VOLUME 24 NUMBER 6
THE POLITICS OF SEXUALITY EDUCATION
AUGUST/SEPTEMBER 1996 VOL. 24, NO. 6 l AUGUST/SEPTEMBER 1996
Debra W. Haffner, M.P.H. President
Carolyn Patierno Director, Program Services
Mac Edwards Editor
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Library of Congress catalog card number 72-627361 ISSN: 0091-3995 ARTICLES 3 1995-96 TRENDS IN OPPOSITION TO COMPREHENSIVE SEXUALITY EDUCATION IN PUBLIC SCHOOLS IN THE UNITED STATES By Ruth Mayer SIECUS Community Advocacy Coordinator and Leslie Kantor, M.P.H. SIECUS Director of Planning and Special Projects 12 THE CONFLICT OVER SEXUALITY EDUCATION: INTERVIEWS WITH PARTICIPANTS ON BOTH SIDES OF THE DEBATE By Kelly L. Nelson, Doctoral Candidate, Sociology Temple University Philadelphia, PA 17 NOT ALL MORAL VISIONS ARE CREATED EQUAL: KOHLBERG’S MORAL HIERARCHY APPLIED TO THE POLITICS OF SEXUALITY EDUCATION By Evonne Hedgepeth, Ph.D. The Evergreen State College Olympia, WA ALSO IN THIS ISSUE... FROM THE EDITOR SIECUS IS THE COMMON GROUND ON COMPREHENSIVE SEXUALITY EDUCATION By Mac Edwards 2 ISSUES AND ANSWERS FACT SHEET ON SEXUALITY EDUCATION 22 REVIEW. ,.. ,.. 25 A SIECUS ANNOTATED BIBLIOGRAPHY GAY AND LESBIAN SEXUALITY AND RELATED ISSUES 26 INDEX TO VOLUME 24 32 VOLI JME 24 NUMBER 6 AUGUST/SEPTEMBER 1996 SIECUS R EPORT FROM THE EDITOR SIECUS IS THE COMMON GROUND ON COMPREHENSIVE SEXUALITY EDUCATION Mac Edwards was rereading the articles for this issue of the ELMA’S INSIGHT SIECUS Report when I received a call from Elma That’s where I was when Elma called: trying to figure out Cole, a member of our Board and a respected sexuality edu- some way to talk about those articles in the context of cation consultant around the country. moving forward on sound sexuality education programs. She said she had just finished reading a book called A few days later, she called and said she was going to Congregations in Conflict: The Battle Over Homosexuality and drop by the review for SIECUS on her way to a meeting. was so impressed she wanted to write a review for the We sat down to chat both about the book she had reviewed SIECUS Report. I said fine, and asked if she could get it to and our work at SIECUS. She pointed to some advice me right away for this issue. She agreed. which the author, Keith Hartman, gave to ministers: gain I was happy she called-for two reasons. I wanted to get confidence, encourage dialogue, seek truth (rather than to know her better, and I wanted her perspective on the cur- debating issues), and find a common ground to bind people rent state of sexuality education in the United States. I had together. seen her at many SIECUS meetings and could see she was a Elma, who has helped to implement teen pregnancy- sounding board for many people. She’s open, caring, intell- prevention, and HIV-prevention programs through the gent-with an insight that makes people see the big picture Salvation Army, said the key is not to focus on the extremes and say,“You’re right! Why didn’t I see that before?” in a debate. We are fighting for comprehensive sexuality I wanted to talk because I was concerned about the education because it is right and it is what the majority of articles. They showed that people are often too polarized Americans want, she said.Yes, they want their children to and too confrontational about sexuality education. Certainly abstain from sexual intercourse, but they also want them to a difficult situation when your goal is the implementation have information to protect themselves from unwanted of effective programs. Perhaps Elma could help. pregnancies and sexually transmitted diseases when they need it. THE STRUGGLE WE FACE If you focus on the extremes, you’re going to always The articles in this issue on “The Politics of Sexuality feel the way you do, she said. But, if you look at the major- Education” highlight the controversies in our country, ity of Americans-those in the middle-then you realize SIECUS staff members Ruth Mayer and Leslie Kantor that there is hope. The common sense of the concerned people write in the lead article, “ 1995-96 Trends in Opposition to in America (as opposed to the Concerned Women for Comprehensive Sexuality Education in Public Schools in the America, she laughed) will prevail in bringing comprehen- United States,” that opponents are often not only defining sive sexuality education to our nation’s youth. SIECUS’ the debate but are also moving it back to the single question position on sexuality education is the common ground. of whether such education belongs in the schools at all. Next, Kelly Nelson, a doctoral student at Temple WHAT WE CAN DO University, writes in “The Conflict Over Sexuality Education: “You’re right! Why didn’t I see that before?” I thought Interviews with Participants on Both Sides of the Debate,” to myself. Now I can give SIECUS Report readers some pos- that the conflict is actually symbolic of a much larger cultural itive, practical advice. First, read the articles, but don’t focus struggle over visions of morality, family, and gender. on the extremes. Then think about those concerned people in Finally, Dr. Evonne Hedgepeth of Evergreen State America-those in the middle-and figure out how you can College writes in “Not All MoralVisions Are Created Equal” help them understand the importance of comprehensive that the conflict might be explained as one between those sexuality education in building responsible, respectful, caring who use reasoning at different stages of moral development. adults. None of the writers hold out much hope that extremists By the way, if you want to read Elma’s review of will join in support of the comprehensive sexuality education Congregations in Con$lict, it’s on page 25. It is very insightful that more than 8 in 10 parents want for their children. and thought-provoking. Just like Elma herself. 2 SIECUS REPORl VOLUME 24, NUMBER 6 1995-96 TRENDS IN OPPOSITION TO COMPREHENSIVE SEXUALITY EDUCATION IN PUBLIC SCHOOLS IN THE UNITED STATES Ruth Mayer SIECUS Community Advocacy Coordinator Leslie Kantor, M.P.H. SIECUS Director of Planning and Special Projects any communities expanded their sexuality education utilizes data from Alfred Kinsey’s studies. (It is unlikely, programs and successfully resisted the implementa- however, that it will reach the House floor as a stand- tion of fear-based curricula during the 1995-96 school alone bill.) year. In fact, most communities that made concerted and thorough efforts to analyze fear-based education over- ON THE STATE LEVEL whelmingly rejected such curricula. Nevertheless, sexuality Proponents of restrictive sexuality education programs education continued to serve as a lightening rod for contro- remained active on the state level. However, none of these versy in communities across the country and increasingly efforts were successful. on national and state levels.* In Auizona, a bill (HB 2202) was introduced to require schools that provide sexuality education to include instruc- ON THE FEDERAL LEVEL tion on “abstinence from sex until marriage” and to prohib- On the national level, examinations of sexuality education it the distribution or availability of contraceptives (including were prompted by continuing concerns about teenage preg- condoms) on school property (The bill was defeated in the nancy and childbearing. As a result, President Clinton Senate Education Committee.) announced the establishment of a private sector initiative In Color&~, a bill (HB 1022) was introduced to require called the National Campaign to Prevent Teen Pregnancy, schools providing sexuality education to offer two tracks- and the U.S. House of Representatives held oversight hear- with one track providing abstinence-based education and ings which featured testimony by advocates of comprehensive the other an abstinency-only program. (The bill was defeat- sexuality education as well as proponents of abstinence-only ed in the House Education Committee.) programs. In Georgia, proposed legislation (SB 392) required an opt-in A number of developments on the federal level threat- policy (requiring parents to give explicit, written permission ened to negatively impact sexuality education in the United for their children to participate) for all sexuality education States: programs, and intended to prohibit coeducational sexuality education classes. (The bill was defeated in the Senate Rules l l The welfare reform bill included $75 million in funding Committee.) for abstinence-only sexuality education programs. (The In Kansas, a state mandate for comprehensive sexuality bill was eventually vetoed by President Clinton.) education survived a double assault. A bill (HB 2301) required sexuality/AIDS education courses to teach that l l Congressional hearings on “Parents, Schools, andvalues” set out to examine whether schools across the country were “abstinence from sexual activity outside of marriage is the “promoting” homosexuality. (Their impact was diminished, expected standard for school age children” and to teach the benefits of monogamous marriage. (It died in the Senate however, by the efforts of proponents of sexuality education and the unsubstantiated testimony of its opponents.) Education Committee.) A Board of Education proposal to gut the state’s comprehensive sexuality education mandate l l “The Child Protection and Ethics Act of 1995,” which was defeated by a 6-3 vote. was introduced in the U.S. House of Representatives, Negative impact of parental rights legislation. There was attacked sexuality education and any organization that growing concern this year that “parental rights” legislation, currently under consideration nationally and in 28 states, *Information if2 this article was gleanedjom newspaper accounts and per- could have a detrimental impact on health and sexuality edu- sonal interviews with community members. In zome cares, the namex oj the cation programs provided in schools across the country communities ~7e withheld at the request ojcommunity members who feared “Parental rights” bills are designed to give parents the additiorlal controvevsy. grounds to sue the government (such as school boards) for AUGUST/SEPTEMBER 1996 SIECUS REPORT 3 violating parents’ rights to “direct the upbringing of their including information about abstinence and contraception children.” Advocates for sexuality education fear that these are the most effective in helping young people delay inter- bills could unleash a wave of litigation that would prompt course or protect themselves from pregnancy.’ school boards to limit or remove sexuality education pro- There were encouraging signs in the past year that grams. These bills are heavily promoted by such groups as communities can successfully resist fear-based, abstinence- Eagle Forum, Concerned Women for America, and the only curricula. Several communities have, in fact, improved Christian Coalition. the sexuality education offered in their schools. 1n Ksista, CaZzj&aia, the school board voted to make impor- ON THE LOCAL LEVEL tant changes in the school district’s sexuality education policy, While state mandates can have a critical impact on the kind It removed a provision prohibiting teachers from providing of sexuality education provided in schools, decisions about students with any information about contraception until the individual programs are made on the local level. In moni- eleventh grade and struck language stating that “homosexual toring community action on sexuality education during the behavior in general is associated with a significantly shorter 1995-96 school year, SIECUS tracked 131 new controver- life span.“This action continued to undo the work of a prior sies, slightly fewer than past years. (In the past four years, school board dominated by far right members. SIECUS has tracked over 100 controversies in 47 states.) In Tavares, Florida, individuals associated with a local Some of the current trends in controversies across the church used a debate about proposed revisions to the sexu- country include: ality education curriculum to attack the program’s exis- tence. “I think [the curriculum] stirs up desires,“’ a local l l Attacking sexuality education in elementary schools as pastor told the school board. Despite this opposition, the harmful for young people. Lake County School Board voted 3-2 to approve a program l l Insisting on the separation of boys and girls for sexuality with most recommended revisions. The board drew nation- education, particularly in elementary school. al attention in 1992 when it approved an educational policy proclaiming that American culture is superior to all other l l Attacking any balanced education about sexual orientation. foreign or historic cultures. l l Advocating for opt-in policies (requiring explicit, written In Large, Florida, the Pinellas School Board approved an parental permission) for participation for sexuality educa- important change in sexuality education provided to middle tion or for changing courses from required to elective. schoolers. The district had previously prohibited teachers from initiating conversations about condoms until high l l Advocating for two tracks of sexuality education, with one track devoted to fear-based, abstinence-only education. school. The board voted 5-2 to allow teachers to provide instruction, with parental permission, beginning in the eighth grade. FEAR-BASED SEXUALITY EDUCATION CONTINUES ELEMENTARY SCHOOL “Let’s show them [middle schoolers] the uglies. We’ve told SEXUALITY EDUCATION them the good stuff. Let’s scare the hoo-hoo out of them. Many communities are increasingly debating sexuality edu- Show them pictures of the last stages of AIDS.“’ cation for elementary students. Even those communities This comment was made by a school board member in that have well-established programs in lower elementary Largo, Florida, during a debate about sexuality education. grades are facing pressure to move courses to higher grades. She is not alone in her belief that public schools should In fact, over 20 percent of the controversies which SIECUS scare young people into abstinence. In fact, debates about documented during the 1995-96 school year involved such strategies accounted for over 25 percent of all contro- attacks on elementary school sexuality education. versies monitored by SIECUS during the 1995-96 school In Westj?eld, New Jersey, a typical controversy took place year. Proponents of fear-based education often seek school during the school year. Debates about proposed revisions to board seats while hiding their views until they are in office. the Family Living and Health Education curriculum cen- They frequently advocate for their programs by arguing that tered on information provided to elementary school stu- any information about birth control provides teens with a dents. A hot-button issue was HIV/AIDS education in the “mixed message” that they are unable to process. fourth grade. Critics charged that it would open the door to Advocates for comprehensive sexuality education point explicit discussions. One school board member told the out that most programs already stress abstinence as the most local press she was “increasingly concerned about whether reliable means of preventing pregnancy and sexually trans- or not schools should get into areas of teaching sex educa- mitted diseases (STDs). They also indicate that programs tion below the sixth grade.“’ As a result of the controversy, 4 SIECUS REPORT VOLUME 24, NUMBER 6 Northeast Florida sued inaccurate and violated th prehensive sexuality educ lawsuit in April 1996 aft approved a new compn after the Teen Aid cm-r suit was also based on th, groups, PTAs, clergy, a nr tatives from the Christia well as Planned. ommendations? The group was tors trained in consensus building.We we grade level and discussed We also worked on general policies. The school board tion to what the opposition was saying. I wanted to stay voted 4-3 in August to accept the reccommendations. focused on health, accuracy, and family issues. AUGUST/SEPTEMBER 1996 SIECLJS REPORT 5 the school board voted 5-4 to reject revisions which would modesty that exists between school-age girls and boys regard- have updated and improved the curriculum. ing.. .sexual reproduction.” This proposal was rejected by the In Schenectady, New York, elementary school sexuality edu- community’s state-mandated Health Advisory Committee. cation was also in the spotlight. Under a new policy, stu- The district’s health and sexuality education coordinator is, dents will now wait until the fifth grade for lessons on however, concerned about future challenges. human reproduction and puberty that were previously In Fair$eZd, Ohio, a controversy erupted over proposed taught in the third and fourth grades. The board acted on revisions to the K-12 health curriculum. Early in the recommendations made by the AIDS/Family Life Curricula debate, some parents objected to having boys and girls Advisory Committee. A local group-Parents for a Healthy together for sexuality education. The school board quickly Education-attempted to prevent the district from scaling agreed to separate boys and girls in elementary and middle back the elementary school program. school classes. But opposition did not stop. Opponents of Some communities did, however, successfully resist the full program began pushing the school board to imple- efforts to curtail elementary programs and, in some cases, ment two tracks of sexuality education, with one track have actually implemented more comprehensive ones. An offering a fear-based, abstinence-only curriculum and the example follows: other the comprehensive program.Although this effort was In Greefey, Colorado, members of the community attempted unsuccessful, the debate illustrates that efforts to promote to derail a proposed program for students in kindergarten gender-separated sexuality education classes are often part through fifth grade in the Greeley-Evans School District 6. of a broader attack on sexuality education. The “Know Your Body” curriculum was recommended by In Schenectady, New York, the school board decided not a coalition of more than 90 citizens, including teachers, only that fifth grade sexuality education classes should sepa- nurses, parents, administrators, students, and local health rate boys and girls, but also that the students should learn professionals. Officials from a local church released a flyer only about their own gender’s physiology. This leaves young denouncing the curriculum as too explicit. The health people without critical information that they need to coordinator for the district refuted allegations in public understand and feel comfortable with the other gender. meetings and in the press, explaining the true content of the One of the goals of sexuality education is to help boys and program. As a result of his efforts and widespread parental girls learn about each other and to interact with one anoth- support, the “Know Your Body” curriculum was approved er in appropriate and respectful ways. by a 5-2 vote of the school board. The political strategy of fighting for single-gender classes has prohibited the teaching of sexuality education, at SEPARATING CLASSES BY GENDER least temporarily, in many communities. Over 15 percent of the controversies documented during the 1995-96 school year focused on separating boys and girls for SEXUAL ORIENTATION sexuality education classes. Even though the effectiveness of Few issues sparked controversy as consistently in the past “co-ed versus single-gender” sexuality education classes has school year as the inclusion of information about sexual not been examined specifically by