Sexuality Transformation and Sex Education - Term Paper Example

Sexuality transformation Introduction Sex can be defined and d to incorporate social, ethical, scientific as well as religious instruction and influence that may enable the youth to solve the sex-related problems either directly or indirectly. These sex problems come inevitably into normal human being’s life. The special sex education, therefore, should be perceived as just a way of helping the adolescents to be prepared to face their life’s sex-related matters such as mensuration. Sex education, however, was not acceptable in schools especially in early 1900s; an aspect that raised conflicting reactions and assertions on whether teaching sex matters to adolescents was a suitable idea. In New York prostitution had started by the year 1900. Hundreds of prostitutes could be seen street especially on the lower east side and syphilis became prevalent. 1 Prostitution which facilitated transmission of syphilis attracted the reformers who viewed the women gold living with fear and horror and perceived it as a threat to the American family. Some reformers had started calling for an action to be taken over educating young men and women over sex matters in 1890s. Massive calls for introduction by reformers such as Young Men’s Christian Association (YMCA) between 1890 and 1920. In the year 1914 independent organizations came together to initiate an organization dedicated to battling venereal diseases. Parents and religious leaders especially the Catholic Church, however, opposed the initiative on the grounds that it would corrupt the morals of the children. The struggle continued until 1955 when the American medical association published pamphlets in which were regarded as sex education series in which saw some light. The major breakthrough of sex education, however, took place in 1983. Sex education has since then changed chronologically whereby it has undergone significant transformations until to date when it has been termed as comprehensive sex education which covers all matters related to sex including practicing safe sex. Discussion Sex-education faced significant opposition right from the beginning of twentieth century to 1960s. Religious leaders and parents were the major opponents of the introduction of sex education while the proponents ranged from the reformers to public health experts. The reformers and medical professionals advocated for sex education with the hopes of convincing the Americans to uphold sex education to the adolescents from as early as 1904. This was facilitated mainly the increase in STIs’ prevalence mainly syphilis. It was common among the black Americans which was facilitated by their involvement in cheap labor and lack of enough money. It had, therefore, become evident that sexual immorality was slowly creeping in the American society. This influenced the reformers and public health reformers to appreciate the importance of enlightening the youths about healthy sexuality in the attempt of changing sexual behavior in the attempts of creating healthy communities and families.2 By 1912, prostitution had increased significantly especially in New York. Syphilis became more prevalent and instilled fear to the Americans. It is worth noting that syphilis did not have cure at this time hence quick measures to curb this epidemic that was becoming threatening day after the other. This triggered the public health experts to sound an alarm about the degradation of sexual morals and hence the issue demanded a special urgency. The American national education association also called for the teacher training programs about sexuality education the same year. The teachers were, however, reluctant to embrace sex education and hence it did not succeed. The teachers were the members of the society and hence had the belief sex education is not supposed to be taught to children as well as the pressure from the parents not to subject their children to sex education. Similarly, the native-born Americans believed that their beliefs were under great attack. Sexuality among adolescents has undergone significant changes according to Hall’s article. By 1904, the black Americans were now free from slavery. This redemption brought significant freedom as the economy and other aspects of life developed. This exposed the adolescents to indecent sex such as prostitution, and sex abuse. Issues like masturbation started featuring among the adolescents. The article indicates that children were not supposed to acquire teachings until they were at the age of 8 years. Americans resembled other societies like Africans in the belief that sex education was not fit for adolescents by 1920s. According the American society of that time sex matters were supposed to be taught by parents only. The public health experts, however, understood the society was very naïve and uncivilized in teaching sex education considering the fact that explaining to their daughters what was mensuration was a big issue to them. 3 As nations continued to develop, challenges such as practicing indecent sexual behavior became prevalent among the young people than ever before especially in 1950s. Gender equality became a phenomenon that eventually led both the parents in work places. Children were, therefore, left independent from their parents and were spending most of their time in schools. The technology was also advancing day in day out and the access to television and radio became wide spread. They served as the platform which reformers and public health experts would use to teach the adolescents sex related matters as well as teaching the Americans the importance of embracing sex education. Such changes created the necessity of introduction of sex education in which aimed at helping the youths handle the sex-related problems like mensuration as well as other changes in which were taking place in the bodies which were inevitable in their lives. In