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dc.contributor.authorBrocker, Alena A.
dc.date.accessioned2023-08-14T15:06:37Z
dc.date.available2023-08-14T15:06:37Z
dc.date.issued2021
dc.identifier.urihttp://hdl.handle.net/20.500.12648/11380
dc.description.abstractSex education programs in the US leave many students feeling ill-prepared and uninformed to navigate their sexual health safely. LGBTQ+ students generally feel their sex education does not apply to them, that they are invisible and excluded from the curriculum. Abstinence-only programs fail to prevent teens from having sex, and this approach generally results in a lack of condom and contraceptive use. These programs are not equipping students with the knowledge and tools they need to keep themselves safe and healthy. This paper explores two states' health education programs, New York and Texas, using content analysis to understand how these programs promote heteronormativity and are exclusionary to LGBTQ+ students. By familiarizing myself with New York and Texas' health education learning objectives and standards, my main findings have illuminated what crucial information is missing from these programs: a lack of standardization and consistency in content areas and approaches, and a curriculum that promotes and reproduces heteronormativity. These themes reflect the U.S. education systems' ideologies and preferences for sexual behavior and place sexual minority students at a significant disadvantage in their sexual health.
dc.subjectFirst Reader Kristen Karlberg
dc.subjectSenior Project
dc.subjectSemester Spring 2021
dc.titleA Sex Education Catastrophe: How U.S. sex education programs promote heteronormativity, produce ill-prepared and misinformed students, and lack standardized learning objectives, values, and approaches
dc.typeSenior Project
refterms.dateFOA2023-08-14T15:06:37Z
dc.description.institutionPurchase College SUNY
dc.description.departmentSociology
dc.description.degreelevelBachelor of Arts
dc.description.advisorKarlberg, Kristen
dc.date.semesterSpring 2021
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