researchers, there are a orientation in sexuality education programs. Indeed, nearly variety of strongly held opinions about the benefits of pro- 20 percent of all controversies that SIECUS documented viding some classes in single-gender environments. In fact, involved this subject. Opponents of education about sexual many districts separate young people for elementary school orientation often argue that any information amounts to lessons on puberty Overall, however, recent attempts to sepa- promoting an alternative lifestyle. In some communities, a rate boys and girls for sexuality education are often political single presentation or lesson caused heated community strategies rather than attempts to provide effective sexuality debates. Several examples follow: education. Such separation can threaten a program’s existence 1~ Solon, Iowa, a school allowed a presentation about sexu- because most schools do not have the resources to provide al orientation during the 1994-95 school year. It was well separate classes for each gender. School districts should view received by staff and students and had positive results: with caution attempts to separate boys and girls for all sexual- Shortly afterward, students wrote a letter apologizing for ity education classes because these efforts are often an attempt harassing a gay couple living across from the school. The to dismantle existing programs. Such attacks are often the first presentation was abruptly canceled, however, after a few step in a broader assault on sexuality education. members of the community, including the director of the 1rr South Carolina (community name withheld upon American Family Association of Iowa, voiced opposition.’ request), a newly elected school board member in one district In Framingham, Massachusetts, an anonymous letter to a introduced a resolution calling for the separation of boys and local newspaper spurred a wave of publicity and controversy girls for all sexuality education lessons. The resolution states about a classroom exercise on sexual identity and orienta- that teaching boys and girls together reduces the “natural tion. Critics of this exercise on tolerance misrepresented its 6 SIECUS REPORT VOLUME 24, NUMBER 6 goals. A newspaper editorial said that “public schools should students felt gay and lesbian youth experienced the most dis- not be in the business of promoting a lifestyle that for many crimination at school. Critics claimed the board had “sanc- is morally wrong.“” The exercise, “The Heterosexual tioned” homosexuality It eventually approved the policy after Questionnaire,” substitutes the term “heterosexual” in ques- stipulating that the school system does not “advocate, encour- tions usually asked of gay men and lesbians. For example, age, promote, or endorse” any particular sexual orientation.’ “How long have you known that you were heterosexual?” In Anoka-Hennepin, Minnesota, the issue of sexual orienta- The exercise is similar to lessons designed to help young tion caused a volatile debate in the school district. A commi- people understand racial and gender prejudice. Due to the tee working on the district’s health and sexuality education uproar, the questionnaire is no longer used in Framingham. program was divided on how to address sexual orientation. In Moatgomey County, Mayland, a heated debate erupted Ultimately, it presented both majority and minority reports to after the county’s school board proposed including sexual the board, which accepted a committee “finding” that “thou- orientation in its antidiscrimination policy. The board pro- sands of gays/lesbians have changed and left gay lifestyle after posed the change after local surveys showed that high school dealing with the roots of homosexuality.“” This statement was curriculum after a heated controver members feel so strong1 How did Focus an the Family, the makers tape, become involved in yo Focus on the Family was the first vendor to challenge our have a nonprofit status. Work with the press. Call reporters school board’s right to choose materials for our students. to alert them to the issues. Write letters to the editor chal- They held a news conference in RestonVirginia, and invited lenging the misinformation about sexuality education. the press. They flew in three African-American physicians to Finally, stay motivated. AUGUST/SEPTEMBER 1996 SIECUS REPORT 7 ...... , . I...... , , ...... SUGGESTIONS FOR PREVENTING CONTROVERSY OVER SEXUALITY EDUCATION There are numerous strategies that communities can FOR TEACHERS employ to prevent controversy from erupting over sexuality l Offer to meet with parents who have concerns about education programs.* This brief list will highlight ways to the curriculum. Make certain an administrator also avoid some of the landmines: attends these meetings. Remember that children and teens may misrepresent classroom actions or intent. FOR ADMINISTRATORS AND SCHOOL BOARDS l Hold at least two different information forums near the start of t he school year to allow parents to hear about l Establish a clear, written policy and guidelines for class- ,, me curriculum and view the educational materials. room speakers. Many local debates result because outside Again, an administrator should attend. Practice respond- speakers are unfamiliar with district policy regarding the ing to concerns rais ed by parents so that you won’t discussion of various issues. Make certain that outside become defensive and will give a thoughtful answer. speakers understand the paramt :ters of their presenta- tions and how to handle question IS from students that go l Ask p:arents to let you know what they think of the sex- beyond what the district wants cliscussed. If speakers are uality education prog ram based on what they have heard not trained to work with specific : ages, make certain that from their ch ildren and from their own review of the a teacher is available to work with them in adv;nice to materials. Individuals who SUMsnortI vour, work will stand make the presentation age-appro Npriate. Also, arrange for with you when any debate arises over programs. a district employee (teacher, nu rse, etc.) to attend the speaker’s presentation. FOR PARENTS * Develop clear policies on the selection and recor isidera- l Support the sexuality education program by writing let- tion of instructional materials. If controversy arises over ters and making calls to teache rs, administrators, and a particular book, video, or other resource, make certain school board members. Most communication with the district follows the process outlined in the policy school officials occurs because something has gone awry, For assistance with devel aping_ _ these policies, contact the School personnel will appreciate calls and letters con- Freedom to Learn Project at PC:ople for the American firming that program, s are appreciated. If you are a pro- Way, 2000 M Street, -N.W., Washington DC 20036, fessional working in the field and a parent, don’t forget 202/467-4999. to mention both of your roles when writing in support of the program. l Select participants for advisor y committees from a broad segment of the community. M lake numerous l Attend school board Imeetings and testify on the impor- announcements regarding the fclrmation of new com- tance of provi ding a comprehensive approach to sexuality mittees so that those parents who are not already education. involved in school issues will I tave an opportunity to . If the sexualj tv, education Ivroaram v is under revision. apply for positions. Establish clear grou nd rules at the consider going to the advisory committee charged with first advisory committee : meeting, including not going improving the progr; tm. Also participate in local coali- to the press during the material s selection process, and tions (dedicated to comprehensive health education. designating one individual as ;b pubb- L spokesperson...--I--... -. .- --L.&e Kantor, M.l?H. Early media involvement has di srupted 1 manv, advisorv committee meetings, turning them into political foot- *SIECUS has develop ed A Community Action Kit on strengthening balls rather than opportunities to examine and improve sexuality educatiovl pvog ~YIIIMC.“....” “..““.nwd 1,11111ind~ho .,“~ broad segments of the com- curricula. When holding meetings, use a majority rules munity in the planning process. Individuals (:an order the kit _jfor 519.95 (rather than a consensus) process to prevent one person from SIECUS Publications Department, 130 W&t 42nd Street, Suite derailing the session. 350, New York, NY 10036-7802. 8 SIECU REPORT VOLUM E 24. NUMBER 6 followed by a resource list including Eagles’ Wings, Outpost, burden of extra paperwork resulting from an opt-in policy A and Homosexuals Anonymous. The recommendation, in recent analysis of the Fairfax County,Virginia schools esti- effect, endorsed “reparative therapy,” a treatment which the mates that the processing of 133,588 forms generated by the American Psychiatric Association (APA) says has no scientific 97.7 percent of parents who want their children to receive basis.” In fact, the APA has determined that “gay men and les- sexuality education would require two weeks of work by 50 bians who have accepted their sexual orientation positively are employees working 40 hours a week.” better adjusted than those who have not done so.““’ However, requiring explicit, written parental permis- In Merrimack, New Hampshire, a highly restrictive policy sion has not reduced attendance in every case. relating to sexual orientation helped to rid the school board In South Bend, Indiana, a group of parents took action in of a far right majority. The policy, entitled “Prohibition of 1992 to ensure that the Penn-Harris-Madison school dis- Alternate Lifestyle Instruction,” was adopted by the board trict change to an opt-in policy. The district reported last last summer to prevent teachers from providing any instruc- December that more than 99 percent of students were tion to support “homosexuality as a positive lifestyle.