response to these transformations policymakers, educators and researchers became interested in pushing for sexuality education. Constant pushing by the legislators, educators, and other social movements facilitated overcoming of the obstacles in which were hindering introduction of sex education in schools. However, this was not an easy task since most of the parents, religious leaders and some educators still argued that sex education was not supposed to be a part of the education systems. In 1960s, a massive opposition that came from religious leaders mainly cropped up that aimed at barring any form of sex education in school. The religious leaders termed sex education as raw sex and smut. Other scholars wrote books showing solidarity with the society that was against the introduction of sex education in the American society. Zimmerman collaborated with most of the opponents in 1960s bearing in mind this is the season when opposition against the sex education was enormous from parties such as religious leaders. Zimmerman is one of the authors who wrote on the disadvantages of introducing sex education. He quotes a parent who was saying that subjecting a child to sex education was very disgusting and hence sex education was morally unacceptable. 4 Bigelow and Gruenberg, on the other, revealed a varying assertion about sex education. Bigelow and Gruenberg’s text stood support it claiming that youths needed it so that they could understand changes in which were taking place and overcome some challenges like mensuration which was an inevitable aspect. Chronologically, sex education has continued to gain overwhelming support from various groups of people. Various groups like American Social Hygiene Association (ASHA), reformers, and public health experts collaborated with legislators in late 1970s carried significant campaigns in which facilitated the quantity as well as the quality of the evaluation research. Sex education from hence improved dramatically. The majority of the Americans started appreciating the sexuality education programs. This took place in early 1980s and was mainly facilitated by the laws in which were passed by the federal government which advocated introduction of sex education in schools. It was backed up by 23 American states before being accepted by the other states. Sexually transmitted infections had become bearing in mind the first cases of HIV were reported in 1980s. The American government and educators, therefore, joined hands so as to address the sexual health among adolescents holistically. To prepare the adolescents psychologically on changes that they were to face like mensuration in the American society, it was paramount for them to be enlightened through educating them. The current and the early 1900s’ perceptions about the sex education have significant differences. People had a notion that sex education was just a way of corrupting children’s morals. In the modern society as from late 1960s, however, sex education gained a perception as a way of helping children to live morally upright and in a healthy way. The modern society believes that failure to teach the adolescents sex-related matters will facilitate their moral to degrade due to the influence of external factors such as technology. It is hence, perceived as an oasis of molding the children morally unlike traditionally when people considered sex education as a means of degrading the morals of the children.5 Zimmerman indicated that people since 1890s, the traditional American society believed that teaching children sexual matters was a way of introducing them to start practicing sex. Both the social and religious backgrounds perceived that introducing related sex education to children would give them an opportunity to involve themselves in sex at that tender age. It is worth noting that 1960s marked the biggest ever opposition to introduction of sex education in schools. From early 1900s to late 1920s the knowledge about sex was very limited. The adolescents had no many sources they could acquire knowledge about sex. They hence perceived that sex education would form a basis of exposing these adolescents to sexual behavior. This is contrary to the modern society where people perceive that sex education as a refuge to helping the adolescents to live right. This is because materials that are offering sexual information to the adolescents of this generation are numerous. People consider it as the way of helping the current generation to learn on the way they can live right and avoid inappropriate and indecent sexual behavior in which can be induced to them through technological means or peer influence.6 Sex education in the traditional American society like many other societies in the world until the late 1960s sex was believed to be the role of the child’s parents and relatives. Adolescents were supposed to be taught any matter related to sex by their parents according to the American social setup and the religious beliefs. The parents had an obligation of ensuring that their children have the sex-related knowledge they require. As from 1970s, however, the role of teaching the adolescents’ sex related matters defined to be a responsibility of both the parents and the educators.7 The American government ensures that children acquire sex-related education in their school-based curriculum as well as from other social agencies in which reach the adolescents through various organized events. These events include guidance and counseling as well as other campaigns aimed at enlightening the adolescents on living right. The American society in early 1900s, the education to the adolescents related to sex required them to solely abstain from sex. Virginity was a core value from 1800s to 1950s American society before early sexual behaviors became prevalent. Adolescents were, therefore, supposed to abstain from sex until marriage. In the current sex education as from 1970s, it gives room