Showing posts with label sexual health. Show all posts
Showing posts with label sexual health. Show all posts

2018/10/16

Sexual and Gender Diverse Adolescents and the Failures of Traditional Education in Public Education: Sources



This post is just the full list of sources including some sources that I didn't use. It is not fully comprehensive of all potential sources, but it is mostly complete. So for those readers who want to do some research of their own, here is a good start. Also here is a link to a show that gave me the idea to do the research to begin with: Last Week Tonight with John Oliver- Sexual Education.


Works Cited


1. Blount, J. M. (2016). Controlling Sex: Modern Histories of Sex Education. Reviews in American History, 44(4), 611-62.

2. Denny, G., & Young, M. (2006). An Evaluation of an Abstinence‐Only Sex Education Curriculum: An 18‐Month Follow‐up. Journal of School Health, 76(8), 414-422.

3. Denny, G., Young, M., Rausch, S., & Spear, C. (2002). An Evaluation of an Abstinence Education Curriculum Series: Sex Can Wait. American Journal Of Health Behavior. 26(5), 366-377.

4. Frieden, T., Jaffe, H., Cono, J. et al. (2015) Sexual Identity, Sex of Sexual Contacts, and Health- Related Behaviors Among Students in Grades 9-12- United States and Selected Sites, 2015. MMWR Surveill Summ 2016; 65, p.19-22, retrieved https://www.cdc.gov/mmwr/volumes/65/ss/pdfs/ss6509.pdf

5. Gates, G. (2017) Vermont Leads States LGBT Identification, Gallop, retrieved from http://www.gallup.com/poll/203513/vermont-leads-states-lgbt-identification.aspx

6. Hess, A. (2010). Hold the Sex, Please: the Discursive Politics between National and Local Abstinence Education Providers. Sex Education, 10(3), 251-266. doi:10.1080/14681811.2010.491632

7. Jackson, J. (2007) Unmasking Identities: An Exploration of the Lives of Gay and Lesbian Teachers. Lanham, Maryland. Lexington Books

8. Jeffries, W. L., Dodge, B., Bandiera, F. C., & Reece, M. (2010). Beyond abstinence-only: relationships between abstinence education and comprehensive topic instruction. Sex Education, 10(2), 171-185. doi:10.1080/14681811003666317

9. Jennings, K. (2005) One Teacher In 10. Los Angeles, California. Alyson Books
10. Kirby, D., Short, L., Collins, J., Rugg, D., Kolbe, L., Howard, M., … Zabin, L. S. (1994). School-based programs to reduce sexual risk behaviors: a review of effectiveness. Public Health Reports, 109(3), 339–360.

11. Kohler, P. K., Manhart, L. E., & Lafferty, W. E. (2008). Abstinence-only and comprehensive sex education and the initiation of sexual activity and teen pregnancy. Journal of Adolescent Health, 42(4), 344-351.

12. Luker, K. (2006). When Sex Goes to School: Warring Views on Sex- and Sex Education- Since the Sixties. New York, W.W. Norton and Company.

13. Macapagal, K., Coventry, R., Arbeit, M., Fisher, C., and Mustanski, B. (2017) “I won’t out myself just to do a survey”: Sexual and Gender Minority Adolescents’ Perspectives on the Risks and Benefits of Sex Research, Archives of Sexual Behavior, Volume 46, Issue 5, pp 1393–1409.

14. no author. (2017) LGBT Youth. CDC, retrieved https://www.cdc.gov/lgbthealth/youth.htm

15. no author. (2017). Sex and HIV Education. Guttmacher Institute, retrieved https://www.guttmacher.org/state-policy/explore/sex-and-hiv-education

16. no author. (2013) Statistical Data- Clark County School District, retrieved on http://www.ccsd.net/resources/budget-finance-department/pdf/publications/cabr/2013/statistical-data.pdf

17. no author. (2017). Sexual Behaviors : HIV, STD, & Teen Pregnancy Prevention. CDC : information gleaned from Division of Adolescent and School Health, National Center for HIV/AIDS, Viral Hepatitis, STD, and TB Prevention. retrieved https://www.cdc.gov/healthyyouth/sexualbehaviors/

18. no author. (2017). Teen Pregnancy in the United States. CDC : information gleaned from Division of Reproductive Health and National Center for Chronic Disease Prevention and Health Promotion, retrieved https://www.cdc.gov/teenpregnancy/about/index.htm

19. Rubenstein, R. (2017). Sex Education: Funding Facts, Not Fear. Health Matrix: Journal Of Law-Medicine, 27525-554.

20. Segal, C. (2017). Eight States Censor LGBTQ Topics in School. Now, a Lawsuit is Challenging That. PBS, retrieved http://www.pbs.org/newshour/updates/lgbtq-issues-class-lawsuit-utah/

21. Silva, M. (2002). The effectiveness of school-based sex education programs in the promotion of abstinent behavior: a meta-analysis. Health Education Research, 17(4), 471-48.

22. Shtarkshall, R., Santilli, J., and Hirsch, J., (2007). Sex Education and Sexual Socialization: Roles for Educators and Parents. Perspectives on Sexual and Reproductive Health, 166-119.

23. Stanger-Hall, K. F., & Hall, D. W. (2011). Abstinence-only education and teen pregnancy rates: why we need comprehensive sex education in the US. PLoS One, 6(10), e24658.

24. Valenti, J. (2009) The Purity Myth: How America’s Obsession with Virginity is Hurting Young Women. Berkeley, California, Seal Press.

25. Weed, S. E., Ericksen, I. H., Lewis, A., Grant, G. E., & Wibberly, K. H. (2008). An abstinence program's impact on cognitive mediators and sexual initiation. American Journal of Health Behavior, 32(1), 60-73.
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26. Zimmerman, J. (2015). Too Hot to Handle: A Global History of Sex Education. Princeton, New Jersey, Princeton University Press.

Other Sources not quoted.....


https://mic.com/articles/123634/john-oliver-laverne-cox-and-nick-offerman-just-gave-us-the-sex-ed-psa-america-needs#.llodWwE3h

Guttmacher Institute, Sex and STD/HIV education, State Policies in Brief, October 2011,, accessed Oct. 19, 2011.

https://www.guttmacher.org/fact-sheet/facts-american-teens-sources-information-about-sex

http://www.huffingtonpost.com/mike-domitrz/the-conversation-we-need-_b_7968198.html

http://www.thejournal.ie/john-oliver-sex-ed-2263891-Aug2015/

https://www.thecut.com/2015/08/john-oliver-made-a-very-helpful-sex-ed-video.html

http://www.rollingstone.com/politics/news/john-oliver-eviscerates-american-sex-ed-but-the-reality-is-even-worse-20150813

http://www.rollingstone.com/tv/news/watch-john-oliver-blast-subpar-sex-education-in-u-s-schools-20150810

http://www.agreenroadjournal.com/2015/08/sex-education-last-week-tonight-with.html

http://variety.com/2015/tv/news/john-oliver-sex-ed-psa-laverne-cox-jonathan-banks-nick-offerman-1201566669/

https://www.guttmacher.org/fact-sheet/facts-american-teens-sources-information-about-sex

https://www.guttmacher.org/news-release/2012/sex-education-linked-delay-first-sex

https://thinkprogress.org/teen-pregnancies-highest-in-states-with-abstinence-only-policies-8aa0deeebb41

http://www.ibtimes.com/states-reconsider-abstinence-only-sex-ed-programs-obama-congress-battle-over-teen-1804460

https://www.guttmacher.org/state-policy/explore/sex-and-hiv-education

2018/10/15

Sexual and Gender Diverse Adolescents and the Failures of Traditional Education in Public Education: Post #3


* Third part of the term paper titled "Sexual and Gender Diverse Adolescents and the Failures of Traditional Education in Public Education." This post covers the Methodological Framework for Research, Preliminary Implications, and the Conclusion portion of the paper.