“” The given permission to take the classes. policy forced a teacher to stop showing a film about Walt In La Cygne, Kansas, a recent change to an opt-in policy in Whitman because it mentioned the poet was gay. the seventh and ninth grades did not change the number of Community opposition to the policy helped elect a new students participating in the sexuality education program. school board member in May. Within weeks, the new board Communities should be wary, however, of attempting voted to rescind the policy and replace it with the generic to “solve” debates about the implementation of sexuality statement that “the Merrimack School District shall have no education programs by switching to an opt-in policy as evi- program or activity which is intended to promote sexual denced by the next example. activity or any sexual orientation.“” In Dexter, Michigan, a mandatory psychology course (of Irr Salt Lake City, Utah, there were attacks on school-based which the sexuality education section required parental per- gay and lesbian clubs. The Salt Lake City School Board voted mission) was the subject of heated controversy The district to ban all nonacademic student clubs rather than allow gay superintendent proposed changing the class to an elective students to form their own club and meet on school grounds. because of his perception that parents were not giving permis- In Glendale, California, the school board proposed requir- sion for their children to participate in all or part of the ing parental permission for students to join most school course. Members of the community objected sharply to the clubs. Critics contended that the board’s move came in psychology course not being required. The health teacher response to Hoover High School student plans to turn an noted that the vast majority of parents had signed their informal gay and lesbian group into an official club. After children into the entire course for the past ten years. The considerable uproar in the community, the board opted to superintendent ultimately withdrew his proposal. His actions provide parents with information about all school clubs. illustrate that opt-in policies do nor necessarily protect health and sexuality education programs from attack. OPT OUT VS. OPT IN Over 10 percent of community conflicts and two statewide TWO SEPARATE TRACKS debates have focused on whether programs should have opt- Opponents of comprehensive sexuality education are out or opt-in policies. Most school districts have a policy beginning to push school districts to implement two tracks (opt-out) to allow parents to exclude their children from of sexuality education, with one providing an abstinence- sexuality education classes by notifying the school. Some only curriculum. Although the number is small-currently opponents of sexuality education are now pushing schools to 5 percent of all SIECUS-monitored controversies- it is a institute a policy requiring explicit, written permission from growing strategy worthy of attention. This push is often parents before students can participate in programs (opt-in). made by a small group of parents who realize they cannot Most school administrators support the opt-out change the current, more comprehensive curriculum. approach because it places the least burden on parents and 1t1 Westjbud, Massachusetts, Blanchard Middle School cur- because it is the least costly in terms of paperwork. Districts rently provides a health curriculum with an opt-in provi- that keep statistics on these policies report that fewer than 5 sion for lessons on human sexuality, Ninety-nine percent of percent of parents remove their children from classes. School the students are enrolled in the entire course. However, administrators have voiced concern that a policy requiring those parents who remove their children from the human parents to give explicit written permission for their children sexuality instruction recently complained that their children to attend sexuality education classes may affect at-risk youth were stigmatized by their removal and are demanding an whose parents may be less likely to sign and return permi- alternative abstinence-only program. sion slips. Many school administrators also worry about the Many school districts do not have the staff or funds to AUGUST/SEPTEMBER 1996 SIECUS REPORT 9 provide two tracks of sexuality education. It is interesting to school district will implement a two-track system for note that communities that have provided several options HIV/AIDS education. Students can enroll in a basic course have found that only a small minority of students are with minimal, state-required information, or an expanded enrolled in the abstinence-only tracks. course with more information. (See the sidebar above.) In Wilmington, North Carolina, controversy about sexuality Communities experiencing an aggressive push for fear- education provided in the New Hanover County Schools led based, abstinence-only programs should exercise caution officials to implement two tracks in 1993-94. Students were when considering two tracks. As the communities above given the option of enrolling in fear-based, abstinence-only illustrate, school districts that offer several tracks are spend- programs (using the Sex Respect and Teen Aid, Inc., curricula) ing a great deal of time and money to provide alternative or a comprehensive program (stressing postponement of sext- programs that only a few parents support. al involvement and providing contraceptive information). Since that time, more than twice as many students have been LESSONS FROM enrolled in the comprehensive program as in the other track, THE 1995-96 SCHOOL YEAR and the number of students switching from fear-based to Despite four years of concerted efforts by the far right to comprehensive education has increased each year. implement fear-based, abstinence-only education across the In Krginia (community name withheld upon request), a simi- country, most communities continue to provide broader- lar controversy led a school district to offer three options: (1) based programs. Opponents of comprehensive sexuality comprehensive health and sexuality education, (2) health top- education continue, however, to scale back what is offered ics not related to sexuality, or (3) the Teen Aid, Inc. curricula. in the schools and, in most cases, to define the key argu- Over 95 percent of the students were given permission to par- ments in the debate. Furthermore, by attacking the very ticipate in the comprehensive curriculum. Moreover, only a structure of sexuality education (who teaches it, which stu- small number have chosen the Teen Aid option. dents are present, how parents give permission), opponents Some controveries are still resolved through a two-track are successfully moving the debate back to whether sexuali- system. ty education belongs in the schools at all. In Hemet, California, a two-year-old lawsuit was resolved out Battles over which type of sexuality education to offer of court this spring. Under the terms of the settlement, the cost communities a great deal of time, energy, and, in some IO SIECUS REPORT VOLUME 24, NUMBER 6 cases, money, while adults struggle to decide whether or not The key to ensuring comprehensive sexuality educa- to include certain topics. Sadly, while struggles take place, tion in the nation’s schools is to mobilize mainstream par- young people are often deprived of any sexuality education ents and community members and to better articulate the from reliable sources and must look to the same inadequate need for a comprehensive approach. sources of information upon which young people have relied for decades-peers and the media. Despite the publication of numerous studies confirm- REFERENCES ing that effective sexuality education requires information 1. “Sex Education Program Will Get Graphic,” St. Petersbctrg (FL) about both abstinence and contraception (as well as other Times, April 11, 1996. components), far right organizations continue to promote programs that are educationally unsound and that fail to 2. D. Kirby, “School-Based Programs to Reduce Sexual Risk give young people the skills they need to resist premature Behaviors: A Review of Effectiveness,” Public Health Reports, sexual involvement. May-June 1994, vol. 109, no. 3, pp. 339-60. If promoting abstinence is a key goal for school districts, 3. D. Damron, “Lake Approves Curriculum for Sex-Education,” they must implement programs that include information on Commercial, Leesburg, FL, January 10, 1996. both abstinence and contraception, which utilize experiential 4. “Board Splits on Sex Education,” Westfield (NJ) Record, January learning exercises, and which are taught by trained teachers. 