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Abstract
Teenage pregnancy is not a new issue, and though policymakers have made token efforts toward curtailing the problem, current preventative and support programs have little effect. Their failure can be attributed to an institutional refusal to acknowledge teenagers as sexual beings, thus limiting the scope of sex education curricula. Abstinence-only approaches shame students into silence, and clarifying questions never get asked or answered, leaving sexually active students with little accurate knowledge. Several programs have had a positive effect, but by and large, school administrators have ignored them. It is only through a careful and complete analysis of both types of programs that we will be able to design and implement a realistic program that will enable students to make responsible decisions before and after engaging in sexual activity.
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Colleen Barton
Colleen Barton holds an MSEd in Literacy and a Bachelor's Degree in Adolescence Education, English and Reading teacher affiliated with honor societies Kappa Delta Pi, Phi Kappa Phi, and Vega. Colleen's pedagogy (greatly influenced by her professors Tania Ramalho, Sharon Kane, and Dennis Parsons) is based upon an unwavering certainty that the most effective educators are those who acknowledge and address their students as real people with needs that extend far beyond memorizing curricular content. Skateboarding and semi-formals tend to outrank Shakespeare and Steinbeck, at least to most ninth graders.