Methodological Framework for Research

In order to ascertain what information should be used to develop a comprehensive sexual education curricula to be taught in public schools, a firm baseline of knowledge must be developed. It is proposed that a 2 page survey with optional telephone or in-person interviews should be used for data collection. It is vital that a diverse geographic area be chosen which will ensure the number of respondents needed and also gives more legitimacy to the data collected. The area chosen for this study is Clark County, Nevada which has a diverse population in both very large metropolitan and rural areas and has the fifth largest school district in the United States. This county has almost sixty high schools (magnet and charter high schools included) which allows for the response of at least 70,000 students (full high school student population was estimated as 89,438 as of 2012 so student population might be higher or lower based on community growth.) (no author, 2013) This survey should be given to all students who attend any public middle or high school in the selected county. The survey will be multiple choice and should be electronically scored.

It is recommended that the survey be presented to students on a Wednesday during second period (to assure the most attendance by participants) and that students should be given fifteen minutes to fill out the questionnaire. This recommendation means that students will receive the survey during classes that may not be focused on health; however, this will assure that the full student population is covered if all potential participants are given the survey at approximately the same time.

Confidentiality should be stressed to the students and questionnaires should be picked up by the teacher at the end of the period. Survey questions will contain questions on age of sexual initiation, behaviors used, sexual orientation and gender identity, negative consequences of sexual behavior, and related content including racial identity, relationship development and positive life skills. A survey was chosen over interviews as the best form of research as many people feel more comfortable with answering anonymous questions; it is a less expensive method of collecting large forms of data; and helps to eliminate evaluator bias as every participant gets the same questions. By using such a large group of participants, students who claim sexual diversity can have their thoughts heard and research can get a general idea of what percentage of the student population is gender or sexually diverse.

Preliminary Implications

There are a some potential implications for conducting this research and analyzing the results from data collected. As there doesn’t appear to be much research on diverse sexual orientation and gender identity, this study should give researchers a better understanding of what percentage of students who claim sexual or gender diversity other than heterosexuality. Current research tends to remove this data so the estimates of the statistics of sexual diversity are just that: an estimate. Having a better understanding of what the actual numbers are will give both educators and elected officials a real understanding of the human cost of ineffective sexual education for sexual diverse students. It is one thing to understand that sexual diverse students are most likely to have ‘negative consequences’ due to sexual behavior and imagining those consequences to be felt by a few or small group of individuals. It is another to recognize that the number of affected individuals is larger than assumed. If the numbers of sexually diverse adolescents tend towards the estimated population of American adults who claim sexual diversity, then the population would be estimated between 3.1% to 4.9%. (Gates, 2017) That suggests that possible numbers of sexually diverse high school students in Clark County, Nevada could be estimated as between 2,772 to 4,382 students. It must also be acknowledged that these estimates could be low as the negative social and economic costs to ‘outted’ sexually diverse adults can be quite high. This information should extend the research already collected on some forms of adolescent heterosexual behavior to a more complete picture on all forms of adolescent sexual behavior. Information gleaned from respondent data can then be used to develop a thoughtful and comprehensive sexual education curriculum for use in public schools. Having this information available to those who are attempting to create relevant and useful curricula for students is vital to their success. It is vital to recognize that there may be a small minority of students who will still not feel comfortable with the survey and may choose to not complete it or complete it with false information. However, it is hoped that due to the specific way that the survey is presented to students can help minimize this particular limitation in the data collected.

Another implication is that future researchers could feel more comfortable creating proposals that are more inclusive of sexual diversity rather than removing or throwing out the data collected. Sexuality has many forms and behaviors and limiting the majority of research to heterosexual ‘penile to vaginal’ intercourse leaves out a lot of sexual behavior for all sexual claimants. More research that focuses on sexual behavior in general- including sexual behavior that is socially distasteful such as bestiality- will create a solid baseline on human sexuality, theoretically creating new understanding of human relationships and behavior. The implications of a deeper understanding of human sexual diversity and behavior can be huge as sexual desire and behavior affects so much of ‘the human condition’ and can affect the research of many scientific subjects including biology, psychology, sociology, etc.

Other implications of this research are the ways that the aggregated data could be used to not only shape public school curricula, but also public policy towards education and sexual diversity in our society. In our current political climate and in many communities both in America and around the world, living openly as a sexually diverse individual can come with significant negative consequences from families, communities, and society at large. Using solid research to work towards greater understanding and tolerance of sexual diversity in our society can bring about higher levels of personal and economic success and reduce the negative consequences of sexual diversity that not only harm individuals, but our society as a whole. Civil protections for sexually diverse individuals in housing, the workplace, medical care, family and relationship development, personal safety, and social safety nets could have immense consequences for our society as a whole. Whether these consequences are positive or negative will be determined by the civil protections developed, implemented and disseminated to our society as a whole.

Conclusion

There are many assumptions made about the sexualities and sexual behavior of American adolescents. While there have been numerous studies of some forms of adolescent sexual behavior, there has been very little research on sexual diversity and behavior. I argue that the previous research performed and used to determine the curricula disseminated to public school adolescents is too limited and too politicized to create effective, comprehensive programs. Assumptions about the sexualities of teachers, religious preferences in teaching, how curricula is taught to students, the sexualities of students themselves, political viewpoints, and the needs for a stable society create hurdles for effective and positive sexual education. Assumptions are not always correct and can leave the majority of adolescents without any real information on how to make positive choices with their sexuality and behavior. These negative consequences- including disease and pregnancy-come at both an individual and societal cost. This research will be instrumental in changing the focus of sexual education curricula towards an effective comprehensive program for all students which can truly be used to minimize the negative consequences currently faced by American youth and bring the statistics of these consequences closer to the lower numbers found in other first world nations. As a foundation for further study, this research can be used to more fully understand the true spectrum of sexual diversity and behavior in our society and lead towards more tolerance and understanding throughout society as a whole.

2018/10/14

Sexual and Gender Diverse Adolescents and the Failures of Traditional Education in Public Education: Post #2


* Second part of the term paper titled "Sexual and Gender Diverse Adolescents and the Failures of Traditional Education in Public Education." This post covers the Literature Review portion of the paper.

