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Eleuteri S, Girardi M, Spadola R, Todaro E. Inclusion Goals: What Sex Education for LGBTQIA+ Adolescents? CHILDREN (BASEL, SWITZERLAND) 2024; 11:966. [PMID: 39201900 PMCID: PMC11352361 DOI: 10.3390/children11080966] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/13/2024] [Revised: 08/03/2024] [Accepted: 08/09/2024] [Indexed: 09/03/2024]
Abstract
According to the World Health Organization and the World Association for Sexual Health (WAS) Declaration of Sexual Rights, sex education aims to provide children and adolescents with comprehensive knowledge, skills, attitudes, and values, promoting equality and nondiscrimination while upholding freedom of thought and expression. However, current school curricula often focus on dichotomous sexual identity and hetero-cis-normative prevention strategies, neglecting the needs of gender minority (GM) and sexual minority (SM) youths. In family settings, discussions typically revolve around sexual risk reduction and basic contraception, omitting relational aspects and components of sexual identity such as orientations and gender expressions. This discrepancy highlights a gap between the official goals of sex education and its practical implementation, reflecting a cultural deficit in familial sex education. This study reviews the scientific literature on sexual health promotion interventions from 2015 to 2024 to identify inclusive approaches that enhance the participation of all youths, not just hetero-cis-normative individuals. The hypothesis is that most interventions primarily serve heterosexual and cisgender youths, indicating a need for more inclusive strategies to achieve better sexual health and educational outcomes. The study also suggests expanding curricula to align with recognized guidelines and the diverse needs of youth.
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Affiliation(s)
- Stefano Eleuteri
- Institute of Clinical Sexology, 00198 Rome, Italy; (M.G.); (R.S.); (E.T.)
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2
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Ertl MM, Maroney MR, Becker A, Paschen-Wolff MM, Blankenau A, Hoffman S, Tross S. Sexual and Reproductive Justice and Health Equity for LGBTQ+ Women. JOURNAL OF LESBIAN STUDIES 2024:1-29. [PMID: 38946155 DOI: 10.1080/10894160.2024.2369434] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/02/2024]
Abstract
LGBTQ+ women have long been overlooked in sexual and reproductive health research. However, recent research has established that LGBTQ+ women have unique and specific needs that need to be addressed in order to improve effectiveness of sexual health education and practice with this historically and presently underserved population. Informed by a reproductive justice framework coupled with liberation psychology theory, this review discusses the current state of sexual and reproductive health and technologies among LGBTQ+ women. In particular, we focus on a range of HIV prevention and reproductive technologies and their use and promotion, including the internal condom, abortion, oral contraceptives, dapivirine ring, HIV pre-exposure prophylaxis, intrauterine device, and other less studied options, such as the contraceptive sponge. Grounded in an intersectional framing, this review acknowledges the intersecting systems of oppression that affect multiply marginalized women inequitably and disproportionately. A sociohistorical, critical lens is applied to acknowledge the well-documented racist origins of reproductive health technologies and ongoing coercive practices that have led to medical mistrust among marginalized and stigmatized communities, particularly racialized LGBTQ+ women, women with disabilities, and women who are poor or incarcerated. Moreover, we discuss the urgent need to center LGBTQ+ women in research and clinical care, community-engaged health promotion efforts, affirming non-heteronormative sexual health education, and health policies that prioritize autonomy and dismantle structural barriers for this population. We conclude with recommendations and future directions in this area to remedy entrenched disparities in health.
