Problems with Sex Education - Essay Example

?One particular topic within the educational system that always seems to garner a level of disagreement is with regards to the extent that sexual education can and should be taught, at what ages, and in what ways. Ultimately, the contention concerning this can point its way back to the age old debate between moral conservatism and a level of openness or liberalism. Within the current system, sexual education is begun within the elementary school and continues in the various means up until high school. However, it should not be understood that merely because sexual education is currently evidenced within the system that each and every stakeholder is satisfied with the level and extent to which key issues concerning sexual development have been covered and/or presented. As a means of drawing inference upon the overall level of appreciation or dissatisfaction with the current system, this particular analysis sought to engage three specific former sexual education students that all experienced sexual education in the public school system. Although it cannot be said that from the interviews that were conducted a consensus was able to be determined, it was able to be understood by this particular interviewer that key trends and realizations were presented as a result of the interview questions asked. As a means of clarity, each of the three participants were asked the following eight questions: 1. Do you feel that sexual education prepared for life? (sex, puberty, child birth) 2.what was the worst part of sexual education? Why? 3.what was the best part? Why? 4. If you could change anything about sex Ed what would it be and why? 5. Do u believe that more than reproductive function and how to have safe sex should be taught in sex Ed. Why or why not? 6. Do you believe that sexual education should taught to boys and girls separately? 7. When are you talking about sex- related topics with your parents? 8. Did you receive formal sex education? On the whole, the first interviewee which was engaged, Grace Scholz, was highly praiseworthy with regards the system of sexual education that she experienced. With regards to what the worst part of sexual education she received was, the respondent even noted that there was none. Moreover, with regards to what other elements might need to be taught in future sexual education courses, Grace pointed to the fact that it could be potentially beneficial to integrate students with an understanding of Planned Parenthood or means by which many government and/or state sponsored programs seek to speak to the unique needs of the individual student. Ultimately, Grace described the sexual education course that she took part in as a useful and formative part of her early development (Scholz, 2013). Moreover, she indicated that with regards to speaking with parents concerning sexual topics, the interviewee noted that they had a very open and honest dialogue concerning such matters that began as early as late middle school and/or early high school. Conversely, the second individual who is interviewed, Priscilla Yua, noted that her sexual education class left much to be desired. Ultimately, with regards to the first question posed to the interviewee, the respondent noted that the sexual education course never seemed to deal with the realistic situations in which the student may very well face within their sexual growth and development; instead, it focused upon the grotesque, abnormal, and obscene. She noted that this was likely done as a means of horrifying the student from even considering any type of sexual intercourse for fear that they too might be irrevocably harmed. Similarly, with regards to what she most disliked about the program, Priscilla noted that it was the adolescent and juvenile behavior of the participants the most to the way from the experience (Yua, 2013). Likewise, with regards to what level of improvements could be offered, Priscilla indicated that transitioning sexual education to high school might necessarily benefit the individual due to the fact that they could take the matter seriously at this point in time. Concerning the first response which was discussed, Priscilla also indicated that she never discussed any sexual topics with her parents. Another somewhat negative interpretation of sexual education within the over schools was given by Dina Martinez. When I interviewed Ms Martinez, she stated that the sexual education program within her public school was practically useless with regards to preparing her for life. Moreover, she noted that the worst part of the sexual education, just as Priscilla had noted, was the fact that so few individuals with class took the material seriously. Ultimately, she also indicated that there was no particularly good part about the experience that she had. However, the clear and definitive differentiation that can be seen with regards to response as compared to Priscilla or Grace is with regards to the fact that she stated the best means of improving sexual education would be eliminated entirely (Martinez, 2013). She noted that this was due to the fact that since individuals develop and mature at different rates, it is seemingly preposterous to assume that they should be taught extraordinarily personal and intimate details concerning human sexual development as a time in which they are ultimately upon different emotional and mental maturity platforms. Similarly, as Priscilla noted, Dina also noted that not discuss any topics and human sexuality with their parents and had not received formal sexual education prior to the course in question. As can be seen from the responses which a been discussed above, it was the understanding of this interviewer that there was a clear level of correlation between those interviewees that had not discussed sexual topics with their parents/had not received formal sexual training, and those respondents that spoke unfavorably concerning the existence of sexual education or the net benefit they received while in public school (NCHS Data Brief, 2010). Although it cannot be inferred that the two this level of correlation there exists a definitive realization based upon us, it should be understood that is very likely that sexual attitudes, first evidenced within the family, transcend into the classroom and directly affect the overall level and extent to which be participant can hope to gain value such discussions. References Products - Data Briefs - Number 44 - September 2010. (2010, September 1). Retrieved June 13, 2013, from http://www.cdc.gov/nchs/data/databriefs/db44.htm Martinez, D. (2013). Personal interview. June 7th. Scholz, G. (2013). Personal interview. June 8th. Yua, P. (2013). Personal interview. June 7th. Read More