Literature Review


There has been much discussion and disagreement about how the subject of sexual education should be taught in schools and what information should be provided in those classes. This discussion has included parents and schools as well as local, state, and federal governments and influence has flowed both ways. These conversations tend to revolve around concerns about government involvement in family life and sexual education, parental control of the information taught, moral values that might be included in sexual education, and what constitutes age appropriate sexual behavior. (Shtarkshall et al., 2007) The history of sexual education, which recently has enjoyed a increase in research and publications, illuminates a wide variety of curricula and the ways and means of teaching them. (Blout, 2016) It appears that the only consistency in the teaching of sexual education is the controversy and the zeal of the advocates and reformers that are drawn to it.

Over the last few decades, there has been much research has focused on whether different methods of sexual education have been ‘successful’ in terms of stated goals and the desires of the community. However, even here there is disagreement as to what the goals of sexual education programs are: whether to promote safe sexual behaviors in the events of the initiation of sexual experience, prevent negative consequences of sexual behavior such as sexually transmitted disease and pregnancy, or to restrict any sexual behaviors by individuals before marriage for moral or social reasons. It is also difficult to determine whether curricula or outcomes of sexual education are successful because its difficult to collate data across diverse studies. New research provides data that can be used for changing current programs and making them more efficient and successful for students. As it is generally accepted that public schools are the one institution in our society that is regularly attended by most young people, it is schools that have the widest opportunity and responsibility for teaching and addressing sexual risk taking behaviors. (Kirby et al., 1994; Silva, 2002) While limited sexual education has been available to young people for decades, “the AIDS epidemic would change the way many people viewed sexual education; the question was no longer whether schools would teach sexual education; it was what they would teach, and how, and to what end.” (Zimmerman, 2015)

For the purposes of clarity throughout this review, I would like to clearly define a few terms that will be used going forward:

Abstinence-only sexual education is typically defined as curricula that tell learners that they should wait to participate in sexual intimacy until they are married. (Kirby et al., 1994) These programs may also contain extra lessons on self esteem, communication, decision making, life planning, and cooperative learning. (Denny et al., 2002) To receive federal funding, these programs must also comply with Section 510 A-H of Title V which includes: an exclusive purpose to teach the social, psychological and health gains that are achieved through sexual abstinence, that abstinence is the expected standards for all students and the only certain way to avoid STD’s and pregnancy (Kohler et al., 2008), that a mutually faithful monogamous relationship in the context of marriage is the expected social standard and that sexual activity outside of marriage is likely to have harmful consequences for the student, potential children, and society. It must teach students how to reject sexual advances, how alcohol and drug use increase vulnerability to sexual advances, and the importance of attaining self sufficiency before engaging in sexual activity. (Rubenstein, 2017) Federal law also states that programs that use federal funds can not teach about contraceptives except to emphasis failure rates. (Jeffries et al., 2010)

Comprehensive sexual education (CSE) is defined as programming that seeks to postpone early sexual involvement, but also discusses both abstinence and contraception (the different methods available, instructions for use, etc.) as well as HIV/AIDS prevention. Some comprehensive programming also teaches other pertinent topics: human development and puberty, reproductive anatomy and health, pregnancy and prenatal care, consent, development of positive relationships, decision making, communication and interpersonal skills, and intimacy. (Kirby et al., 1994) Also, this type of sexual education may, if allowed by law, discuss sexual assault, sexual orientation, other sexual behaviors, and gender identity. (Jeffries et al., 2010)

One of the most important and easily quantifiable reasons that successful sexual education is needed can be seen in the recent statistics released for 2015 from the Centers of Disease Control. In that year, a total of 229,715 babies were born to women between the ages 15–19 years, for a birth rate of 22.3 per 1,000 women in this age group. In the same year, young adults (aged 13-24) accounted for an estimated 22% of all new HIV diagnoses in the United States. Half of the nearly 20 million new STDs reported each year were diagnosed in individuals between 15 to 24 years of age. (CDC, Sexual 2017) While 2015 shows birth rates for American teenagers at a record low with evidence suggesting the declines are due to abstinence and consistent contraception use, the teen pregnancy rate in the United States is still substantially higher than in other western industrialized nations, and racial/ethnic and geographic disparities in teen birth rates persist. (CDC, Teen 2017; Stanger-Hall and Hall, 2011)

Because we as a society have determined that pregnancy and sexually transmitted diseases are unfavorable outcomes for adolescents, research identifying distinguishing characteristics in effective sexual education programs- whether comprehensive or abstinence-only- is key. According to Kirby et al., effective programs used social learning theories such as social cognitive theory, social inoculation theory, and cognitive behavioral theory, etc. as a foundation for program development and included a narrow focus on reducing sexual risk-taking behaviors that may lead to STD’s or unintended pregnancy. (1994) According to Jeffries et al., more than 140 national scientific organizations acknowledge that CSE can effectively meet adolescents’ sexual needs. Their conclusions are based upon numerous findings that CSE effectively promotes abstinence and may delay sexual debut, reduce sexual frequency, reduce the number of lifetime sexual partners, reduce the risk of STD transmission, and increase the likelihood of consistent contraceptive use. (2010) Silva, who analyzed the success rates of several studies, found that some studies believe that more parental involvement in teaching sexual behavior may have contributed to higher abstinence rates; however, she acknowledges that parents who were willing and able to participate in these programs may differ in important demographic or lifestyle characteristics from those who did not participate, possibly skewing the data collected. (2002) Through research based on a national analysis of all state data available, Stanger-Hall and Hall show that abstinence-only education doesn't reduce, and likely increases teen pregnancy rates, while comprehensive sexual education that included abstinence as a desired behavior was correlated with the lowest teen pregnancy rates across states. (2011) However, all of these studies have some limitations which make for a shaky foundation when creating new programs and protocols for more effective sexual education. As suggested by Silva, research in sex education could be greatly improved if more efforts were directed to test interventions utilizing random controlled trials, measuring intervening variables variables and a more careful and detailed reporting of the results. (2002)

One clear oversight in both abstinence-only and many comprehensive sexual education programs is the recognition and teaching of sexual diversity. Very little research has been completed with a view to understanding how to recognize and teach individuals who claim a sexuality other than heterosexuality and students who report any form of sexuality other than heterosexuality are removed from studies to keep the results consistent for the majority population studied. For example, Kohler et al. specify in their research that “Individuals reporting sexual orientation other than heterosexual were also excluded as programs do not address same-sex behaviors.” (2008) Denny and Young state that in their questionnaires that sexual intercourse is defined as “ the male’s penis is in the female’s vagina” while Weed and his group of researchers measured data based on “virgin students who went on to have vaginal sexual intercourse.” (2006; 2008) Valenti writes that educators in abstinence-only sexual education are mandated to define the term ‘marriage’ as only “a legal union between one man and one women as a husband and wife” and the word ‘spouse’ as only “a person of the opposite sex who is a husband or wife” (Valenti, 2009) Luker notes in her book that she restricted herself to heterosexuality discussions “as the public discussion itself did.” (2006) Blount states that same sex desire and gender nonconformity have been so strenuously and consistently rooted out of sexual education curricula that the need for rigorous scholarship and additions to sex education protocols is significant. (2016)

