You can paint with all the colors of the wind, but can you educate with them too? The discriminatory impact of non‐comprehensive sex‐education in public schools

2021 ◽  
Author(s):  
Delilah Rose Chamlin
Keyword(s):  
Public Schools ◽  
Sex Education ◽  
Comprehensive Sex Education

Protective Effects of Middle School Comprehensive Sex Education With Family Involvement

2014 ◽  
Vol 84 (11) ◽  
pp. 739-747 ◽  
Author(s):  
Jennifer M. Grossman ◽  
Allison J. Tracy ◽  
Linda Charmaraman ◽  
Ineke Ceder ◽  
Sumru Erkut
Keyword(s):  
Middle School ◽  
Sex Education ◽  
Family Involvement ◽  
Protective Effects ◽  
Comprehensive Sex Education

The Role of Single-Sex Education in the Academic Engagement of College-Bound Women: A Multilevel Analysis

2013 ◽  
Vol 115 (1) ◽  
pp. 1-27
Author(s):  
Linda J. Sax ◽  
Tiffani A. Riggers ◽  
M. Kevin Eagan
Keyword(s):  
Public Schools ◽  
High Schools ◽  
Sex Education ◽  
Academic Engagement ◽  
Research Question ◽  
School Level ◽  
Future Research ◽  
Single Sex ◽  
Single Sex Education

Background/Context As opportunities for public and private single-sex education have expanded, the debate surrounding this issue has become more heated. Recent reviews of research on single-sex education have concluded that the evidence is mixed, due in large part to the difficulty of attributing differences between single-sex and coeducational students specifically to the single-sex nature of their experience, as opposed to other differences between single-sex and coeducational schools and their attendees. This study comes at a time of renewed national interest in the value and appropriateness of single-sex education, especially as changes to Title IX have expanded the opportunities to establish single-sex classes and activities, and contributes new data with a focus exclusively on the academic engagement of female students from single-sex and coeducational high schools. Purpose/Objective/Research Question/Focus of Study This study addresses whether levels of academic engagement differ between single-sex and coeducational settings. Research Design The study uses self-reported survey data and multilevel modeling to address secondary school-level effects in a national sample of women entering college. Findings/Results The analyses suggest that attendance at a single-sex high school remains a significant predictor of academic engagement even after controlling for the confounding role of student background characteristics, school-level features, and peer contexts within each school. Specifically, women attending all-girls high schools report higher levels of academic engagement across numerous fronts: studying individually or in groups, interacting with teachers, tutoring other students, and getting involved in student organizations. However, these results may also be attributed to other features that differentiate single-sex from coeducational schools, such as smaller enrollments and racial/ethnic diversity of the schools in this study. Conclusions/Recommendations Although the results of this study support the claims that all-female environments provide a unique opportunity for young women to thrive, these results should be interpreted with some caution. Because of the limitations of the study, it is difficult to make definitive inferences about the relationship between single-sex education and academic engagement, and we cannot assert with confidence that school gender alone is responsible for higher academic engagement. The study points the way for future research that further distinguishes the role of individual and school-level attributes and ideally examines this issue using longitudinal data. Finally, given the current expansion of single-sex education in the public schools, future research ought to employ these methodological advances in studies on single-sex public education and should consider the consequences of single-sex settings for both female and male students.

Objectification Found in High School Girls’ Experience With Dress Code Enforcement

2021 ◽  
pp. 0887302X2110584
Author(s):  
Heejin Lim ◽  
Shannon Lennon ◽  
Domenique Jones
Keyword(s):  
High School ◽  
Public Schools ◽  
Sex Education ◽  
Adolescent Girls ◽  
Dress Code ◽  
Daily Lives ◽  
High School Girls ◽  
School Girls ◽  
Self Objectification ◽  
Code Enforcement

Grounded in objectification theory, this study was conducted to uncover adolescent girls’ experience of dress regulations in US public schools. We conducted in-depth personal interviews with thirteen high school girls to explore internal, interpersonal, and contextual factors that might aggregate or alleviate objectifying conditions. Three overarching thematic categories emerged including (1) dressing as a life skill, (2) experiencing a sexually objectifying environment, (3) coping with the sexually objectifying environment. Eight subthemes captured under these thematic categories depicted how the school dress code is experienced and embodied by adolescent girls in their daily lives. Our findings demonstrated how the methods of school dress code enforcement and sex education promote a sexually objectifying environment in which girls feel physically and psychologically unsafe. Also, the findings of this study revealed that girls experience body shame, self-objectification, and powerlessness through dress code enforcement and sex education in school. Implications are discussed.

Predictors of Access to Sex Education for Children With Intellectual Disabilities in Public Schools

2014 ◽  
Vol 52 (2) ◽  
pp. 85-97 ◽  
Author(s):  
Lucy Barnard-Brak ◽  
Marcelo Schmidt ◽  
Steven Chesnut ◽  
Tianlan Wei ◽  
David Richman
Keyword(s):  
Public Schools ◽  
Sex Education ◽  
Demographic Variable ◽  
The United States ◽  
Special Education Services ◽  
Expressive Communication ◽  
Transition Study ◽  
National Longitudinal Transition Study ◽  
To Receive ◽  
Teacher Opinions

Abstract Data from the National Longitudinal Transition Study—2 (SRI International, 2002) were analyzed to identify variables that predicted whether individuals with intellectual disability (ID) received sex education in public schools across the United States. Results suggested that individuals receiving special education services without ID were only slightly more likely to receive sex education than students with mild ID (47.5% and 44.1%, respectively), but the percentage of students with moderate to profound ID that received sex education was significantly lower (16.18%). Analysis of teacher opinions and perceptions of the likelihood of the students benefiting from sex education found that most teachers indicated that students without ID or with mild ID would benefit (60% and 68%, respectively), but the percentage dropped to 25% for students with moderate to profound ID. Finally, across all students, the only significant demographic variable that predicted receipt of sex education was more expressive communication skills. Results are discussed in terms of ensuring equal access to sex education for students with ID in public schools.

Sign in / Sign up

Export Citation Format

Share Document