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Affiliation(s)
- Melissa M Ertl
- Department of Psychology, University of Minnesota, Minneapolis, MN, USA
| | - Meredith R Maroney
- Department of Counseling and School Psychology, University of Massachusetts Boston, Boston, MA, USA
| | - Andréa Becker
- Department of Sociology, Hunter College, New York, NY, USA
| | - Margaret M Paschen-Wolff
- Department of Psychiatry, Division on Substance Use Disorders, New York State Psychiatric Institute, Columbia University Irving Medical Center, New York, NY, USA
| | - Amelia Blankenau
- Department of Psychology, University of Minnesota, Minneapolis, MN, USA
| | - Susie Hoffman
- Department of Psychiatry, HIV Center for Clinical and Behavioral Studies at New York State Psychiatric Institute and Columbia University, New York, NY, USA
- Department of Epidemiology, Columbia University Mailman School of Public Health, New York, NY, USA
| | - Susan Tross
- Department of Psychiatry, Division on Substance Use Disorders, New York State Psychiatric Institute, Columbia University Irving Medical Center, New York, NY, USA
- Department of Psychiatry, HIV Center for Clinical and Behavioral Studies at New York State Psychiatric Institute and Columbia University, New York, NY, USA
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3
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O’Kane KMK, Goldberg SY, Bouchard KN, Dawson SJ. Busting MisconSEXions: evaluation of a social media knowledge translation initiative addressing myths about sex. Front Psychol 2024; 15:1347493. [PMID: 39006551 PMCID: PMC11241140 DOI: 10.3389/fpsyg.2024.1347493] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2023] [Accepted: 06/10/2024] [Indexed: 07/16/2024] Open
Abstract
There is a critical gap in sex education such that many people lack access to evidence-based and accessible information about sexuality, putting them at risk for endorsing myths about sex and in turn having poorer sexual wellbeing. To address this gap, we developed a novel social media knowledge translation initiative-MisconSEXions-to debunk common myths about sexuality. The goal of this study was twofold. First, to examine whether exposure to MisconSEXions is effective for reducing sexuality myth endorsement. Second, to evaluate the acceptability (participants' satisfaction with the content), appropriateness (the perceived fit of the content with participants), adoption (participants' intention to engage with the initiative), and penetration (participants' perception of the content's impact on their lives) of MisconSEXions among study participants. We also examined possible group differences in our observed effects by assigned sex, gender modality, and sexual orientation. A large and diverse sample (N = 2,356) of adults completed an online survey and reported on their demographics, sexuality myth endorsement before and after exposure to MisconSEXions content, and the acceptability, appropriateness, adoption, and penetration of the MisconSEXions content. We found that participants' sexuality myth endorsement was significantly lower following exposure to MisconSEXions content, and this effect held across assigned sex, gender modality, and sexual orientation groups. Regardless of participants' assigned sex, gender modality, or sexual orientation, MisconSEXions content was reported to be both acceptable and appropriate to people's lives. Participants reported relatively low levels of adoption, such that they reported reluctance to engage with the content on social media. Additionally, participants reported mixed feelings regarding the impact of the content on their lives (i.e., penetration). Overall, the findings have implications for how sexuality social media knowledge translation initiatives can fill important gaps in providing inclusive and accessible sex education.
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Affiliation(s)
- Kiarah M. K. O’Kane
- Department of Psychology, The University of British Columbia, Vancouver, BC, Canada
| | - Simone Y. Goldberg
- Department of Psychology, The University of British Columbia, Vancouver, BC, Canada
| | - Katrina N. Bouchard
- Department of Obstetrics and Gynaecology, The University of British Columbia, Vancouver, BC, Canada
| | - Samantha J. Dawson
- Department of Psychology, The University of British Columbia, Vancouver, BC, Canada
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Versloot-Swildens MC, de Graaf H, Twisk JWR, Popma A, Nauta-Jansen LMC. Effectiveness of a Comprehensive School-Based Sex Education Program for Young Adolescents in the Netherlands. J Youth Adolesc 2024; 53:998-1014. [PMID: 38055133 DOI: 10.1007/s10964-023-01903-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/25/2023] [Accepted: 11/11/2023] [Indexed: 12/07/2023]
Abstract
Most sexual education programs traditionally focused on providing sexual information regarding the risks of sex. However, current studies on sexual behavior in youth show a need for truly comprehensive sex education approaches with a sex-positive focus on sexuality, that effectively improve sexual competence. Therefore, in the current study the effectiveness of "Love is…", a four lesson school-based program based on the Sexual Interactional Competence model and Attitude-Social-Influence-Self-Efficacy-model was studied. A cluster-randomized controlled trial on the effectiveness of "Love is…" was conducted in 2018-2020. The sample consisted of 1160 adolescents in grades 8 and 9 from nine schools in the Netherlands. The sample was 48% female, 34% Dutch/Caucasian, 41% none-religious and 50% higher educated. They were randomized at class level into a program group [n = 32 classes; 567 students (Mage = 13.74 (SD = 0.74))] and a control group [n = 31 classes; 593 students (Mage = 13.86 (SD = 0.73))]. Results showed that "Love is…" increased sexual knowledge, that adolescents in the program group showed less cyber victim blaming attitudes and increased in communications skills after the program. In conclusion, the current study shows that "Love is…" was effective not only on the knowledge level, but also regarding sexual attitudes and competences. However, due to the developmental process of sexuality, there is a necessity to continue lessons in following grades through booster sessions by reinforcing competences as communicating comfortably about sexuality.On 12 November 2019 the study design and hypotheses were registered in the Dutch Trial Registration, number NL8150. ( https://onderzoekmetmensen.nl/nl/trial/26676 ).