This oversight in the acknowledgment and instruction of sexual diversity has come at a high cost to LGBTQI students and young adults. Among young people (aged 13-24) diagnosed with HIV in 2015, 81% were gay and bisexual males. (CDC, Sexual 2017) Data provided from the 2015 National Youth Risk Behavior Survey of surveyed LGBT students states that these students are at an increased risk of being threatened, bullied, or injured on school property or online. LGBT students are also at an increased risk of sexual and physical dating violence, and rape. (no author, LGBT…2017) These students are more likely to have problems with depression and are four times more likely to commit suicide than heterosexual youth. (Frieden et al., 2015) Eight states- Alabama, Arizona, Louisiana, Mississippi, Oklahoma, South Carolina, Texas, and Utah- limit what teachers can say about homosexuality and some of these states require inaccurate information to be shared with students. (Segal, 2017) For instance, Alabama education law requires that sex education programs emphasize that homosexuality is not a lifestyle acceptable to the general public, that homosexual conduct is a criminal offense under the laws of the state, and prevents educators from mentioning “that some methods of sex are safe methods for homosexual sex.” (Rubenstein, 2017) Hess notes that if some abstinence-only providers mention homosexuality, it is mentioned as a lifestyle with shocking negative consequences that can only be solved by marrying someone of the opposite gender. (2010) Therefore, students who do not identify as heterosexual may not find any mention of sexual diversity in their taught curriculum and, if it is mentioned, only negative or possibly inaccurate information is provided. It is important to note that until recently, same sex marriage was not an available option for homosexual individuals, effectively telling these students that they must remain celibate throughout their life span. While the legal union of marriage is now open to either heterosexual or homosexual relationships, many sexual education programs still teach that if you are homosexual, you must remain abstinent unless you marry a partner of the opposite sex. (Hess, 2010) Lastly, teachers who identify as LGBTQI fall in the minority and it can still be a challenge for a teacher that is known to identify as other than heterosexual to keep a teaching job. This discrimination suggests to students that their sexuality can affect future employment unless closeted. (Jennings, 2005; Jackson, 2007)

Another significant problem with specific abstinence-only curricula is how these lessons are taught: metaphors used, abstinence decisions as absolutes, etc. Most abstinence-only curricula do not discuss consent or sexual assault, but do use metaphors that imply that sexual activity degrades the female body. (Valenti, 2009) These metaphors include licked cupcakes or chocolate, sharing cups of spit, chewed up gum, old and worn out shoes, a piece of tape, a rose with no petals, etc. (Rubenstein, 2017) When these metaphors are used or demonstrated to students, many students who have been victims of sexual assault see themselves as broken, dirty, or worthless. These metaphors increase feelings of shame, anger, and embarrassment in victims-- most of whom are women. (Valenti, 2009) Another drawback to using these metaphors is that the use of them can diminish the self worth of individuals who choose to have sex and make them more vulnerable to other health conditions such as depression, eating disorders, etc.

Therefore, it is vitally important that research is conducted and programs tailored to use successful strategies for teaching sexual education to students. An abbreviated listing of sexual education laws per state was compiled by the Guttmacher Foundation in early 2017 which found only 13 states require that the information taught in sexual education protocols must be medically accurate, only eight states require the teaching should be ‘culturally appropriate and unbiased’, and only two states require that sexual education teachings cannot promote religion. (no author, Sex 2017) According to Blount, no program will be successful until the curricula recognize young people as sexual beings, a viewpoint that defies many community assumptions about the sexual innocence of youth. He also states that researchers need to recognize or acknowledge the sexuality of adults who work with adolescents instead of the current standard of assumed asexuality or sexual purity of school workers as a class. (2016) It should also be a given that teachers’ beliefs about the content of sexual education curricula may influence what they teach their students despite what is specifically in the curriculum itself. (Jeffries et al., 2010) Zimmerman suggests that no program will be successful if, at its core, the goals are to control sexuality by fear. (2015) As there is so little consensus on what to teach, how to teach it, when to teach it and what aspects of programs are the most successful, it is vital to encourage further research and scholarship into the matter.

2018/10/13

Sexual and Gender Diverse Adolescents and the Failures of Traditional Education in Public Education: Post #1


* First part of the term paper titled "Sexual and Gender Diverse Adolescents and the Failures of Traditional Education in Public Education." This post covers the Abstract and the Background portion of the paper.

Abstract

Sexual Education in the United States has a long and controversial history. Discussions of whether the education is needed, who should distribute the information, where the education should occur, and what information should be included into curricula are all up for debate and disagreement. However, the majority of these discussions, legally mandated public school curricula, and for-profit sexual education speakers all focus on one particular subject: heterosexual sexual desire and behavior. As definitions of sexual behavior tend to normalize heterosexual behavior while ignoring sexually diverse behavior, the majority of studies performed are used to justify or develop public education lesson curricula that are focused on these particular aspects of sexuality. This leaves students who are gender or sexually diverse without any solid education with which to make healthy, informed decisions about their sexuality and behavior, leaving these individuals at high risk for negative consequences of sexual behavior. Therefore, it is vital that studies determine how educational curricula can be used to appropriately educate this minority segment of the population and how best to integrate the needed curricula into public education classrooms, as this is the most common place where sexual education takes place. Researchers and public health officials must also be aware of the risks specific to sexual diverse students that make these individuals less likely to participate fully and honestly in research where there is a perceived risk of confidentiality or privacy failures, allowing their personal information to be released to family, friends, or community members. Recognizing the perceived risks and determining research methods that can minimize these risks can create an environment for safe and complete participation by sexually diverse students which is vital for a full understanding of adolescent student needs.

For the purposes of this paper, individuals and populations that identify as sexually diverse include: gay, lesbian, queer, bisexual, questioning, as well as those who identify as gender non-conforming (transgender and intersex.)

Background

Very little research has been conducted with a view to understanding how to recognize and teach individuals who claim a sexuality other than heterosexuality. On the contrary, many researchers admit that students who report any form of sexuality other than heterosexuality are removed from their studies to keep the results consistent for the majority population studied. As such, the need for valid research that recognizes sexual diversity and works to understand the unique needs of these individuals is evident. Equally obvious are the challenges that an accurate study will have to overcome. As individuals who have sexual diversity in this country are in the minority and are also seen by many majority groups as being deviant (and a host of other negative labels), it will be challenging to create a research project that creates enough confidence in vulnerable individuals to take part while keeping their participation and divulged information confidential.

There is no shortage of data available on heterosexual behavior in adolescents. One question is whether researchers should attempt to separate heterosexual and sexually diverse subjects into separate research projects at all. It should be easier to get accurate information from these adolescents if they are participating in research that includes large quantities of participants so that their personal responses are blended into a larger group of participants and data collection. The majority of studies remove information from participants that admit to any sexuality other than heterosexuality, leaving not only a lack of studies on sexual diversity, but also only a narrow focus on specific forms of heterosexuality. Due to the limitations of the majority of studies performed, this author recommends that research should study the prevalence of sexual and gender diversity in adolescent populations as well as what information should be included in sexual education curricula in public education. This research should also collect statistics on age of sexual initiation, behaviors used, and self-reported negative consequences.

