School-based Sexuality Education Experiences across Three Generations of Sexual Minority People

Attitudes Toward Using and Willingness to Use a Hypothetical Online Sex Communication Intervention for Parents of Sexual and Gender Minority Adolescents

Although parents of sexual and gender minority (SGM) adolescents play a critical role in communicating about sexual health to their children, most parents have reported that they are unknowledgeable and uncomfortable talking about sexual health to their SGM adolescent. Because of the limited availability of sex education programs for parents of SGM adolescents, the study aimed to (1) describe the attitudes toward using and willingness to use a hypothetical online sex communication intervention for parents of SGM adolescents and (2) examine factors associated with willingness to use such an intervention. Parents of SGM adolescents from across the United States (N = 385) completed an online survey from March 10-16, 2023. Most participants were open to participating in a hypothetical online sex communication program and had positive attitudes toward it. Logistic regression results showed that participants who overall agreed a hypothetical online parent-based sex education intervention would be helpful and of interest had higher odds of being overall willing to participate in such a hypothetical intervention. Additionally, participants with higher income levels were also more likely to be willing to participate in a hypothetical program. Results from this exploratory study suggest that most parents of SGM adolescents have positive attitudes toward a hypothetical online parent-based sex education program and are willing to participate in it, highlighting a need to develop sex education programs tailored to the needs and preferences of parents of SGM adolescents. Additionally, equitable access to such programs is necessary especially regarding income level.

Whose Job Is It Anyway? Parents' Perspectives of Responsibilities for Educating Their Children About Sex

Introduction

Parents who do not feel responsible for parent-child sexual communication (PCSC) may be missing out on opportunities to engage in PCSC that has protective effects on children's sexual well-being. Using the theory of planned behavior and feminist theory, we explore how parents' PCSC attitudes and demographics are associated with perceptions of who is responsible for PCSC.

Methods

Using data collected in December 2019 through January 2020 from parents of 6-11-year-olds, we ran chi-square tests, ANOVAs, and logistic regressions to determine how parent PCSC attitudes and other parental factors are associated with parent perceptions of who is responsible for PCSC.

Results

The majority of parents saw themselves and/or a co-parent as primarily responsible for PCSC about facts and values. Bivariately, parents with higher scores of perceived positive PCSC outcomes, subjective norms, and self-efficacy were more likely to believe that they were solely responsible or shared an equal responsibility for PCSC. Multivariately, mothers and genderqueer parents, parents with the same gender as their child, and parents whose co-parent was less involved in parenting were more likely to report being solely responsible for PCSC.

Conclusions

Most parents saw themselves or a partner as most responsible for PCSC; parent and child gender were the strongest determinants of parents' perceptions of PCSC responsibility.

Policy Implications

These results suggest that it may be more effective for parent education to challenge and deconstruct traditional gender roles versus focusing on self-efficacy, norms, and perceived outcomes if we want to increase parents' perceived PCSC responsibility, especially within different-gender parent-child dyads.

A Comparison of Sexual Minority and Heterosexual College Students on Gendered Sexual Scripts and Sexual Coercion Perpetration

Prior work has identified endorsement of gendered sexual script beliefs as predictive of sexual coercion perpetration among heterosexual individuals, primarily men. This research is lacking among sexual minority individuals and may be important in informing inclusive and effective sexual coercion prevention efforts. The current study sought to (1) assess the level of adherence to gendered sexual script beliefs, (2) report relative rates of general sexual coercion and sexual intimate partner violence (IPV), and (3) examine the relationship between gendered sexual script beliefs and self-reported sexually coercive behavior among sexual minority and heterosexual college men and women. Undergraduate students (n = 1,199; 182 sexual minorities) completed self-report measures assessing gendered sexual script beliefs, sexual coercion perpetration, and sexual IPV. Results from Gender × Sexual Minority group ANOVAs and logistic regression analyses indicated similar rates of perpetration across sexual orientation groups, with men overall reporting the most perpetration. Furthermore, men and heterosexual individuals adhered more strongly to gendered sexual scripts than women and sexual minority individuals, respectively. Results of path models revealed no moderation by sexual orientation, and that adherence to gendered sexual scripts was positively related to sexual IPV perpetration among the full sample of heterosexual and nonheterosexual individuals, though this effect was small. Gendered sexual scripts did not significantly relate to general sexual coercion perpetration among the full sample, suggesting that traditional sexual script beliefs may not be as relevant to perpetration in a contemporary college sample. This study adds to limited literature on sexual coercion perpetration among sexual minority individuals and is an important step in understanding relationships between endorsement of gendered sexual script beliefs and sexual coercion perpetration among sexual minority and heterosexual college students.

Innovation and Integration of Sexuality in Family Life Education

As a fundamental aspect of the human experience, sexuality is experienced at every stage in the lifespan. Sexual values, behaviors, and health are important components of individual and family well-being. Educating about such a fundamental aspect of life is both obvious and crucial. In this article, we consider the potential of sexuality education in the field and profession of family life education (FLE). We critique sexuality education in the United States, and we critique the marginal place of human sexuality in the FLE field. We then offer recommendations for incorporating lifespan, socio-ecological, family systems and intersectionality into sexuality education, and recommendations for FLE and sexuality education research and practice. We argue that educating about sexuality in the context of FLE-and activating the profession of FLE for sexuality education-will strategically advance sexuality education, sexual health, and the field of FLE.