Worth the Wait? The Consequences of Abstinence-Only Sex Education for Marginalized Students

ABSTRACT

“Abstinence-only” sex education, which is still widely used across the United States, does not prepare students to engage in healthy adult relationships. Prior research evidence indicates that abstinence-only education is less effective at preventing pregnancy and sexually transmitted infections (STIs) than comprehensive sex education. This study examines the impact of abstinence-only sex education curricula on a non-randomly selected group of young adults from various locations across a large Southwestern state. Volunteers were recruited from marginalized populations (young women, youth of color, and lesbian, gay, bisexual and transgender (LGBTQ) or other gender-nonconforming students). They participated in recorded in-person interviews, and transcripts were developed from those recordings. Using qualitative analytical techniques, themes and sub-themes were developed to provide insight into the experiences of the interviewees. These include respondents feeling that insufficient information and resources were provided, that sexist and heterosexist stereotypes were promoted, and that students of color were assumed to be more sexually active than they were. Further, respondents did not feel safe in their sex education classes, describing the curricula and many teachers as relying on fear and shame. Nonetheless, interviewees noted some teachers demonstrated concern for their students. Implications of the research on practice, policy, and research are provided.

KEYWORDS:

• Abstinence-only sex education
• gender identity
• race
• sexual orientation

Disclosure statement

The authors affirm they have no financial interest in and derive no benefit arising from the direct application of this research. The manuscript is not under consideration at any other publication outlet.