2018/10/12

Sexual and Gender Diverse Adolescents and the Failures of Traditional Education in Public Education: An Introduction


This post is an introduction to the next few post sharing a term paper that I completed for a class that I took that focused on sociology and education. The paper is long so I intend to break it into a few posts and I will have a post listing all sources for those who are interested. This topic is near and dear to my heart as I didn't feel like I got a very healthy view of sexuality from my public and religious education and I wondered how widespread disinformation or a lack of information was being taught. Turns out, its really more common than I expected. If fact, it appears that a lack of comprehensive sexual education is the norm and not an outlier at all.

I hope my readers enjoy the paper and, per usual, I am interested in your critique and comments. Enjoy.

2013/11/01

Rape, Assault, and the Damage to Individuals and our Society


So, over the last few weeks, we have covered the basic ideas of what trauma and torture are, an understanding of how it affects the individual victims by causing PTSD and other medical problems, and how if affects and changes the actions of family members, friends, and caregivers. So it seems only fitting that this week we look at some of the most common trauma in our society as well as how it changes and impacts our society as well. Some of the most common forms of violence and trauma in American society is physical and sexual assault. Some studies show that the United States has the highest rate of homicide than any other first world nation (approximately 8.3 per 100,000 people) with the exception of the Bahamas and Ecuador. (Isn't that pretty interesting that our country holds itself up as a Superpower and the 'police' of the world, but we as a nation cause just as much harm to each other as we do to other countries... maybe even more. Something to think about when looking at American culture and what we like or want to change about it.) While homicide is at the extreme end of the spectrum of violence, physical assault is much more common place and studies show that a considerable percentage of our population have experienced physical assault at least once in their lives. Adolescents and adults are most likely to be assaulted and both African American and Hispanic populations have higher rates of assault/ homicide over other racial groups.

There are a few subtle and clear paths to see the effects of both physical and sexual assault of the individuals in our society... and therefore, the society as a whole. Studies show that people who have either been victims of crime or family members of the former tend to behave and think differently in a few aspects of their life. Some numbers mentioned in the text express this trend:

1. 36% of family members that have experienced criminal homicide become more careful about their personal safety.

2. 74.7% of people who have had experience with alcohol related vehicular death also admit to taking extra precautions to protect themselves from crime.

3. 11.7% of victims choose to begin carrying a gun

Another number mentioned was that 94% of emergency room visits in 1994 where the patient was seen for violence related injuries, the injuries were attained as part of an assault. In general, women tend to fear being a victim of crime more than men and so they restrict many aspects of their lives and their behavior based on that fear... but most members of our society have some fear of being a victim at some point in their lives and that is a tragic statement in and of itself. Victims of assault (whether physical or sexual) are more likely to develop and have problems with chronic health conditions such as pain, gastrointestinal disorders, headaches as well as other complaints. Other concerns are that these individuals receive more medical care overall, have non normal sexual function, and challenges with somatic symptoms that as twice as frequent as the general population.... as well as bulimia and low body weight. They are less likely to see their health in a favorable light, are more likely to engage in unhealthy behaviors such as smoking and substance abuse and see a future ahead of them that is bleak and devoid of good things. In fact, rape and physical assault victims as associated with the highest levels of PTSD among women when compared with other civilian traumas.

One paradox that I see in our society is that as a rule, the victims of crime are seen as a part of the crime and some blame is attached to them. If a women is raped, it is because of her clothing, her choice to have a drink, her choice of friends, whether she 'fought' hard enough, etc.... I think that we tend to perpetuate this ideal because it helps each of us to 'feel' safer- we don't wear those clothes, etc.... but it is also so embedded into our culture as a way of controlling people – mostly women and minorities- that we don’t even realize that we are doing it. One of the pharmacists that I worked with at one point said that a teenager who was killed was entirely to blame for her own death as she made the choice to go see someone she had only known online and she must have been stupid as well. I was horrified by the statement and nothing I could say to her would change her opinion. However, I think that the textbook worded the thoughts that I was feeling best:

“Predatory assailants, not victims, cause assaults, irrespective of any risk factors the victims might possess.”

“...Studies show that all victim's behaviors are of lesser significance than offender characteristics in determining the outcome of sexual assault...”


It feel pretty conflicting to realize not only how common rape and assault are in our communities, county and the world overall, but to also learn how much these acts cause such long term harm not only to the individuals affected but also to our society as a whole was pretty challenging for me. I hear the terms rape culture and see the way people of both genders react when talking about cases of rape or sexual assault. But to see a brief view of the ripples that these acts are causing across the society I live in is staggering. Even if all assaults both sexual and physical ended today and never happened again in America... it would be generations (if ever) before our society recovered because of the damage caused in the past. I wonder how many of my reactions are involuntary based on my past. I wonder how as people modify their actions and behaviors that we model for the future generations, if we can ever really lose those behaviors.

What are your thoughts?

2010/12/08

Rape: The Continuing Quest for a Gender Neutral World


Abstract - While many words have one or two definitions, the term 'rape' will vary in some of its meanings depending on what words it is with or even in what state, country, or culture the word is then defined- almost all languages have a word for 'rape'. The most basic definition of the term can be stated as follows: “the act of non-consensual sexual penetration of the body using physical force or the threat of bodily harm.” While this definition is gender neutral- the commission of rape is not and the unfortunate victims of this crime are overwhelmingly female. Rape is not a problem that is limited to certain cultures or even certain situations and environments. Truly, rape is a global endemic problem that must be dealt with before any human being can hope to live in a less violent, unequal world. This paper has a few key aims and will discuss what rape is and its consequences for men, women, children, culture and society. It will also discuss why rape is a common practice, what can be done to try and change the risks and acceptance of rape, and will then juxtapose two countries (Nigeria and the United States- one “developing” and one “developed”) to compare statistics, culture, education and resources. This paper will then end with suggestions for change to start to minimize the incidence of rape.


The most basic definition of rape is “the act of non-consensual sexual penetration of the body using physical force or the threat of bodily harm.” To further explain rape and some of the environments that facilitate its use as a tool against another person, those individuals adept at defining this act will use terms such as 'date rape', 'marital rape', 'stranger rape', 'acquaintance rape' or even 'opportunistic rape', 'genocidal rape', 'political rape', 'incest', and 'forced concubinage'. Each of these terms above describe the same act of rape as defined in the basic definition listed above, but also give the respondent more information about the perpetrator and/or environment of the rape. The definition of these terms are listed below.

1. date rape – a rape that occurs in the context of a planned or spontaneous date.

2. marital rape – also known as 'wife rape': a rape that occurs in the context of a marital and sexual relationship.

3. stranger rape – a rape in which the assailant is a stranger to the victim.

4. acquaintance rape – a rape by an assailant the victim knows or is related to, but is not dating.

