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Welcome to Skills for Educators!
ReCAPP's
educator skill for December 2000 is designed to help educators facilitate
a positive dialogue about sexuality with students. After an introduction,
the skill is divided into sections that define and discuss aspects of
sexuality. A list of references can be found at the end.
Specifically,
this educator skill consists of the following sections:
Facilitating Positive
Sexuality Dialogue with Students
Introduction
Sex educators
are often given the responsibility to inform youth about the dangers associated
with sexuality (unintended pregnancy, sexually transmitted infections
[STIs], HIV, rape). However, by only or mostly focusing on "dangers,"
we run the risk of portraying sexuality as something negative instead
of something that can and should be enjoyed. Teaching sexuality in a positive
way can empower youth to take charge of their sexuality and make responsible,
appropriate decisions.
Sexuality
education is often presented through lecture, handouts, reading, and guest
speakers. Although these teaching methods are important tools, they do
not allow for student input or dialogue. Facilitating a dialogue with
youth gives them the opportunity to express their views and beliefs about
their own sexuality. It also provides the educator with pertinent information
about the students' culture, behavior, and values around sexuality. These
concepts are defined below, and suggestions for creating positive dialogue
are provided.
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Some Basic Assumptions
In order
to develop a positive dialogue about sexuality, the educator needs to
begin with several assumptions:
- Sexuality is a part of everyone's life.
- Sexuality begins at birth and ends at death.
- Sexuality is complex and encompasses emotional, physical and social
factors. It includes one's gender, gender identity, body image, sexual
orientation, sexual behavior, relationships, intimacy, and sexual health.
- People learn about sexuality from a wide variety of sources including
family, friends, the media, religion, and school.
By working
from these assumptions and the following skills, the educator will be
able to present sexuality education to youth in a way that is respectful
and affirms the positive aspects of sexuality.
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Gender
Definition:
Gender roles are the way people act
in order to fit into society's view of appropriate female and male behavior.1
We base gender roles on life experience, culture, and ethnicity. Views
of gender roles range greatly from very rigid traditional roles —
such as a male provider and decision-maker and a woman tending to the
family and bearing children — to more liberal, non-traditional roles
— such as single parent households and gay parents.
Creating
Positive Dialogue:
Providing
positive education around gender roles should begin with asking students
what they perceive gender to be. This discussion will lead to a better
understanding of their cultural and ethnic beliefs. Next, use the students'
perceptions to introduce a positive, unbiased image of gender. Respect
their beliefs but correct misinformation and challenge stereotypical and
prejudicial beliefs.
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Gender Identity
Definition:
Gender identity refers to the gender — male or female —
that people see themselves as belonging to. Most often, people identify
with the gender they were born into. Some people, however, identify with
the opposite gender; this is called transgender identity. Sometimes,
people are born with chromosomes that do not match their external genitalia
or with genitalia that do not reflect their internal sexual organs. This
is referred to as being intersexed.
Creating
Positive Dialogue:
Gender identity is a sensitive issue because of its controversial
nature. But, if teaching about sexuality in a positive way is the goal,
it's necessary to consider the possibility that there may be youth in
the group who identify as transgendered or intersexed, or who have friends
or family who are transgendered or intersexed. By acknowledging and including
these differences in gender discussions, the educator is acknowledging
and including ALL students. Students who are acknowledged are more likely
to receive other messages regarding sexuality.
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Body Image
Definition:
Body Image is how a person views his or her body, either positively
or negatively. Youth may have particular concerns with height, weight,
breast or penis size, acne, teeth, or disability.
Creating
Positive Dialogue:
Self-esteem and a positive view of our bodies are essential factors
in having a positive view of our sexuality. Students who have a positive
image of their bodies are more likely to protect and care for their bodies,
allowing for less pregnancies and STIs. Students therefore need to learn
how to take a positive view of differences in weight, body size, shape,
and physical ability. They need to know that people come in all shapes
and sizes, all of which can be sexy, sexual, and sexually active.
To reinforce
a positive body image, make sure that the curricula being used have positive
wording and images of people with different weights, disabilities, body
size and shape. Also, do not allow disparaging remarks regarding body
size, shape, type or disability.
Challenge
media perceptions of body image. Have students bring in magazines or examples
of advertisements, movies or television programs that shape how society
views the human body. Allow students to praise positive media messages
and challenge negative ones.
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Sexual Orientation
Definition:
Sexual orientation refers to the gender a person is erotically
attracted to. There are three types of sexual orientation:
- Heterosexual — people who have sexual relationships or are attracted
primarily or exclusively to members of the opposite gender.
- Homosexual — people who have sexual relationships or are
attracted primarily or exclusively to members of their own gender.
- Bisexual — people who have sexual relationships with or
are attracted to members of either gender.2
Creating
Positive Dialogue:
Teaching or acknowledging different sexual orientations may cause
controversy in the classroom and in the school. However, to discuss sexual
orientation in a positive way, it's important to be inclusive of all students
whether heterosexual, homosexual or bisexual.