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Affiliation(s)
- M C Versloot-Swildens
- Department of Child and Adolescent Psychiatry Amsterdam UMC, Amsterdam, the Netherlands.
| | - H de Graaf
- Rutgers, Dutch Centre of Expertise on Sexual and Reproductive Health and Rights, Utrecht, the Netherlands
| | - J W R Twisk
- Department of Epidemiology and Biostatistics, VU University Medical Center, Amsterdam, the Netherlands
| | - A Popma
- Department of Child and Adolescent Psychiatry Amsterdam UMC, Amsterdam, the Netherlands
| | - L M C Nauta-Jansen
- Department of Child and Adolescent Psychiatry Amsterdam UMC, Amsterdam, the Netherlands
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5
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Rabbitte M, Enriquez M. Factors that impact assigned female sexual minority individuals health care experiences: A qualitative descriptive study. AMERICAN JOURNAL OF SEXUALITY EDUCATION 2023; 19:97-120. [PMID: 38576876 PMCID: PMC10989845 DOI: 10.1080/15546128.2023.2187502] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 04/06/2024]
Abstract
This qualitative descriptive study identified factors that impact assigned female at birth (AFAB) cisgender and non-binary sexual minority individuals' decision to engage, or not engage, in health-seeking behaviors and receive preventative health care services. AFAB sexual minority individuals were asked to describe their health care experiences to determine modifiable factors that could improve their intention to seek care and improve their health care experiences. Purposive sampling was used to recruit AFAB sexual minority individuals between 18-30 years of age in the Chicago metropolitan area. Three main themes emerged from data acquired through individual interviews: (1) "ask the right questions"; main themes (2 lack of trust in health professionals; (3 the need for better sexual health education. An important finding was participants wanted to be asked about their sexual orientation, sexual behavior, and gender identity. Participants wanted to be able to share their sexual orientation and gender identity with health care professionals so they could receive appropriate care, accurate information, and feel comfortable sharing aspects about their life. Additionally, the results suggested that general and health sciences curricula should include content about diverse sexual and gender minority populations. Findings have important implications for health education and clinical practice.
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Clonan‐Roy K, Naser S, Fuller K, Goncy E. Sexual and gender diverse youth's marginalization in school based sex education and development of adaptive competencies. PSYCHOLOGY IN THE SCHOOLS 2023. [DOI: 10.1002/pits.22881] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/17/2023]
Affiliation(s)
- Katie Clonan‐Roy
- Department of Curriculum & Foundations Cleveland State University Cleveland Ohio USA
| | - Shereen Naser
- Department of Psychology Cleveland State University Cleveland Ohio USA
| | - Kimberly Fuller
- School of Social Work Cleveland State University Cleveland Ohio USA
| | - Elizabeth Goncy
- Department of Psychology Cleveland State University Cleveland Ohio USA
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7
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Cheung M, Leung P, Zhou S, Yu M, Chen X, Ford A, Huang YJ. Timing of Sexuality Education: Hong Kong Preteens' Perception of Sexual Health. ARCHIVES OF SEXUAL BEHAVIOR 2023; 52:95-106. [PMID: 36376745 DOI: 10.1007/s10508-022-02471-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/28/2021] [Revised: 11/03/2022] [Accepted: 11/03/2022] [Indexed: 06/16/2023]
Abstract
Although young people want to know more about sexuality, they do not feel they have received what they need to learn. In Chinese societies, scant research has solicited direct input from the youth to obtain their views on sexuality education (SE) deliverables. We found research gaps in the lack of Chinese preteens' input regarding SE timing, knowledge perception, learning readiness, and preteens' reasons for obtaining information about sexual health. In Hong Kong, a not-for-profit agency collected data from Chinese preadolescents who expressed opinions through a general survey. This agency surveyed students from 24 primary schools and provided anonymous secondary data for this team to analyze further. Among 4569 fifth- and sixth-grade students (average 11 years old), girls were more likely than boys to seek sex-related information from teachers, library books, and mothers. In contrast, boys were more likely than girls to obtain information from friends, pornographic comics, and the internet. Logistic regression analysis indicated that gender, age, instructional sources, openness to sexual health knowledge, and perceived and actual levels of knowledge predicted preteens' desire to receive SE earlier in grade school. Girls and older students were significantly more likely to report their preference to receive SE in an earlier grade. We recommend that preteens and their parents be encouraged to collaborate with teachers to participate in school-based SE programming.