5. statutory rape – is sexual intercourse with individuals under the age of consent or individuals that are unable to consent such as physically and mentally incapacitated persons.

6. opportunistic rape – a rape that is facilitated by taking immediate advantage of any circumstance for your benefit to the detriment of others, such as “when combatants of the police or soldiers run amok and resort to rape in areas of intermittent civil disobedience.” The term 'war rape' would fit in this category. Opportunistic rape takes place when combatants run amok, assured of impunity in a lawless context.

7. genocidal rape – a rape where the goal of the aggressors is to destroy or inflict harm on the victim's group calculated to bring about the group's destruction. In genocide, the identity of the perpetrator is essential. The woman (and by extension, her group) must know not simply that the atrocity occurred, but who was responsible for it. Genocidal rape seeks to destroy an ethnic or political group perceived as being the enemy.

8. political rape – an act of rape that is used to change power structure and politics. Victims of political rape tend to be close family members of political participants, female party volunteers or supporters. It is a tool used by the perpetrators to hurt men (in areas of the world where women are seen as property) and to force change to the goals and interests of political groups – this tends to cause a politically violent environment. Political rape punishes individuals, families, or communities who hold different political views.

9. incest - The rape or consensual sexual act taking place between a male and female who are so closely linked by blood or affinity that such activity is prohibited by law and/or tradition. Some groups of people that would fit into this category include parent and child, brother and sister, uncle and niece, or aunt and nephew, and first cousins. Also, sexual relations are also frequently prohibited among individuals who are related by half-blood, including brothers and sisters and uncles and nieces of the half-blood. The term incest can include individuals that are old enough to provide consent, but is also used to describe the relationship and rape of a family member that is unable to consent due to age or does not consent but is forced by physical force or threat of harm.

10. forced concubinage - Forced concubinage involves the conscription or kidnapping of young girls to wash, cook, porter and have sex with soldiers and militiamen. This is a form of sexual enslavement not be confused with the historical usage of voluntarily illicit sexual relations between a man and women that could be financially or politically supportive to the female and/or her family.

These definitions are all very clear, but can be reworded, gender specific or treated as non-existent depending on where in the world you are. While developed countries are more likely to see rape is a crime and punish the offenders, many developed countries (and states within the United States) see some forms of rape as “less serious” than others. For example, only twenty US states have laws with no exceptions for marital rape. Developing countries may have few laws against rape and those that do may not have the political will or resources to punish rape offenders. Also, countries may have many definitions of rape that can be utilized by the powers that be that include federal, state, Sharia, and customary law- and which can lead to arbitrary decisions depending of the person who defines the crime and their perception of the seriousness of the crime. International law also has its own definitions of what “rape” actually entails. The Rome Statute defines rape in Article 7(1)(g) of the Elements of Crimes from 1998 states:

1. “The perpetrator invaded the body of a person by conduct resulting in penetration, however slight, of any part of the body of the victim or of the perpetrator with a sexual organ, or of the anal or genital opening of the victim with any object or any other part of the body.

2. The invasion was committed by force, or by threat of force or coercion, such as that caused by fear of violence, duress, detention, psychological oppression or abuse of power, against such person or another person, or by taking advantage of a coercive environment, or the invasion was committed against a person incapable of giving genuine consent."


Most international courts agree that rape is a human rights violation, torture, and can be a war crime.

No matter the definition of the rape, all people can agree with few exceptions that many types of rape behavior are rape and are unacceptable as such... whether they fit the exact definition or not. Rape is a crime that has been shown and well documented to cause many personal and societal difficulties. Victims of sexual assault can suffer severe physical pain and/or psychological pain and suffering. These can include reproductive consequences such as death, unwanted pregnancies, complications in childbirth, sexually transmitted infections including HIV/AIDS. Emotional mental concerns that stem from sexual assault can be insomnia, low self esteem, feelings of guilt and of being ashamed, depression, substance abuse, social isolation and communication and trust difficulties. Societal difficulties can include lost work time and education, more utilization of medical benefits and unplanned pregnancies, higher rates of disability and/or trauma, and other social problems. Women in certain countries and cultures have the added burden that being raped can lead to their murder, forced suicide or marriage, and social disgrace for their entire family. If the woman becomes pregnant, she may not only find she has many of the formerly mentioned problems, but now has the added burden of attempting to find an abortion provider if that is her choice. In some countries where abortion is legal, there may be less difficulty in finding a provider, but in many countries in the developing world unsafe abortions can constitute a serious public health-care problem and can often end in reproductive complications and death.

Rape is an act that is both personal and social. While rape can be performed and forced onto either gender, it is a crime that is predominately forced onto the female gender. Rape also doesn't discriminate by age either... and a three year old child or a 90 year old woman are both at risk for rape. The most common rape victims are females between 15 and 21 years of age and in the Unites States, 83% of rape cases that are reported show the victims as 24 years old or younger. Accurate statistics on the number of rapes per country is difficult to obtain for a few reasons: the social stigma of being raped discourages women from reporting the sexual assault and discrimination by the law, police and rape services can penalize the victim as well as cause more psychological damage to her. This is an act that harms women... and in turn their families and children, communities, and society as a whole.

So all of these statements beg the question of why rape at all? Why is rape tolerated and accepted in all parts of the world... or at the minimum ignored? If women make up half of the world's population, why do they carry the brunt of sexual assault, violence and rape (as well as do two-thirds of the work)? What are the benefits to a society that does not punish its offenders? The answers are not easy to define... or even decide which causal event is the most important. The answers seem to lie in culture and tradition, education (or lack thereof), fear, misogyny by both genders and political/system/governmental failure.

Culture and Patriarchal tradition have been in place and followed in many countries for hundreds of years. So while several societies in many ways have grown to value women bring to a society and have worked to give women many basic human rights (they are no longer considered male property in all countries for instance), violence against women in all countries can start before birth. Female fetuses are aborted by some because of their gender as some cultures prefer male children. Some cultures require female circumcision, a practice that can leave women maimed, traumatized and reproductively impaired- sometimes death to the women and if not, her future children are also at risk. Some cultures also promote early marriage which forces female children into marriage before they are mature enough physically, emotionally or mentally. And women in all countries are at a higher risk for domestic violence and sexual assault as they grow older. As males and females are born and grow in their cultures, many women find that their culture contains customs that are harmful to their well being. Males can grow up believing that women have a lower status or are inferior than men. They can also grow up hearing messages that males are 'superior', they 'own' women and women's bodies, and men are 'entitled' to or have a 'right' to sex. These messages help teach both men and women that women do not deserve equal treatment which in turn promotes gender-based violence and inequality. Some traditions require that females who have been violated must be killed to allow the family to retain their 'stolen' honor. Others require suicide on the part of the female and in still others, raped women may be chased out of their families to try and find their way in the world alone without the family's protection. And in some cultures, women become partners with perpetrators, luring women to be raped and physically harmed in the hopes that they will not be raped or harmed themselves- they become part of the problem, not the solution. Some cultures and societies teach misogyny so well that women themselves can become the major abusers of women, although men are more likely to rape. Women in these cultures can come to believe that there are 'bad' and inferior' and they deserve the abuse and poor treatment they receive from men and women alike.