18, 1996. Far right opposition to a number of well-evaluated, absti- nence-based programs that have helped young people post- 5. “Solon School Gets Calls, Cancels Program on Sexual pone intercourse reveals their broader goal of teaching ideolo- Orientation,” Cedar Rapids (IA) Gazette, November 15, 1995. gy in schools rather than helping young people to abstain 6. “Teach, Don’t Indoctrinate,” Boston @r’/Ij Herald, March 2, 1996. from sexual intercourse. Even the most recently published abstinence-only programs promoted by the far right contain 7. Human Relations Policy, Board of Education, Montgomery sexist bias, racial stereotypes, and medical misinformation. County, MD, pp. l-2. The trends in opposition to sexuality education illus- 8. “General Appraisal,” No. 24 (Health Curriculum Committee trate that tactics are becoming more sophisticated. Rather Majority Recommendations to the Anoka-Hennepin School than pushing solely for the implementation of a particular Board, Anoka, MN). fear-based curriculum (which could be easily examined and 9. American Psychiatric Association, Gny and Lesbian Issues, debated in the community), opponents are utilizing a num- (Washington, DC: American Psychiatric Association, 1993). ber of strategies that attack the structure and basis of sexual- ity education classesThese tactics are more difficult to resist 10. Ibid. because: 1) they are not recognized as outright attacks on 11. Policy 6340, Prohibition ofA/tevnate L$%xfertyle Instruction, August the entire sexuality education program until well into the 14, 1995 (Merrimack School District Administrative Procedures, debate, and 2) proponents of sexuality education are not Merrimack, NH). united in their position on issues such as gender-separation. As long as the opposition is successful at identifying and 12. Policy 6541, Rescission cfPolicy 6540, June 6, 1996 (Merrimack targeting areas of discord among sexuality education propo- School District Admimstrative Procedures, Merrimack, NH). nents, they will likely succeed in scaling back quality sexuality 13. “Vote’s In, And Sex-Ed Clearly Wins,” Washington Port, education and in setting the terms of the debate. December 11, 1994. SIECCONN RECOGNIZES OUTSTANDING SEXUALITY EDUCATORS The Sexuality Information and Education Council of “Sexuality Educator in the Community”; Annie Cotten- Connecticut recognized six individuals for their advance- Huston, Ph.D., “Sexuality Educator in the University ment of sexuality education in Connecticut at the organ- Setting”; Barbara Beitch, Ph.D., “Sexuality Educator in the zation’s first Annual Meeting and Awards Dinner. High School Setting”; Veronica Maschio Skerker, M.S., Those recognized were Janet Spinner, M.S., “Sexuality “Sexuality Education Advocate”; and Robert Selverstone, Educator in the Health Care Setting”; Patricia Ricks, Ph.D., “Outstanding Leadership in Sexuality Education.” AUGUST/SEPTEMBER 1996 SIECUS REPORT 11 THE CONFLICT OVER SEXUALITY EDUCATION: INTERVIEWS WITH PARTICIPANTS ON BOTH SIDES OF THE DEBATE ...... _.__._...... t...... ,. Kelly L. Nelson Doctoral Candidate, Sociology Temple University Philadelphia, PA $ hat are the issues that mobilize individuals to partici- pectedly homogeneous in terms of family and socioeconomic ” pate in the debate over sexuality education? Twenty- status. two interviews recently conducted with individuals in the mid-Atlantic states suggest that such curricula are symbols in ADVOCATES OF COMPREHENSIVE a much larger struggle over visions of sexuality, and, by exten- SEXUALITY EDUCATION sion, morality, family, gender, and national identity The advocates of comprehensive sexuality education were concerned about a number of issues which they perceived BACKGROUND as under attack: public education, individual freedom, and The idea of sexuality education has stirred controversy since tolerance for social and sexual difference. Overall, they saw its introduction into public schools over a century ago. Such abstinence-only education as a crucial component of a reli- conflicts have recently increased in number and intensity, @o-political movement threatening to theocratize America. with opposing sides vying to influence public perception As one individual said: and school board policy I do believe that I am dealing with an organized Indeed, more than 400 grassroots conflicts have erupted fundamentalist right-wing agenda that is about in this decade alone, with 131 occurring during the 1995596 much more than sex education. school year.’ Most are conflicts between advocates of com- prehensive sexuality education and proponents of abstinence- In particular, they felt that abstinence-only education only education. censored content and replaced scientific fact with religious Although polls consistently show that most respondents, dogma and that it incompletely and erroneously covered regardless of religious affiliation, support sexuality education homosexuality, masturbation, contraception, abortion, and in the schools, each side has its own definition and says it has premarital sexuality. the support of parents and administrators. Consequently, They were specifically upset at the curriculum’s exag- questions concerning the definition of sexuality education geration of the dangers of premarital sexual relations continue to prompt debate and divide communities. (designed to frighten students into abstinence) and its dis- cussion of contraception only in regard to its deficiencies- METHODOLOGY something they termed “life-threatening censorship.” This study involved 22 respondents-ranging from a retired What alerted me, in particular, was that [propo- school teacher to a high school student editor-from three nents of abstinence-only education] made some school districts in the mid-Atlantic states involved in con- statements I thought were medically inaccurate. flicts over sexuality education. They were selected for inter- One of the statements was that several years ago views because of their active, public involvement in the there were only five STDs and now there are over conflicts. They were selected either from newspaper articles 20. I thought, “What are they trying to say? Have or from recommendations by individuals in the districts. we had new mutations of bacteria or whatever?” I All respondents were interviewed (1) about the issues realized later that what they were implying was and ideologies behind their decisions to participate in the that our youth were so sexually free that these new conflict and (2) about their perceptions of sexuality educa- STDs have just kind of cropped up out of tion in relation to contemporary American society. All nowhere and that they are just trying to scare kids: interviews were conducted one-on-one in the respondents’ if you are promiscuous, this is what is going to homes. Each interview, which was based on a schedule of happen. identical questions, lasted approximately two to three hours. The 11 respondents on each side of the conflict were The advocates of comprehensive sexuality education concerned about the same issues.As a whole, they were unex- were concerned about censorship because of their belief in 12 SIECUS REPORT VOLUME 24. NUMBER 6 the virtues of education and full disclosure. Above all, they felt I think that they want to control the public and that students needed to develop critical thinking skills and that they want followers. They don’t want indepen- sexual knowledge, in and of itself, was an admirable objective. dent-minded, free-thinking people.. .They don’t They criticized the premise that a program which crit- give [students] the chance to think. ically discusses a behavior or idea implicitly encourages it. Advocates of comprehensive sexuality education also In fact, they viewed increasing rates of adolescent pregnancy felt that many of the exclusionary models in abstinence- and STDs as signs that students needed more-not less- only education were designed to punish nonconformists sexuality education. and to promote a narrow theological agenda. Their objec- They also viewed abstinence-only education’s censor- tions to intolerance were perhaps best articulated in their ship of medical information as essentially denying adoles- views on social and sexual difference and the rights of incl- cents their right to make healthy sexual decisions.They felt viduals to lead their lives free from intrusion. adolescents must learn how to make decisions if they are to become autonomous adults. I look at my little girl, and I think what if she turned out hating blacks, Arabs, gays.. And it’s a Certainly we want [sexuality education] to teach horrifying thought. our kids to be responsible, and I do not advocate promiscuity, but I think they must have informa- They felt that abstinence-only education’s emphasis on tion available so that they can make their own two-parent and heterosexual families (with the father as choices because, obviously, we are not going to provider and the mother as homemaker) denigrated all other be there for them all the time, or with them, nor family typesThey also objected to the contention that mar- do we want to be. riages between persons of different racial, cultural, or reli- gious backgrounds were more likely to end in divorce. I think the basic goal gets lost-which is.. knowl- edge, health-related knowledge. [They] are saying, “You guys are worth nothing, and you are not functioning properly.. .” It’s very The advocates of comprehensive sexuality education exclusionary. believed that sexuality comprises an essential aspect of a person’s identity, that premarital sexual relations are not Advocates of comprehensive sexuality education fre- inherently wrong, and that adolescents are sexual beings. quently and emphatically criticized what they perceived as This has helped to explain their views on the necessity of abstinence-only education’s depiction of women as inferior extensive adolescent sexuality education. to men in every way except morally. You have to give them information because they are I think it’s a basic philosophy that children and sexual people.You can’t deny that fact.To not realize women cannot be keepers of their own bodies, that sex is a healthy part of growing up is ludicrous. that they don’t have the intelligence or the right to It’s insane. be their own keepers. It’s just patriarchy.. They also viewed abstinence-only education as pro- They also felt that sexuality was largely a matter of per- moting the image of women as “moral gatekeepers,” an idea sonal choice and was contingent not upon religious or that makes women responsible for regulating their own sex- legislative proscriptions but upon the values and consent of uality as well as male sexual behavior. They viewed