Sex Education in Maryland Public Schools - Case Study Example

SEX EDUCATION IN MARYLAND PUBLIC SCHOOLS Ayelet Dresin of Baltimore Introduction Sex education is information about sexual development, interpersonal relationships, intimacy, gender as well as reproductive health (Rashea, Megan & Eric, 2013). It involves a process of passing knowledge with an aim of changing attitudes, values and behavior towards a desired direction. In Maryland, the state law requires that all public schools teach sexuality education making it a mandatory subject in their school curriculum It is therefore, taught under the administrative code of law and the government majorly funds abstinence-only-until-marriage programs (Department of Education, 2009). The schools boards are however, given the freedom to teach comprehensive programs and can be funded once they show how reliable the programs are. In relation to sex education, this paper will focus on the abstinence-only-until-marriage programs that aim at reducing sexual intercourse among the teens. The paper focuses on this program because in the year 2011, Maryland was ranked 26 out of 51 states in terms of numbers of teen pregnancy. It strives to answer the following research question: Do the abstinence-only-until marriage programs work? Asking the above questions is vital in telling whether the programs work or not. The question is important because research shows that there is a higher public health crisis in the teens that has been attributed to the abstinence programs. High pregnancy rates and diseases have been reported among teens undertaking the program. Stanger, David and Hall (2011) state that the teens don’t use birth control methods when having sexual intercourse because they don’t undergo comprehensive programs that teach them about contraceptives. It is a matter of concern because of the high number drop-outs majorly due to unwanted pregnancies. Answering the question is important because it will help to better understand why the programs do not work. Gathering the data will be necessary in determining better ways of enhancing the programs or determining other programs that work. If the issues are resolved, the number of teens dropping out of schools due to pregnancy or disease will reduce. It will also lead to informed teenagers with ability of making decision based on the comprehensive information that they have. Dealing with the problem will involve adoption of other methods such as abstinence-plus or comprehensive methods. However, implementing these methods may not be accepted by the government that supports abstinence-only and from the parents too. Review of literature Research about sexual education in the public schools of Maryland is still limited due to a few studies that have been carried out. However, a lot of studies exist in relation to abstinence programs and their effect on teens. Stanger-Hall et al. (2011) argues that abstinence-only programs offered in the schools are unrealistic and do not convince teens to adopt the method of living. They are unrealistic because they insist on high failure rates of using contraceptives to prevent pregnancy and disease. He adds that most of them give lies about birth control methods in order to lure the youths to abstain. They also instill fear among the teens by giving all the negative messages about sexuality and use of contraceptives. The program is delivered in a non-interactive method where instructors only give directions without sharing with the students. According to Fanthun (2012), lack interaction is the major reason why the programs have not been effective. He adds that if there was dialog, concerns of teens would be raised and it would be easier to find a way of convincing them. A study carried out in the United States in 2005 shows that the abstinence-only programs were ineffective in solving the problem of teenage pregnancy (Stanger-Hall et al.2011). Findings are presented using figures that shows their reliability. It was found out that the number of pregnancies in schools that used abstinence-only programs was 20% higher compared to those that used comprehensive programs. The source is relevant because it directly answers the question whether the program works. Another study also in Maryland states that application of the program has not decreased the pregnancy rates that continue increasing (Department of Education, 2009). Between the year 2007-09, teen births increased by 30% where teenagers between 17-19 years had highest rates. This source has been useful in understanding the rates of pregnancy in Maryland and why abstinence-only programs do not work. According to Fentahun (2012), abstinence only programs limited the teens from accessing the information they need in order to protect themselves against diseases and pregnancy. The program lacks support from the body of scientific research related to what works in protecting the youth from unplanned pregnancies and diseases. He states that survey carried out on abstinence-only programs does not have evidence of leading to a change in behavior. A comprehensive program that teaches learners on abstinence and use of contraceptives has been found reliable. In support of the comprehensive education method, a study carried by the Kaiser Family Foundation found out that students with comprehensive education felt well prepared in handling different situations. The source presents finding in a chronological order showing the comparison between the abstinence-only programs and the comprehensive programs. By comparing the programs, this source answers the question that the comprehensive programs stand at a better chance. I have learnt from this source that there are better approaches such as the abstinence plus that can reduce the number of pregnancies in schools. Several literatures have come up with a conclusion that comprehensive sexuality programs are effective methods towards pregnancy and disease prevention. A study carried out in Alabama found out that teens taught under the program delayed the initiation of sexual intercourse (Wingo & Smith, 2011). The findings were used in giving interpretations that the program did not encourage sexual intercourse but rather delayed it and reduced the number of partners one had. This source is relevant to the research question in terms of coming up with an effective method of addressing the issue. The success story of the program is a suggestion that adopting the program can be effective in solving the issue faced in the public schools. It is also relevant in establishing conclusions about the study. From this source, I have learnt that comprehensive and detailed information leads to making of better choices. I have also learnt that because the program delays sexual intercourse, this translates to the reduction of its frequency. Conclusions Upon analyzing the resources above, I conclude that abstinence-only programs are not effective in addressing teen pregnancy and diseases. The programs are delivered in a one-way form of communication and in a negative way that does not solve problems. The program can work if trainers do away with the negative messages that they offer and give the teenagers facts and not threats. The work of Stanger-Hall et al. (2011), contributed to understanding that other programs such as abstinence-plus are more effective. These are programs that advocate for abstinence but also explore other methods such us contraceptives. They both state the benefits and negative consequences related to both choices making the teens make informed decisions. The work of Rashea and Megan (2013) also contributed in understanding different methods upon which sex education can be taught while the department of education gives figures to show the consequences of the abstinence-only programs. The implications of this conclusion is that it is time educators acknowledge that many teens are sexually active. Such acknowledgment will lead to them emphasizing on abstinence but yet teaching other methods that can help the youth to protect themselves. The conclusions will act as an opening eye to both the federal government and schools on how programs ought to be improved. However, the limitation is that they may not be accepted by the government that majorly supports the abstinence-only programs. Socially, the implications include change of behavior, attitudes and beliefs among the youth and the society at large. Discussion From the literature, it is clear that the abstinence only programs are not effective on most cases because they offer limited information in a negative way. The program, on most occasions does not delay sexual intercourse (Wingo & Smith, 2011). Moreover, it has been found to distort information related to contraceptives, sexual orientation and gender (Yao, 2011). However, the literature is limited in terms of explaining why the programs do not work from the students’ point of view. Student characteristics such as age and culture and beliefs should also be explored further in understanding why the program does not work. It is not clear whether personal characteristics such as age play part in the failure of the program. Could change of delivery and content be helpful in making the program a success? Probably, a change could be witnessed by making the messages positive rather than negative. References Department of education. (2009). Professional staff by assignment and sex in Maryland public schools. Annapolis: Alexander Street Press. Fentahun, M. (2012). Parents perception, students’ and teachers’ attitudes towards school sex education. Journal of Health Sciences. 35(3): 99-106 Rashea, H., Megan, S., & Eric, M. (2013). The multiple choices of sex education. Phi delta Kappan. 94(5):34-39 Stanger-Hall, David, W., & Hall, K. (2011). Abstinence-only education and teen pregnancy rates: Why we need comprehensive sex education in the U.S. Journal of Sexuality. 6(10)1-11 Wingo, p., & Smith, F. (2011). Recent changes in the trends of teen birth rates. Journal of Adolescent Health. 48(3):281-288. Yao, V. (2011).Teen pregnancy in MCPS and other reproductive health issues: An evidence based analysis. Retrieved from www.montgomerycountymd.gov Read More