Education is an essential element of gender violence and rape. There appears to be a correlation between education and rape in some studies and surveys. In one study published in 2003, Lochner and Moretti showed that just getting men to graduate from high school reduced their chances of participation in most criminal behavior including murder, but slightly increased their chances of rape. It was not clear if that was because as women became more educated, they were also more likely to report the crime. Other groups have found other factors that contribute to the high incidence of rape which were: parent absenteeism, childhood trauma, bullying and deeply embedded misogyny. Other risk factors can be alcohol and substance use. A lack of education has shown a higher incidence of sexually transmitted infections including HIV/AIDS for both men and women which causes problems for both genders with physical and reproductive health which can include death. Possibly due to rape as well as prostitution and illicit sex, HIV infections are higher in many areas for women where rape is more chaotic and prevalent. Barroso mentions that many women actually contract HIV after they are married in Africa where they are more likely to marry not from choice and are at risk for violence and exploitation. She also states “Women and girls bear a disproportionate and increasing share of the suffering caused by the (AIDS) epidemic. Migration, inter-generational sex between young females and older men, coerced sexual relations including rape, lack of economic opportunities, low education levels, and cultural attitudes all contribute to the spread of HIV/AIDS among women and girls.” Education for women helps dispel unnecessary fear from myths and allows women to make more choices that benefit them in their present... maybe helping them to have a safer future. Kristof and WuDunn interviewed Mahdere Paulos, a woman who runs the Ethiopian Women Lawyers Association. She states “Empowering women begins with eduction.”

Legal tradition in patriarchal societies has always favored the male gender and therefore most rapists as well. Amnesty International points out that current legislation in some areas of the world may actually penalize the rape victim and not the perpetrator. A coordinator for a gender activist group, Nhlanhla Mokoena said that the “law is on the side of perpetrators [of rape], rather than of the side of [rape] survivors." In some areas of the world, rape is used by the police and government as an interrogation technique to force confessions in the accused and even as a form of bail. How can rape survivors go to the police if they know there is a good chance that they will be re-victimized? Many countries including the US have instances where rapists were never charged or were offered plea deals for other forms of violence that allowed the offenders to escape punishment for the rape. Exceptions to rape law appear to be the 'rule', not exceptions in many cases. Even where laws are in place, if there is not the political will to prosecute offenders, there is no disincentive for rapists to stop their behavior. And some women have discovered that standing up for themselves and telling people of the violence and rape not only causes problems from the original perpetrators. Some victims may get pressure to remain quiet from many levels of government- sometimes up to the president of dictator themselves.

So how do many countries rate when it comes to protecting women? This is an impossible answer to be definitive about. Many countries do not keep rape statistics or other numbers that would help paint a picture of the true numbers of gender-based crime and rape. The countries that do collect statistics are aware that their numbers may be artificially low due to under-reporting, crime downgrading by police agencies, and ignorance by victims and medical agencies. While some forms of rape seem to be more common in 'developing nations' such as Nigeria, 'developed' nations such as the United States have their own forms of rape and the numbers for both countries on rape -where tabulated- are uncomfortably high.

Nigeria is a developing country in West Africa. It is the eighth most populous country in the world and the most populous country in which the majority of people are black. However, while Nigeria is a rising economic power, its records on human rights abuses- especially based on gender- is poor. Amnesty International has documented numerous instances of Nigerian police officers, both on and off duty, committing rape in many circumstances. It has also been documented that the Nigerian government does not punish perpetrators and doesn't offer rape victims any form of reparation. In 2002, a newspaper that frequently covers violence against women in Nigeria stated that they believe 4-6 girls and women are raped each day and the frequency of rape is increasing. They also reported that families are often intimidated and harassed into dropping criminal charges. In an editorial in September 2010, PMNews wrote: “Daily, newspapers and magazines are replete with horrible tales of rape. No gender is left out but the regular victims include female teenagers, housewives, female children and even female toddlers, not forgetting young boys who are sodomized for fetish reasons and sometimes for pleasure.... Punishment for rape is too lenient in Nigeria... According the the Child Rights Law in Nigeria (31(2) enacted by the federal government in May 2003, anyone convicted for rape is liable to life imprisonment. But nobody seems to be enforcing the law. Thus women and girls continue to be raped and molested.” Bisi Olateru-Olagbegi & Biola Akiyode Afolabi, in December 2004 wrote about rape and Nigerian courts. They state: “The manner in which rape trials are conducted and the nature of evidence required exposes the woman victim to indignity, making it a man’s trial, but a woman’s tribulation. In our criminal justice system, the burden of proof rests with the prosecution and guilt must be established beyond reasonable doubt. However in practice the victim is required to prove that she did not consent to rape. Quite often, medical evidence will show that the victim was raped but failure to provide ‘corroboration” will jeopardize the prosecution’s case. The requirement of penetration to prove rape cases which though is not part of the definition of rape but has been used over the years in decided cases has also denied women victims of rape the deserved justice from the law courts. It has been suggested that the law needs to be redefined and the Evidence Act amended.” Sokari states,”In Nigeria 20-40% of young girls are forced into marriage and the majority of those take place amongst Northern Muslims under Sharia Law.” The penal code in Nigeria also helps to condone child rape because sexual intercourse with a child is legal if you are married to her and she has obtained puberty- menstrual period is the usually used indicator. So the crime of child rape can easily be dismissed if the 'child' can be proved to have had a menstrual cycle... and becomes a rape against an adult which is under-prosecuted, under-reported, and easily dismissed if the family forces the child to marry her rapist. A survey done in Nigeria reported that 17% of Nigerian women said that they had endured rape or attempted rape by the time they had turned nineteen.

The United States is a developed country in North America. It is the third largest and populous country in the world and is one of the world's most ethnically diverse and multicultural nations. The United States is the largest national economy. It has many legally protected human rights and took a leading role in the drafting of the Universal Declaration of Human Rights in December 1948. However, the United States has been criticized over the last several years for human rights violations and for actively attempting to undermine the Rome Statute of the International Criminal Court. The United States does try and keep fairly good records and documentation of rape statistics so as a society we can have a better picture of the actual numbers of victims. However, it must be pointed out again that rape is an under-reported crime so the numbers do not necessarily reflect the actual number of rapes in the country. It is estimated that one out of every three women will be sexually assaulted in her lifetime and that the United States has the world's highest rape rate globally of the countries that actually collect and publish the data. According to 'Cease', in the United States, 1.3 women are raped every minute. That results in 78 rapes each hour, 1872 rapes each day, 56160 rapes each month and 683,280 rapes each year. It is also thought that only 16% of all rapes are ever reported to the police. According to the Justice Department, about 81% of rape victims are white, 18% are black, and 1% are of other races. It can also be shown that rape on college campuses is rarely punished by the state or the college in question – or the punishment doesn't really 'fit the crime'. Some groups are even starting to try and track evidence of 'serial rapists' on college campuses and how a rapist can become a serial rapist... because the offender rarely has serious consequences and rarely gets caught.