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Affiliation(s)
- Monit Cheung
- Graduate College of Social Work, University of Houston, Houston, TX, USA
| | - Patrick Leung
- Graduate College of Social Work, University of Houston, Houston, TX, USA
| | - Shu Zhou
- Huazhong University of Science and Technology, Wuhan, China
| | - Miao Yu
- School of Social Work, University of Texas at Arlington, Arlington, TX, USA
| | - Xin Chen
- School of Social Sciences, Soochow University, Suzhou, China
| | - Amanda Ford
- College of Education and Behavioural Sciences, Houston Baptist University, Houston, TX, USA
| | - Yu-Ju Huang
- Department of Medical Sociology and Social Work, Kaohsiung Medical University, Kaohsiung, 80708, Taiwan.
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Warwick RM, Araya AC, Shumer DE, Selkie EM. Transgender Youths' Sexual Health and Education: A Qualitative Analysis. J Pediatr Adolesc Gynecol 2022; 35:138-146. [PMID: 34619356 DOI: 10.1016/j.jpag.2021.09.011] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/26/2021] [Revised: 09/21/2021] [Accepted: 09/29/2021] [Indexed: 02/02/2023]
Abstract
STUDY OBJECTIVE To characterize transgender adolescents' sexual behaviors, identities, and their perceived experiences with sex education. DESIGN Semi-structured interviews were conducted and addressed sexual experiences and perceptions of sex education received from family, school educators, and healthcare providers. Interviews were audio recorded, transcribed, and analyzed utilizing NVivo 12 software for thematic analysis. SETTING Child and adolescent gender services clinic at a Midwestern university-based medical center in the United States. PARTICIPANTS 30 transgender adolescents between the ages of 15 to 20. INTERVENTIONS AND MAIN OUTCOME MEASURES Themes generated during semi-structured interviews. RESULTS Sexual orientations were inclusive of attractions to a spectrum of gender identities. Libido was perceived to be impacted by gender-affirming hormone therapy, which was unanticipated for some adolescents. Family and school-based sex education was perceived to be relevant only for heterosexual and cisgender adolescents. Inclusive education for transgender adolescents was desired. Counseling provided by gender-affirming providers on sexual health was trusted and other healthcare providers were perceived to lack training on gender-inclusive care. CONCLUSION This study demonstrated that families and school educators did not provide sex education perceived to be applicable to transgender adolescents. Similarly, healthcare providers of transgender adolescents were perceived to not provide inclusive or comprehensive medical care in comparison to physicians who routinely provide gender-affirming care. Gaps in education and healthcare could be improved with sex education outreach or training for families and school educators as well as the development and implementation of professional competencies for pediatricians on transgender adolescent healthcare.