this as the individual. They also believed that abstinence educa- restricting women and blaming them for any deviation-by tion’s goal of total abstinence before marriage was unrealis- male or female-from ascribed sexual roles. tic and dangerous. There has to be this punishment meted out to these This is just sticking your head in the sand. The awful girls. The girl always seems to be the scape- numbers do not support an attitude that this is not goat. It’s her fault. It’s her baby.Very little concern happening.. And I just think it is some sort of about the fathers paying child support. Punish that odd right-wing experiment and that the test ani- girl! And that offends me a lot. mals are our kids. In this regard, the advocates of comprehensive sexuality Underlying their criticisms of abstinence-only education education viewed abstinence-only education as constituting as something that teaches students “what to think” instead of religious indoctrination designed to return society to an age “how to think” was their belief that knowledge empowers characterized by female subordination, closeted homosexu- and censorship controls. They felt the true purpose of absti- als, and moral absolutes-utilizing fear, guilt, and shame to nence-only education was to control attitudes and behavior. ensure conformity. AUGUST/SEPTEMBER 1996 SIECUS REPORT 13 It reverberates for me, I think, on a personal and These respondents linked such increased tolerance to emotional level. . having grown up pre-Roe, pre- the nation’s rejection of religion and its resulting moral sexual revolution-where fear and shame were decline. They spoke of “tolerance” and “individual rights” as used to control, and D&G were common. code words for campaigns of relativism and secularism, of which sexuality education is an example. They believed that abstinence-only education was the starting point for a conservative Christian agenda threaten- [Sexuality education] seems to be a symptom of a ing both public education and society itselfThey spoke pas- philosophy that our society has swallowed, sionately of their fear that religious-based censorship and and...we have not done very well since [school intolerance would result in replacing scientific fact with prayer and abortion] decisions were made over the religious doctrine and history lessons with religion lessons. last 20 [or] 30 years.. .but they still think that “Oh, aren’t we more tolerant. Aren’t we more accepting. And this is only a tiny tip of the iceberg.. .Where Oh, the gay[s] and lesbians, aren’t we doing a good are they going to go next? To.. the English classes? job in making them feel more secure in their sexu- Are they going to have [the great literary works] ality.” Well, I guess I take issue. removed? [To] the anatomy class? They might as well have the anatomy class removed. The respondents spoke passionately about their belief that this country’s moral future rests on its ability to teach its Indeed, the advocates of comprehensive sexuality edu- children right from wrong based on moral absolutes. This cation were quite clear in what they perceived as the goal of included restigmatizing premarital sexual relations and out- the conservative Christian supporters of abstinence educa- of-wedlock births by utilizing guilt and shame. Their advoca- tion: to indoctrinate a future generation and to translate cy of shame and guilt was based on their belief that females their religious convictions into social mandates. need the threat of social ostracism to ensure their resistance The far right [want] to take over.. .They said four to male pressure. A woman in her fifties discussed how shame or five years ago that if they couldn’t take over the protected her from engaging in premarital sexuality: White House they would take over all local [gov- What is wrong with the old-fashioned ideas of sin ernments]. And, if you control the school boards of and immorality if that’s going to help the person the nation, what [is]. . the need for a President.. .if make a conscious decision?... It protected me. It you can control the minds of the future generation. certainly protected me. When asked why they were involved in the conflict In this regard, proponents of abstinence-only education over sexuality education, they said it was in protest to an were particularly critical of what they perceived as the “val- encroaching religio-political movement that threatened ues-clar&ation” approach to comprehensive sexuality educa- their way of life and their beliefs. tion, where the teacher facilitates the students’ decision-mak- I’m real worried.. Somebody should put the brakes ing processes by supplying them with information so they can on these folks because a lot of what they’re.. .doing reach a decision appropriate to their unique situation-not by is really based on this same kind of “don’t talk about instructing them on “right” and “wrong.“They were particu- it and it won’t be an issue” censorship. larly concerned with the approach’s defense of a student’s abil- ity and right to make his/her own sexual decisions. THE PROPONENTS OF Part of the problem with the comprehensive educa- ABSTINENCE-ONLY EDUCATION tion courses is that they’re non-directive.. . .They The proponents of abstinence-only education felt that com- assume that students at these ages are able to make prehensive sexuality education promotes a secular notion of wise decisions and come up with their own values. I sexuality which violates parental authority and culminates in do not want my child coming up with her own val- increased non-marital sexual behavior. More specifically, they ues, thank you very much. felt such teachings were guided not by a moral framework Interestingly, each of the participants related compre- (with a strict adherence to Biblical principles) but, rather, by hensive sexuality programs to drug and alcohol programs one which judges all actions as morally equivalent.This crit- and questioned why the former uses a nondirective icism of relativism was at the heart of their opposition. approach and the latter a directive approach. It is not a value-neutral approach. It values individ- When somebody is drinking and driving.. .that’s [a] ual choice.. that says there is no right and wrong. really dangerous activity, that’s risky behavior.. It’s Anytime you take that, that’s a value. the same to me as with a kid who’s sexually active. 14 SIECUS REPORT VOLUME 24, NUMBER 6 The abstinence-only respondents also believed that com- The view of premarital sexuality as emotionally and prehensive sexuality education violated parental authority by physically dangerous is epitomized by a respondent who encouraging students to “choose” their own values.They typ- recalled what he told his son about consequences: “It’s a tally described a scenario in which students, who had learned tough decision to be abstinent.. .and if I don’t, I’m going to from their parents that premarital sexuality was morally wrong fall and succumb and be like the rest. I’ll end up dead or and physically harmful, were taught that sexual relations are with herpes the rest of my life, or in some pregnancy, or plausible. somehow with my future ruined.” The respondents’ second major criticism of compre- [Comprehensive sexuality education] defies my hensive sexuality education is their belief that the discussion parental authority.. It says you do not have to lis- of homosexuality and birth control implicitly-and, at ten to your parents. This bugs me to death.. I times, explicitly-gives students permission to engage in invested 18 years...and you think you’re going to premarital sexual relations. take [her]. .and tear her down to where she does- n’t even have to listen to me anymore? That she’s Well, they say that they teach abstinence, but, when her own person.. you say, “But look at this side of the fence and look at the condoms and look at what you’re miss- All of the respondents felt that sexuality education ing out on and look how much fun these people should not be taught in schools at all and that it should be are having”. This is not teaching abstinence. discussed only within the safe confines of the home or church. As a result of these and other related discussions, I Each of the abstinence-only respondents spoke of the concluded that their activism resulted more from their “myth of safe sex,” which they said was developed by sup- opposition to sexuality education than from their support porters of comprehensive sexuality education for financial for abstinence-only education. and ideological gain. They felt premarital sexual relations They objected to the teaching of such subjects as abor- were never “safe” because condoms are unreliable, difficult tion, contraception, homosexuality, and masturbation to use and don’t actually prevent the transmission of sexual- because: (1) their inclusion destroys a student’s natural mod- ly transmitted diseases (STDs). esty and results in sexual experimentation; and (2) their dis- You need to let the kids know that condoms don’t cussion implicitly gives the students permission to engage in protect them even against other types of STDs. I premarital sexual relations. mean, there [are] some that will protect them.. .to I think that which promotes sexual activity gives a degree.. . But even then.. .there are STDs that the kids ideas that they never would have had in these condoms will not protect you from. their wildest dreams. I think...it breaks down any Similarly, because they don’t think AIDS threatens stu- moral scruples that the kids have by talking about dents in their community, the abstinence-only respondents it and exploring all the different ways of having view HIV/AIDS education as a ploy to integrate a relativist [sexual relations]. sexual ideology into the public schools. Their criticisms were based