One step
in presenting a positive view of sexual orientation is not to perpetuate
gay stereotypes or slurs in class. Another way is to inform students of
local gay youth groups or possibly gay and lesbian community groups, and
let them know if the campus offers a Gay/Straight Alliance.
For more
information about sexual orientation and gay, lesbian, bisexual, transgender,
and questioning youth, please see sections of the June 2000 issue of ReCAPP.
These include: the June 2000 Topic
in Brief: "Gay, Lesbian, Bisexual, Transgender and Questioning
Youth"; the June 2000 Learning
Activity: "Toward Understanding ..."; and Skills
for Youth: "Increasing Tolerance for Diversity."
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Sexual Behavior
Definition:
Any action that expresses our sexuality can be considered Sexual
Behavior. Many people define sexuality as only genital behavior, but
genital behavior is just one part of sexuality and only one type of sexual
behavior.
Creating
Positive Dialogue:
When discussing sexual behavior, it's important to describe the behavior
and not relate it to a sexual orientation. For instance, instead of saying
"gay sex," it's better to say "men who have sex with men," and best to
clarify the actual behavior, whether it is anal sex, oral sex (mouth to
penis) or (mouth to anus). When the educator identifies who the partner
is and what the behavior is, students can recognize their behavior without
having to identify themselves as heterosexual, homosexual or bisexual.
When discussing
sexual behavior, it's also important to discuss abstinence as a sexual
behavior. Present abstinence in a positive light. Acknowledge that students
who choose abstinence are still sexual; they just choose not to engage
in certain sexual behaviors.
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Relationships
Definition:
Relationships, the need to connect with another person, are
a basis for sex and sexuality. Relationships include casual acquaintances,
dating, friendship, parent/child, committed partnership, marriage, etc.
Creating
Positive Dialogue:
As sex educators, we often spend a lot of time discussing genital
behavior and the consequences of sex. We rarely take the time to discuss
the relationships that are involved when two people have sex. It's important
to teach students about relationships. Talk about sexual and non-sexual
relationships. Allow students to discuss and examine ways that humans
express their sexuality without having sex. These discussions can allow
students to begin to understand their own sexuality, sexual experiences,
and relationships that do not involve intercourse.3
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Intimacy
Definition:
Intimacy is a way of relating through feeling or action with
someone in a personal or private way. Intimacy may occur within a variety
of different relationships, including within family, friendships, and
partnerships.
Creating
Positive Dialogue:
Discuss the role of intimacy in relationships and the importance it
plays in our lives. Intimacy is not synonymous with sex, but it is a part
of our sexuality. Explain that a relationship may become more intimate
once sex is involved, but sex does make intimacy. In our society, sex
and sexuality are thought to refer specifically to intercourse. Teenagers
may feel pressure to have intercourse as a way of affirming their relationship
and becoming more intimate with their partners. Have students discuss
non-sexual ways to become more intimate with their partners.
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Sexual Health
Definition:
Sexual Health pertains to a person's physical and psychological
wellness as it relates to his or her reproductive system and sense of
sexuality.
Creating
Positive Dialogue:
Sexual health is the part of sexuality education that is usually covered
by sex educators. However, often the messages that are given are negative
scare tactics about pregnancy, HIV and other STIs. So, what is the best
way to cover these messages in a positive way? Teach students to respect
their bodies. Have students think and plan for their sexual health by
considering the following:
- Do they want to abstain from sex until marriage? What steps whill
they take to make that happen?
- Are they thinking about becoming sexually active soon? Provide them
with the information they need to make the decision to have or not have
sex. If they decide not to have sex, what steps will they take to remain
abstinent? If they decide to be sexually active, what precautionary
measures will they take to protect themselves and how will they negotiate
safe sex?
- Are they already sexually active? Give them resources and information
to plan steps they can take to protect themselves from pregnancy and
STIs.
- Do they plan to have children in the future? Teach them the importance
of keeping themselves STI free. STIs can cause sterility in both men
and women.
- Do they already have or have they already had an STI? Tell them where
they can go to be treated and what precautions they should take to keep
from getting another one, or transferring this one to a partner.
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References
1
Maurer, L., Transgressing Sex and Gender: Deconstruction Zone Ahead? SIECUS
Report, Sexuality Information and Education Council of the United
States, Inc. 28, 1, October/November 1999.
2
Allgeier, A. R., and Allgeier, E. R., Sexual Interactions, 1995,
D. C. Heath and Company, Lexington, MA: p 486.
3
Brick, P., Cooperman, C., Positive Images: A New Approach to Contraceptive
Education, 1986, The Center for Family Life Education, Planned Parenthood
of Bergen county, Inc. Hackensack, NJ; p 1.
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