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Affiliation(s)
| | - Adrian C Araya
- Division of Pediatric Endocrinology, Michigan Medicine, Ann Arbor, MI
| | - Daniel E Shumer
- Division of Pediatric Endocrinology, Michigan Medicine, Ann Arbor, MI
| | - Ellen M Selkie
- Division of Adolescent Medicine, Michigan Medicine, Ann Arbor, MI
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Abreu RL, Audette L, Mitchell Y, Simpson I, Ward J, Ackerman L, Gonzalez KA, Washington K. LGBTQ student experiences in schools from 2009–2019: A systematic review of study characteristics and recommendations for prevention and intervention in school psychology journals. PSYCHOLOGY IN THE SCHOOLS 2022. [DOI: 10.1002/pits.22508] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Roberto L. Abreu
- Department of Psychology University of Florida Gainesville Florida USA
| | - Lillian Audette
- Department of Psychology Tennessee State University Nashville Tennessee USA
| | - Y'Londa Mitchell
- Department of Psychology Tennessee State University Nashville Tennessee USA
| | - Ina Simpson
- Department of Psychology Tennessee State University Nashville Tennessee USA
| | - Jessica Ward
- Department of Psychology Tennessee State University Nashville Tennessee USA
| | - Lindsay Ackerman
- Department of Psychology Tennessee State University Nashville Tennessee USA
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10
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Flanders CE, Dinh RN, Pragg L, Dobinson C, Logie CH. Young Sexual Minority Women's Evaluation Processes of Online and Digital Sexual Health Information. HEALTH COMMUNICATION 2021; 36:1286-1294. [PMID: 32323570 DOI: 10.1080/10410236.2020.1751381] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Young sexual minority women (SMW) report worse sexual health outcomes in comparison to their heterosexual peers. One potential reason for this disparity could be SMW's lack of access to accurate and appropriate sexual health information. Many sexual minority youth report school-based sexual health curricula to be less useful than do heterosexual youth. As such, SMW may be more likely to seek sexual health information online. However, not all online sexual health information is relevant to the health needs of young SMW, and resources targeting SMW have been found to be lower in quality. Understanding more about how young SMW navigate and evaluate online sexual health resources is necessary to better identify their pathways of access to information. The current qualitative study addresses this issue through analyzing data from a series of focus groups with young SMW on their experiences of evaluating online sexual health information. The primary findings indicate that the young SMW in the current sample employ an extensive filtering system to identify the quality of any particular resource, and the criteria for these systems differ depending upon whether participants were seeking personal narratives or evidence-based information. Implications for sexual health information communication and interactions with healthcare providers are addressed.
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Affiliation(s)
| | - Ren N Dinh
- Department of Psychology and Education, Mount Holyoke College
| | - Lauren Pragg
- Department of Social and Political Thought, York University
| | | | - Carmen H Logie
- Factor-Inwentash Faculty of Social Work, University of Toronto
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Baker AM, Jahn JL, Tan AS, Katz-Wise SL, Viswanath K, Bishop RA, Agénor M. Sexual Health Information Sources, Needs, and Preferences of Young Adult Sexual Minority Cisgender Women and Non-Binary Individuals Assigned Female at Birth. SEXUALITY RESEARCH & SOCIAL POLICY : JOURNAL OF NSRC : SR & SP 2021; 18:775-787. [PMID: 34484461 PMCID: PMC8414874 DOI: 10.1007/s13178-020-00501-6] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 09/04/2020] [Indexed: 06/13/2023]
Abstract
BACKGROUND Young adult sexual minority women (SMW) have unique sexual health needs and higher rates of some poor sexual health outcomes compared to their heterosexual peers. Unequal access to relevant sexual health information may contribute to sexual orientation disparities in sexual health among women, but research on sexual health communication among SMW is sparse. METHODS In-depth interviews conducted in 2016-2017 investigated sexual health communication in a sample of 29 racially/ethnically diverse cisgender women and non-binary individuals assigned female at birth who were between 19 and 36 years of age and identified as a sexual minority. Data were analyzed using a thematic analysis approach that involved inductive and deductive coding to identify themes. RESULTS Three broad themes were identified: 1) sources of sexual health information; 2) sexual health information needs; and 3) preferences for sexual health information delivery. Participants discussed and critiqued the Internet, other mass media, health care providers, school-based sex education, family, and peers/partners as sources of sexual health information. Participants expressed a need for customized, non-heteronormative information pertaining to sexually transmitted infection risk and prevention. They preferred receiving information from health care providers, the Internet, and other mass media, and some also suggested school-based sex education and peer education as methods for delivering information. CONCLUSIONS Participants expressed clear desires for relevant, high-quality sexual health information delivered through a variety of channels, especially the Internet, other mass media, and health care providers. POLICY IMPLICATIONS Findings call for policies that improve provision of sexual health information through health care providers, online resources, and school-based sex education.