for adolescents to practice safe sex. The adolescents are being encouraged by the contemporary sex education to abstain and if they have to practice it, to use contraceptives like condoms. This indicates that the modern sex education offers advice to the students to practice sex although in a safe way while the traditional sex education had a sole goal of encouraging them to abstain from sex completely.8 The main question that has raised concerns in the current society as from 1970s to date is how teachers should teach sex education in schools. In the modern society, sex related matters have become very complicated with the existence of factors such as bi-sexual which became more prevalent in late 1970s. The educators need to develop sexuality programs and policies that are addressing and encouraging the adolescents to remain as ethical as possible and at the same time consider their human rights. Zimmerman in his book “too hot to handle: a global history of sex education” expressed concerns on the complexity related with sex education. The book indicates that when a nation is introducing sex education in its country’s education curriculum, the sex education demands for a comprehensive curriculum that depends on local beliefs and politics. However, the proponents of sex education in 1980s indicated that sex education should be taken in a manner that will ensure that no other topic tends to illustrate the complexity as well as the emotion that lies at the debates heart about local, parental, and federal control over education. A clear goal on what education should eventually attain need to be set up when formulating the sex education program. This helps in coming up with a comprehensive plan that and hence achieve the projected results. The sex education is supposed be abstinence oriented according to Pierce (Pierce 35). This is the best way of achieving a healthy nation bearing in mind that the halves of the STIs taking place today are taking place among the youths. I believe sex education need to be based such that it is pointing towards encouraging abstinence.9 The educations structure should, therefore, be pointing out on the dangers that come along with practicing sex. With the prevalence that is inexistence today of sexually transmitted infections the students need to realize that the safest way is abstaining. Similarly, the sex related education should be comprehensive (Charles 3). This will be achievable through incorporating factors such sex hygiene and other factors in which deal with sex development. It will be necessary for the adolescents to understand the changes taking place in their bodies, various sex-related problems they are likely to face such increased sex urge and enthusiasm. This will help them to understand themselves and live in a way that will ensure that they live well from a hygienic perspective. The sex education has gotten transformed from home based to school based in several ways. As from late 1800s to 1960s, education was supposed to be taught by parents and other family members such uncles and aunties. Children were not supposed to have exposure to sex related matters at all. The parents and other relatives received the obligation of teaching their sons and daughters anything to do with sex such as the way mensuration is handled and dangers of practicing sex. Male adults usually taught the sons while the daughters received teachings from their mothers as well as other female elders. This trend has, however, changed significantly in the modern world. Parents could not manage to teach their children the relevant information they required. This, therefore, welcomed the government and other educators to develop plans that helped the sex education to shift from home-based to school based. In the modern world all the relevant sex related education has been shifted to school based. The sex education became incorporated in the school curriculum where students learn all matters associated with sex from reproductive health to effects of sex such as contracting STIs. Adolescents start learning matters related to their sexual development in schools in a very timely manner. Before the age at which girls start menstruating, the curriculum ensures that female adolescents are aware of what it is as well as what it entails in handling it hygienically.10 Similarly, the boys are also taught the changes that are taking place in their lives too. They also receive teachings on the things they are supposed to do to stay safe and things they are supposed to avoid. This implies that the adolescents learn all the necessary aspects concerning their sexuality (Jensen 27). Similarly, sex education is taught comprehensively whereby all the sex related matters get addressed. This is in terms of the dangers of practicing sex especially for them at their age. These dangers include early pregnancies, and sexually transmitted infections. The education also teaches these students on the means in which they can protect themselves from these dangers in which include factors such as abstinence and the use of contraceptives such as condoms. The social agencies also target the adolescents in their schools where by they offer them free guidance and counseling. They also teach them the best means of living right and observing sexual hygiene. The religious leaders also reach these students in their schools where they offer guidance on the way they are supposed to behave themselves and handle things to eventually avoid dangers in which come along by being sexually active. Similarly, they issue the essential sexual related materials like menstrual towels. This enables the students to learn everything and have all they require. This, therefore, reveals that sex related education shifted from home-based to school based. 