From looking at the statistics and the information given by NGO's, I few similarities and differences appear to me when placing the data about Nigeria and the Unites States side by side. First, both countries have large statistics of rape although some forms of rape look like they are more common in Nigeria and some may be more common in the United States. Both countries really need to look at ways of reducing the incidence of rape. While in many cases the United States does prosecute more offenders of rape, as a society, women are still discriminated against and considered inferior. On 11/17/20, the United States Senate wasn't able to pass the Paycheck Fairness Act so American women will continue to still be paid less for their work- even when they are doing the same work as a male counterpart. So while the United States should take pride in its attempts to help women and work toward gender equality, failure to pass laws that require gender neutrality keep a society unequal and the individuals that 'appear' to be inferior will be more likely to have to deal with violence and rape. Rape is common in both the 'developed' and the 'developing' world. Both countries have exceptions to rape laws that allow some forms of rape to go mostly unpunished. Both countries have areas of entitlement when it comes to rape- an area or circumstance that makes the offender very likely to get away with the crime and to cause more injury to the victim. Both countries show some tolerance for rape, although it appears that Nigeria, due to a more sexist culture, has more tolerance for rape and its perpetrators. The United States has hundreds of resources for rape education and for the victims of rape and with legal human right's laws, women have a better chance of getting help after the rape than the victims in Nigeria... and that their rapists will be prosecuted. It appears that except for NGO's, Nigeria has few resources that rape victims can use to help or protect themselves.

The answers to reduce the risk for rape are easy to say, but far harder to accomplish. In the United States, sex education and self defense classes help teach women how to defend themselves from attack. Education in families and communities that enlightens men to the risk towards women and help teach both males and females when they are young about gender equality help make the smallest baby steps towards change. Even small forms of education can make a big difference. Talking about the common rape myths (women encourage rape, men can't control themselves, etc...) and why they are incorrect can help individuals to really look at their thoughts on gender, equality, and rape. Rape-Awareness workshops can also help people learn about rape and its concerns- in one survey from a workshop, both college men and women were asked separately what steps each of them takes each day to protect themselves from being sexually assaulted or raped. The forms were then passed around and this exercise showed that men do not do anything to protect themselves from rape that is out of the ordinary, but women do many things. This exercise helps to educate men to be aware of the extra steps women need to take to protect themselves and when questioned after the exercise, most of the men said that they had not been aware of the steps that women routinely take to avoid sexual assault. Some groups, such as Mentors in Violence Prevention, do visualization exercises where all male groups are given a pretend scenario where a women they care about is being raped with a bystander nearby. They are then asked to try and imagine how the women felt and how they felt about the bystander who did nothing. The scenarios are then changed as some of the men talk turns being the bystander themselves, changing their viewpoint of the situation. Men play a very important part in rape prevention by helping to reduce the occurrence of rape, helping to change situations where rape might occur or stopping a rape in progress, and helping to change the attitudes of other males that may lead to rape. A MS magazine study of 7000 students at 35 universities over a three year period show that “one in twelve men admitted to having fulfilled the prevailing definition or rape or attempted rape, yet virtually none of those men considered themselves rapists”. This study suggests that men need education on rape awareness because you must understand it, to try and stop it. Also, culture change must happen so that as a culture, we stop looking for excuses for the victim to have some responsibility for her assault. Amy Nicholson in a blog post states “A woman’s body is not a security risk. A woman’s body is not an unsecured fire, a wallet peeking out of a back pocket. A woman who wants to go to the toilet unaccompanied is not an invitation to a violent criminal, and the longer it is treated as such the more regularly attacks like this will be blamed on the victim.... Make the perpetrator, not the victim, the focus of your response. Placing more emphasis on the offender and not on blaming the victim is one of the thought processes that needs to be changed to make rape a more rare occurrence.

Rape is a crime that harms more than the victim. It causes harm to the perpetrator, the families of both and the surrounding communities. Sexual violence is not a solution to many problems and causes many problems that can take decades if ever to fix. Mohamoud Fathalla once stated: “Women are not dying because we cannot treat them. They are dying because societies are yet to make decision that their lives are worth saving.” It is the same with rape.

2010/10/05

Introspection and Sexual Activities.....

This was a question that was recently asked in one of my classes and something that hasn't really come up in my life. I thought it was an interesting question because my answer when I was first married would actually be different than they way I answer this question now. So I have added the question and my response in the idea of opening up the question for others to think about. The question is in bold and my answer is underneath. :)

Imagine for a moment you are in a sexually active relationship with someone you love deeply and with whom you are hoping to spend the rest of your life. One evening, your partner expresses a desire to engage in a sexual activity that you are not interested in and that you find somewhat offensive (you pick the activity- you do not have to share this activity with the class). How would you react? Explain what you think would be the best way to handle this situation in your relationship.

Well, I think there are two things that need to be thought about. The first is me- why am I not interested in it? Am I not interested because I think it is painful... bad... ridiculous, etc? Would I feel differently if I had some more information about the activity... maybe if I could talk about my concerns and know that they would be addressed. Maybe we could give it a try understanding that I had the power to say stop? I think that is the most important question to ask first.

The next question is whether I felt I could discuss all this with my partner. Obviously if I didn't think I could express my feelings in this regard, that could be a problem... or at least shows a potential problem in the relationship. And if I can not ask.. why not? That is... what do I fear will happen? If I just fear being laughed at and maybe looking silly, that seems like a reasonable risk to take. If I fear the loss of the relationship... well, how sturdy is this relationship if one item (even a biggie like this) can totally derail it? If I fear worse such as violence, than maybe I need to speak to a counselor and no matter how much I adore the gentlemen, it might be time to leave. If I did feel like I could discuss this with my partner, then am I willing to talk about the 'above' and see if it is possible and if trying might be a good idea. When talking it out, both partners might decide that the possible pleasure may not outweigh the possible risks, confusion, etc...

If I think about and I just can't bring myself to even think about it, I think that I would have to let my partner know. And I couldn't just say 'I don't want to do that'. I would need to explain my reasoning in a calm and rational way (again, why I had to ask the first question of why I wasn't interested). I think that most individuals might be disappointed, but would also be understanding and accepting if they loved their partner and could see their concerns – maybe not agree with them but could understand their partners perspective on the activity. Some might not and it might require some compromise. For instance, would I be willing if I am adamant to not do the activity... would I be willing to look at information, etc... about the activity with my partner to see if we both might feel a little differently. Am I willing to experiment with something else that might be 'fun' and might be a reasonable compromise so my partner gets something 'new' and I get something 'comfortable'. If we are both adamant about the issue, we may both need to back off and think about it and if we are just unable to compromise on it, maybe go to a counselor so we can have a third party to help us compromise. Otherwise, I think the potential for resentment and anger is high... and at the upper scale I think abuse or dominance could happen.

What do you think? How would you handle this situation if this was something you had to deal with?

Just my thoughts...