on complex gender ideolo- I don’t even think AIDS is a real danger to the kids gies-including the belief that females are inherently less here, percentage wise. Their dangers aren’t con- sexual and, as a result, are responsible for regulating both tracting AIDS. There’s a lot of other dangers- their own and male sexuality. For this reason, all the respon- emotional, STDs, pregnancies. I think the informa- dents viewed comprehensive sexuality education as femi- tion that we get on AIDS is distracting. nist-inspired propaganda designed to teach females that their sexual desires are as important as a male’s.The partici- “It’s all about an ideology.. .that says everything is rela- pants’ sexual ideologies included their belief that sexuality tive.” This statement exemplifies the abstinence-only comprises a God-given gift which is wonderfully natural respondents’ belief that comprehensive sexuality education under the “appropriate circumstances” and life-threatening- is part of a plot to promote “cultural relativism,” generally, ly dangerous under others. and nontraditional notions of gender and sexuality, specifi- cally. They were clear about whom they believed was spear- Sex is a total giving of one person to another, the heading this push. total giving of hearts, minds...bodies, of selves to each other. ..and that’s exactly what marriage is, This is not simply a course on family life.This is an you see, and that’s why the Lord wants it in mar- ideology that they want to push on children so riage. Because once you take it outside of mar- that they, by a certain age, will be indoctrinated riage. it’s a lie. with that ideology. AUGUST/SEPTEMBER 1996 SIECUS REPORT 15 The homosexual community.. .the radical femi- CONCLUSION nists.. atheists and agnostics.. They don’t want My interviews with advocates of comprehensive sexuality any restrictions on anything. education show a deep concern that abstinence-only educa- tion is part of a crusade to transform contemporary When asked, only two of the abstinence-only respon- American society into an authoritarian theocracy. dents described themselves as “politically active.” Most said Similarly, my interviews with the proponents of absti- they were acting out of a concern for America’s moral nence-only education suggest that their opposition is based future. In this regard, they clearly perceived themselves as upon a belief that comprehensive sexuality education is a part of a populist uprising in defense of morality component in “relativist” ideology where students will learn We’re being challenged now to take our rightful to choose their own sexual values. place and to take our citizenship seriously. Don’t just The work of both groups stems not only from their sit there and complain that things are going down desire to promote specific sexual ideologies and societal the drain. We’ve been silent for too long. So, yeah, visions but also from their perception that the opposition the silent majority-maybe now we’ll become the represents a crucial component in a hostile and encroaching unsilent majority, you know, the vocal majority, and political movement. I think that’s liberty Change is coming. As such, the debated curricula are manifest symbols in a Finally, the abstinence-only respondents indicated that much larger cultural struggle over which of the two group’s they feel comprehensive sexuality education is a threat to visions of morality, family, and gender will predominate. their most deeply held assumptions concerning the role of religion in dictating individual behavior. REFERENCE It’s the battle of whether.. there is a God or not and 1. R. Mayer and L. Kantor, “1995-96 Trends in Opposition to whether He has the right to legislate our behavior Comprehensive Sexuality Education in Public Schools in the United and our values. States,” SIECUS Report, August-September 1996, vol. 24, no. 6, p.3, OF PRE-TEENS WITH TOUGH l hints about pre-teens and e basic facts that pre-teens need. One parent said that Now What Do Z Do? will “help recognized Professionals with expertise in preadolescent keep my sanity while dealing with real-but tough- development, SII ECUS developed this 44-page booklet that situations.” parent s will find extremely help&l, supportive and non- Now What Do Z Do? was funded through a grant from threatening. the Moriah Fund. Copies of the booklet are $2.50 each The booklet provides 15 situations dealing with sexu- and are available from the SIECUS Publications Depart- ality issues. Topics include AIDS, puberty, love, dating, con- merit, 130 West 42nd Street, Suite 350, New York, NY traception, and masturbation. 10036-7802. 16 s I ECU S REPORT VOLUM E 24, NUMBER 6 NOT ALL MORAL VISIONS ARE CREATED EQUAL: KOHLBERG’S MORAL HIERARCHY APPLIED TO THE POLITICS OF SEXUALITY EDUCATION ...... Evonne Hedgepeth, Ph.D. The Evergreen State College Olympia, WA i i he “Culture War,” as it is frequently called, is a conflict counterparts. While one should be careful not to over gen- $between two broadly defined and loosely affiliated eralize, the current conflict might be explained, at least in groups of people---the “orthodox” and the “progressives”- part, as one between individuals at different stages of moral who hold diametrically opposed moral visions for America.’ development. In light of this fundamental difference, some Each sees the other as a threat: The orthodox fear a progres- specific strategies are suggested for advocating for effective, sion toward “state-supported, secular humanist, moral comprehensive school-based sexuality education. relativism” while progressives fear a slide toward an “authori- tarian, nontolerant theocracy.” (See related article, “The THEORIES OF MORAL Conflict Over Sexuality Education: Interviews with DEVELOPMENT Participants on Both Sides of the Debate,” on page 12.) Moral reasoning is defined as one’s beliefs about the obliga- This conflict is played out in many arenas that affect tion of self toward others, and of society toward self.’ It pro- sexuality education: school reform; family planning and vides a “lens” with which an individual views events of the abortion rights; human rights for gays, lesbians, bisexuals, and community and the world, and his/her proper role in them. transgenders; family-related policies; and school board poli- Dr. Lawrence Kohlberg, in his groundbreaking work on tics, including whether or not sexuality education belongs in moral development, asserted that the foundation of morality a curriculum. Caught in the cross fire is the in a democratic society lies with an individual’s “uncommitted middle,” the majority of developing universal principles ofjustice, not just Americans whose opinions fluctuate depending acquiring simple virtues and vices. He says that upon which view they deem most reasonable.’ individuals progress through three levels of moral James Davison Hunter, in his book Culture reasoning-preconventional, conventional, and port- l?&s: The Strqgle to Dg%ze Amevicu (1991), sug- conventional-with two stages within each level. gests that these two philosophical groups are (See, “Kohlberg’s Hierarchy of Moral well matched, promoting equally valid if diver- Development: In Brief,” on page 18.) Individuals gent moral visions in an attempt to win over the move through these stages at different speeds, hearts and minds of the middle. However, are with only about a quarter ever reaching the they truly operating on the same moral plane? advanced stages (Stages 5 or 6). Most remain at A common refrain in the sexuality educa- the conventional level (Stages 3 or 4).’ tion debate, for example, is that progressives are Dr. Carol Gilligan expands on Dr. Kohlberg’s not as “moral” as their opponents. Many have been intimi- theory which was primarily focused on men. She adds that, dated into silence or retreat by accusations that they are while men’s morality is centered around an ethic of justice, “amoral,” “immoral,” “morally relativistic,” “secular human- women’s morality is oriented more toward an ethic of caring. ist,” or even “atheist.” On the other hand, some orthodox In other words, when presented with a moral dilemma that opponents to sexuality education have used tactics against involves competing individual needs, women are more likely programs and individuals that some progressives would say to base their judgment on what works best for everyone as are not very “moral.” opposed to the rights of one individual over another. This article will present prevailing theories of moral Women advance through the three levels differently development that suggest progressives, in general, use a than men do. At the preconventional level, they are mostly more advanced level of reasoning than their orthodox self-centered. At the conventional level, they are focused on caring for others, even to the detriment of their own needs. Editov’s Note: This article ir based on a year-long, interdisciplinary mum At the postconventional level, they see the value of balanc- titled ‘Amevicun Family Values” co-taught by Dv. Hedgepeth. It addressed, ing the needs of others with their own needs. As with most among other things, developmental psychology, personal values, and the individuals, the majority of women never advance beyond Culture War. the conventional level of moral reasoning.’ AUGUST/SEPTEMBER 1996 SIECUS REPORT 17 ...... KOHLBERG’S HIERARCHY OF MORAL DEVELOPMENT: IN BRIEF LEVEL 1: quo (social or religious). Fears a breakdown in the system PRECONVENTIONAL “if enough people do wrong.” Stage 1: Egocentric Orientation. LEVEL 3: Motivated by obedience to authority figures and avoidance POSTCONVENTIONAL of punishment. Doesn’t consider the interests of others or see more than one point of view. Stage 5: Social Contract Orientation. * Respects others’ rights and is aware that people’ hold a Stage 2: Instrumental Orientation. variety of opinions and values. Recognizes some universal Self-interested and exchange-oriented: “You scratch my rights like life and liberty. Realizes that law and morality back, and I’ll scratch yours.” sometimes conflict. LEVEL 2: Stage 6: Universal Principles Orientation.