digital community and advocacy/educational programs that create a safe, supportive and positive environment for everyone.It was named after a documentary film about a 13 year old boy, ostrasized by his friends, attempted to take his own life.
Sex education is arguably the most differentiated subject taught at public schools. Why?Political winds of change at the federal, state and local level. At the outset of George W. Bush’s (a conservative Republican) administration the needle pointed predominately at funding abstinence--only sex education programs. At the outset of Barack Obama’s (a liberal democrat) term, abstinence only programs were de-funded, in favor of more comprehensive and what is now called “evidence based” education. This is only at the federal level, state and local government policy and direction can move faster, with greater levels of change at the local school level.Sex education covers a topic that is extremely intimate an personal. Student may not feel comfortable, despite an instructors best efforts, sharing in a classroom environments. This demands that teachers become accessible, one on one, agents of comfort and information. Not everyone is the same.We don’t know everything. Science will continue to discover new aspects of human sexuality—and the teacher must stay on top of state of the art information. Change. Do things every stay the same? New frontiers are ahead of us.
The sheet you’re getting is a distilled version of the power point presentation. It is by no means comprehensive…but it’s a great place to start.
“Safe space" has emerged as a description of a classroom climate that allows students to feel secure enough to take risks, honestly express their views, and share and explore their knowledge, attitudes, and behaviors.Safe space does not necessarily refer to an environment without discomfort, struggle, or pain. Being safe is not the same as being comfortable. To grow and learn, students often must confront issues that make them uncomfortable and force them to struggle with who they are and what they believe.It's one thing to say that students should not be belittled for a personal preference or harassed because of an unpopular opinion. It's another to say that students must never be asked why their preference and opinions are different from those of others. It's one thing to say that students should be capable of self-revelation. It's another to say that they must always like what they see revealed.
Tango makes three. By Justin Richardson and Peter Parnell – based on a true story of two male penguins nurturing a rock that looked like an egg. The zoo personnel gave it a real egg and the chick, Tango, was born. Stirred controversy among family and conservative groups—who claimed it was espousing a “gay” agenda by affirming homosexuality in the animal kingdom.Are you There God? It’s Me Margaret. Judy Blume’s classic about a girl’s journey into adolescence.What’s Going on Down There? By Karen Gravelle. Answers tough question about puberty from hair to what happens to the icky girls.Twilight. By Stephanie Meyer. The vampire juggernaut that has become (surprisingly) a vanguard in the abstinence movement.Frog and Snails and Feminist Tales. By Bronwyn Davies. Studies how children develop gender identity—is it nature or nurture?
![[Cullen Matthews Turner]
[EDU 271]](https://image.slidesharecdn.com/sexandgendereducationpresentationversion2-121209091647-phpapp01/85/Sex-and-gender-education-presentation-version-2-1-320.jpg)