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Affiliation(s)
- Allison M. Baker
- Department of Social and Behavioral Sciences, Harvard T.H. Chan School of Public Health, Boston, MA, USA
| | - Jaquelyn L. Jahn
- Department of Social and Behavioral Sciences, Harvard T.H. Chan School of Public Health, Boston, MA, USA
| | - Andy S.L. Tan
- Department of Social and Behavioral Sciences, Harvard T.H. Chan School of Public Health, Boston, MA, USA
- Division of Population Sciences, Dana-Farber Cancer Institute, Boston, MA, USA
- Annenberg School for Communication, University of Pennsylvania, Philadelphia, PA, USA
| | - Sabra L. Katz-Wise
- Department of Social and Behavioral Sciences, Harvard T.H. Chan School of Public Health, Boston, MA, USA
- Division of Adolescent/Young Adult Medicine, Boston Children’s Hospital, Boston, MA, USA
- Department of Pediatrics, Harvard Medical School, Boston, MA, USA
| | - Kasisomayajula Viswanath
- Department of Social and Behavioral Sciences, Harvard T.H. Chan School of Public Health, Boston, MA, USA
- Division of Population Sciences, Dana-Farber Cancer Institute, Boston, MA, USA
| | - Rachel A. Bishop
- Department of Social and Behavioral Sciences, Harvard T.H. Chan School of Public Health, Boston, MA, USA
- Executive Office of Health & Human Services, Commonwealth of Massachusetts, Boston, MA, USA
| | - Madina Agénor
- Department of Social and Behavioral Sciences, Harvard T.H. Chan School of Public Health, Boston, MA, USA
- Department of Community Health, Tufts University, Medford, MA, USA
- Department of Obstetrics and Gynecology, Tufts University School of Medicine, Boston, MA, USA
- The Fenway Institute, Fenway Health, Boston, MA, USA
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12
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Tabaac AR, Haneuse S, Johns M, Tan AS, Austin SB, Potter J, Lindberg L, Charlton BM. Sexual and reproductive health information: Disparities across sexual orientation groups in two cohorts of U.S. women. SEXUALITY RESEARCH & SOCIAL POLICY : JOURNAL OF NSRC : SR & SP 2021; 18:612-620. [PMID: 34484460 PMCID: PMC8414943 DOI: 10.1007/s13178-020-00485-3] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
INTRODUCTION Limited research exists about how receiving/seeking sexual and reproductive health (SRH) information differs by sexual orientation. Our goal was to identify how sources and topics of SRH information differed by sexual orientation during adolescence in a sample of U.S. women. METHODS A sample of 8,541 U.S. women ages 22-35 years from two cohorts of the Growing Up Today Study completed a 2016 questionnaire measure about receiving/seeking SRH information before age 18 years. Adjusted log-linear models assessed differences in SRH information topics and sources by reported sexual orientation (completely heterosexual with no same-sex partners [reference]; completely heterosexual with same-sex partners; mostly heterosexual; bisexual; lesbian). RESULTS Compared to the referent, most sexual minority subgroups were more likely to receive/seek information from peers, media, and other sources (e.g., community centers). With the exception of lesbians, sexual minority subgroups were more likely to receive/seek information about contraception, and mostly heterosexual and bisexual women were more likely to receive information about sexually transmitted infections. Conclusions: Findings indicate women of diverse sexual orientations need access to SRH information from sources like schools, peers, and media. Sexual minority women receive/seek information about many SRH topics, which indicates that opportunities to tailor educational resources within and outside of schools are needed so SRH benefits to these populations are maximized. POLICY IMPLICATIONS Specifying sexual minority-sensitive educational materials in sex education policy can meet information needs and aid sexual minority women in making informed sexual health decisions.