11 The introduction of sex education in school in early 20th from 1900 to 1914 century facilitated various social problems in the American society. It is worth noting that introduction of sex education in schools came along with increased sexual behaviors amongst the youths. In the world today, the adolescents or youths represent a half of the sexually transmitted diseases taking place annually. Nearly 90% of the youths begin being sexually active in their puberty ages. This is contrary to the scenario that was in existence in the traditional American society. It is hence in context to argue that the increase sexual activeness among the youths today is as a result of their exposure to sex education. One of the social problems it created is facilitating children to start practicing sex when they are very young. Although by 1890s, youths were marrying at their teenage, sex was just done between the married couples. However, since sex education got introduced in the school curriculum, the students are becoming sexually active when they are at twelve years. Partly the knowledge they have about who they are from a sexuality perspective, play a role in triggering their early involvement in sexual activities. Their involvement in sexual activities facilitates unplanned pregnancies.12 Their early exposure to sex related matters trigger them to experiment the theoretical knowledge they have. This in return facilitates early and unplanned pregnancies. Since some of these childrens reproductive organs are still under development, the pregnancies form numerous complications to some of these children. Others tend to consider the option of abortion in which entails risking their lives although they are causing deaths of the fetus. In simple terms, death of either these teenagers or the fetus is a social problem that is very common in the American society today. Teenagers are dying when giving birth while others when aborting. The cases of suicides among these school teenagers have also become very common in the American society today. Stress that arises from unplanned pregnancies is one of the facilitators. The early pregnancies have also contributed suicides among the youths that become another social problem attributable to introduction of sex-education in schools.13 The other social problem that got created by the introduction of sex education among the youths is the prevalence of sexually transmitted infections among the youths. STIs have become a common phenomenon among the youths. Approximately half of the new sexually transmitted infections HIV inclusive being reported today are taking place among the youths. This is causing the damage of their reproductive organs as well as causing premature death. STIs have become an epidemic in the American society today. 14Introduction of education facilitated the generations to adopt a trend of involving themselves in sexual activities at their teen age. This is the chief reason why STIs became prevalent among the adolescents in the American society. It is hence evident from that discussion that introduction of sex education in schools facilitated the youths to start involving themselves in sex in their adolescence.15 Conclusion It is evident from the above discussion that the perception about sex education has undergone through a significant transformation chronologically. In the traditional society sex education was prohibited and unacceptable from both the social and religious perspectives. However, with time, it has gained support with the influence of the government as well as non-governmental organizations. This has, therefore, facilitated the sex education to gain support of the society members. With continuous campaigns, sex education eventually became part of the school’s curriculum. However, increase in social problems linked with the teenagers can as be traced to have erupted with the introduction of sex education among the schools. In the current society, teenagers have become more sexually active than ever in history. It is hence in context to argue that the youth’s current state is as a result of the introduction of sex education in schools. Bibliography Bigelow, Maurice. Sex education: a series of lectures concerning knowledge of sex in relation to human life. New York: McMillan, 1916. Pp.3-8. Charles, Eliot. “The American Social Hygiene Association.” Journal of Social Hygiene 1.1 (1914): 1-6. Jeffrey, Jensen. G. Stanley Hall’s Adolescence: Brilliance and Nonsense. History of Psychology 9.1 (2006): 186–197. Galloway, Thomas. “Sex Education in Home and School.”Herald of Gospel Liberty (Dayton), February 16, 1928. P.20-24. Gruenberg, Benjamin. Outlines of child study: a manual for parents and teachers. Ithaca, New York: D. Appleton and co., 1924. Hall, G Stanley. Adolescence: Its Psychology and Its Relations to Physiology, Anthropology, Sociology, Sex, Crime, Religion, and Education. , 1904. Jacobs, Joan. "Something Happens to Girls": Menarche and the Emergence of the Modern American Hygienic Imperative. Journal of the History of Sexuality 4.1 (1993): 99-127. Jensen, Robin. Dirty words: the rhetoric of public sex education, 1870-1924. Urbana: university of Illinois Press, 2010. Print New standard of morals for new generation. Unnamed newspaper article from Miller NAWSA Suffrage Scrapbooks, 1897–1911, 11–12. Web. 7 Nov. 2015 http://memory.loc.gov/cgi-bin/ampage?collId=rbcmil&fileName=scrp5003002/ rbcmilscrp5003002.db&recNum=0&itemLink=D?rbcmillerbib:1:./temp/~ammem_hLgZ Pierce, Jennifer. What adolescents ought to know: sexual health texts in early twentieth-century America. Amherst: University of Massachusetts press, 2011. Weinbaum Alys, Thomas Lynn, Ramamurthy Priti, Poiger Uta & Dong Madeleine. The modern girl around the world; consumption, modernity and globalization. London: Duke University Press, 2008. Webb, Lonnie & McCarthy, Mary. Ella Flagg Young: Pioneer of democratic school administration. Educational Administration Quarterly 34.4 (1998): 223–242. Zimmerman, Jonathan. Too hot to handle.A global history of sex education. London: Princeton University Press, 2015. Read More