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Affiliation(s)
- Ariella R. Tabaac
- Division of Adolescent/Young Adult Medicine, Boston Children’s Hospital, Boston, MA
- Center for Gender Surgery, Boston Children’s Hospital, Boston, MA
- Department of Pediatrics, Harvard Medical School, Boston, MA
| | - Sebastien Haneuse
- Department of Biostatistics, Harvard T.H. Chan School of Public Health, Boston, MA
| | - Michelle Johns
- Division of Adolescent and School Health, Centers for Disease Control and Prevention, Atlanta, GA
| | - Andy S.L. Tan
- Dana-Farber Cancer Institute, Population Sciences Division, Center for Community Based Research, Boston, MA
- Department of Social and Behavioral Sciences, Harvard TH Chan School of Public Health, Boston, MA
| | - S. Bryn Austin
- Division of Adolescent/Young Adult Medicine, Boston Children’s Hospital, Boston, MA
- Department of Pediatrics, Harvard Medical School, Boston, MA
- Department of Social and Behavioral Sciences, Harvard TH Chan School of Public Health, Boston, MA
- Channing Division of Network Medicine, Department of Medicine, Brigham and Women’s Hospital, Boston, MA
| | - Jennifer Potter
- Beth Israel Deaconess Medical Center, Boston, MA
- Harvard Medical School, Boston, MA
- Fenway Institute, Boston, MA
| | | | - Brittany M. Charlton
- Division of Adolescent/Young Adult Medicine, Boston Children’s Hospital, Boston, MA
- Department of Pediatrics, Harvard Medical School, Boston, MA
- Channing Division of Network Medicine, Department of Medicine, Brigham and Women’s Hospital, Boston, MA
- Department of Epidemiology, Harvard T.H. Chan School of Public Health, Boston, MA
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13
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Stewart JL, Kamke K, Widman L, Hope EC. “They See Sex as Something That’s Reproductive and Not as Something People Do for Fun”: Shortcomings in Adolescent Girls’ Sexual Socialization from Adults. JOURNAL OF ADOLESCENT RESEARCH 2021. [DOI: 10.1177/07435584211020299] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2022]
Abstract
Theorists suggest that adolescent girls’ sexual socialization can influence sexual risk reduction and positive sexuality development, although adolescent girls’ positive sexuality development is understudied. In this study, we applied a sex-positive framework to explore sexual socialization experiences among a sample of adolescent girls of color recruited from community-based organizations that serve youth with heightened needs ( n = 50; Mage = 15.62, range = 12–19; 58% Black/African American; 76% heterosexual; 58% sexually active). Specifically, we examined girls’ reports of messages about sexuality they have received from their teachers, parents, health care providers, and society at large. Participants completed brief, semi-structured qualitative interviews. Inductive thematic analysis was used to analyze the data. Overall, the adolescent girls described how they navigate primarily sex-negative sexual socialization messages from adults to develop positive sexual selves. Within this narrative, we found five themes: (a) Adults deliver one-sided communication that adolescent sex is inappropriate and risky; (b) Gendered messages restrict adolescent girls’ sexuality; (c) Naive adults can’t be trusted; (d) Exclusion of same-gender sexual experiences endangers adolescents who are lesbian, gay, bisexual, queer, and with other nonheterosexual orientations (LGBQ+); and (e) Messages about sexual protection can help but may still restrict adolescent girls’ sexual choices. Implications for adolescent girls’ positive sexuality development are discussed.
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Affiliation(s)
- J. L. Stewart
- Hunter College of the City University of New York, New York, NY, USA
- North Carolina State University, Raleigh, NC, USA
| | | | - Laura Widman
- North Carolina State University, Raleigh, NC, USA
| | - Elan C. Hope
- North Carolina State University, Raleigh, NC, USA
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14
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Naser SC, Clonan‐Roy K, Fuller KA, Goncy EA, Wolf N. Exploring the experiences and responses of LGBTQ+ adolescents to school‐based sexuality education. PSYCHOLOGY IN THE SCHOOLS 2020. [DOI: 10.1002/pits.22471] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
| | | | | | | | - Nicole Wolf
- Cleveland State University Cleveland Ohio USA
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Rabbitte M. Sex Education in School, are Gender and Sexual Minority Youth Included?: A Decade in Review. AMERICAN JOURNAL OF SEXUALITY EDUCATION 2020; 15:530-542. [PMID: 33762901 PMCID: PMC7986966 DOI: 10.1080/15546128.2020.1832009] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Comprehensive sexual health education increases sexual health knowledge and decreases adverse health outcomes and high-risk behaviors in heterosexual youth but lacks information relevant to gender and sexual minority youth. Universal access to comprehensive sexual health education that includes information relevant to gender and sexual minority individuals is lacking in the United States, leading to poor health outcomes for gender and sexual minority youth. The purpose of this review was to examine sexual health education programs in schools in the United States for the inclusion of information on gender identity and sexual orientation. The review provides information on current programs offered in schools and suggestions to make them more inclusive to gender and sexual minority youth.
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Affiliation(s)
- Maureen Rabbitte
- University of Missouri Sinclair School of Nursing, Columbia, Missouri, Saint Xavier University, Chicago, Illinois
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Shriberg D, Baker BA. Commentary: Taking a Social Justice Perspective on Research Supporting LGBTQ Students: Same Team, Different Positions. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2018. [DOI: 10.1080/10474412.2018.1531227] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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Fisher E, Huchting K. An Introduction to the Special Issue: Consultation to Increase Educational Access and Improve Conditions for LGBTQ Youth. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2018. [DOI: 10.1080/10474412.2018.1530121] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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