* CONVENTIONAL Follows self-chosen universal principles of justice, such as equality and dignity of all human beings. When laws vio- Stage 3: Intefyersonal Conformity. late these, follows the principles. Does good deeds to gain approval and meet expectations of own social group: “Do unto others as you would have Adapted from L. Kohlberg, The Psychology of Moral them do unto you.” Development (San Francisco: Harper & Row, 1984). Stage 4: Social Order Orientation. Rule and law-oriented. Conforms to maintain the status *Kohlberg says there is little distinction between Stages 5 and 6. A PLACE ON mote homosexuality”) and not take action. Also, some of KOHLBERG’S HIERARCHY these individuals will do “good” deeds in part because they Asserting that the orthodox and progressives are at different believe they will be punished otherwise (characteristic of levels on Kohlberg’s scale is not a new idea.” What is new, Stage 1 thinking). however, is the application of this observation to the politics Some orthodox individuals believe that the develop- and practice of sexuality education. ment of critical thinking is risky because it implies a cri- Most orthodox operate at Stage 4 Orthodox individu- tique of authority, which could contribute to a breakdown als, as described in the book Culture wdrs typically hold in the system (characteristic of Stage 4 thinking). And beliefs highly consistent with Kohlberg’s Stage 4 (and some although they benefit from living within a democratic soci- elements of Stages 1, 2, and 3). In this belief system, God, ety (and thus are at liberty to express and practice their the Bible, the Koran, Marx, or some other formal authority beliefs), they often distrust the democratic process or are or dogma offers individuals the “one right answer” to all intolerant of those whom they perceive to be different moral and political concerns. Issues are seen in terms of (characteristic of Stage 1 through 4 thinking).’ black and white, right or wrong. For these individuals, cor- Most progressives operate at Stage 5. Progressives rect moral action is prescribed and is not subject to inter- acknowledge and celebrate the multiplicity of values in our pretation by individuals. pluralistic society, with its diversity of cultures, religions, This view also embraces hierarchical relationships: God family configurations, and lifestyles. They also see the shades as head of the universe and man as the head of the church of gray in many moral issues and, in fact, may operate on a and family. Quite logically, such thought does not take different moral level as circumstances require. Some use kindly to feminism, which is seen as one of the driving scripture or other spiritual writings to guide them, but forces behind movements for public school sexuality educa- often view such authority as subject to interpretation. This tion, gay civil rights, and “abortion on demand.” contributes to the impression by the orthodox that progres- Some orthodox who are religious fundamentalists sives are “morally relativistic” (changing the moral code believe they have a moral mandate to proselytize, or “wit- according to the circumstance). Progressives also believe that ness,” for their religion. Consequently, they cannot observe humans have the means to solve their own problems (the what they believe is evil or immoral (for example, “to stand origin of the charge of “secular humanism”). by and let abortions happen” or “to allow schools to pro- Progressives welcome critical thinking and inquiry. 18 SIECUS REPORT VOLUME 24, NUMBER 6 They worry that religious involvement in schools and pub- Individuals operating at a higher stage of morality can under- lic policymaking will lead to the restriction of both. They stand the moral perspective of someone at a lower stage also support the rights of others-even groups or individu- (because they have “been there”), but not vice versa.” This als they may find personally distasteful (such as the Ku Klux partially explains the frustration of many progressives who Klan’s right to demonstrate or a murderer’s right to a fair can comprehend and respect the belie& of the orthodox, but trial) .’ do not receive the same understanding and respect in return. The “uncommitted” middle operates at Stages 3 and 4. Most Americans are part of the “uncommitted” middle, An individual’s level of education is not a factor in which falls into Kohlberg’s Stages 3 and 4.They usually align morality (though Kohlberg maintains that a certain level their opinions with those who are in authority and who are of cognitive reasoning is required for higher stages).” This most credible. In surveys, they generally express tolerance for explains why highly intelligent and well-educated ortho- human rights and diversity yet consistently vote against such dox and progressive individuals can strongly disagree on principles as the Bill of Rights when they are not labeled as moral issues. such.9 Typically not critical thinkers or we&informed on The method of an individual’s education sometimes may issues, these individuals are easily swayed by arguments from be a factor in the development of moral reasoning. Some both progressives and orthodox but react against perceived seminaries produce graduates, for example, who are highly “extremism” from any quarter.‘” (For example, most educated, but within only one ideology, Similarly, some Americans agree that gays and lesbians should not be denied universities promote only certain “politically correct” equal protection under the law, but they reject the notion of views. Education that fosters moral development requires gay marriage as “going too far.“)” exposure to many different philosophical perspectives and Dr. Kohlberg and other psychologists have provided value systems, within what Kohlberg calls a “just society” additional insights on the subject: (in other words, a democratic classroom). Students advance l l Individuals advance (but never regress) on the moral scale their moral reasoning when they examine dilemmas with as a result of moral dilemmas (real or contrived) that people who are higher on the Kohlberg hierarchy.‘” challenge their thinking.” Since individuals naturally seek stasis, they are infused with a “need to know” to resolve APPLICATIONS TO such cognitive conflicts. Consider, for example, people SEXUALITY EDUCATION opposed to school-based sexuality education who change This analysis of orthodox and progressive thought offers their views after seeing statistics on sexual risk-taking several implications for the work of proponents of sexuality among youth, or anti-gay parents who learn their own education: child is gay. This process can be promoted in learning For effective classroom practice. It confirms that many activities called perspective-taking, role-practice,” or sexuality educators are doing the right thing in the classroom. other personalization methods, such as teen theater, guest Such methods as role plays, critical thinking exercises, and speakers, peer education, or introspective activities. collaborative learning, combined with a respect for diversity, a l l A person’s organized system of moral thought is generally student-centered classroom, and nondirective teaching are, consistent internally. It often has, however, competing val- according to Kohlberg and others, the most likely to encour- ues and beliefs that require prioritization in the face of a age moral and cognitive growth.‘” Sexuality educators should dilemma.” Consider, for example, the parent who values assertively reaffirm the value of effective classroom practices, heterosexuality, yet loves his/her gay child, or the person citing existing literature that supports their use. who believes parents should educate their own children, For effective advocacy of programs. The following but also worries about those who are not getting sufficient strategies can be used to garner support for effective, compre- education at home. Likewise, many women considering an hensive sexuality education and other progressive initiatives: abortion value both the developing life of their unborn fetus and their own life as they have known or planned it. 1. Pay attention to the middle on an issue and don’t take actions that appear “extremist.” Remember that long- l l Religion does not equate with morality. Strongly reli- gious people fall into all stages on the Kohlberg scale term change happens slowly, in small increments; change that seems too rapid or radical typically results in a back- (and equally across all religions).” However, an inverse relationship has been found between orthodox religious lash and lost ground. belief and principled moral reasoning (the more dogmat- 2. Use methods of educating the public that already have proved ic the belief system, the lower the moral stage).‘” effective in increasing knowledge and changing attitudes AUGUST/SEPTEMBER 1996 SIECUS REPORT 19 ...... *.,.....,.... STRATEGIES FOR EDUCATING THE PUBLIC ABOUT YOUR ISSUE These strategies will help individuals who are working on public and all major institutions” and “Failing to behalf of comprehensive sexuality educatic l Help your audience personalize tht gressive senator kept making th’ l Make certain your language complexities or scope of sexuali demonstrate its moral comulexib If you are appearing in a pi in a media interview, emphasize directed at a different moral level: 1. E.Hedgepeth and J. Helmich, Teaching Abotrt Sexuality and HIV (New York: New York University Press, 1996); “Special Report l Appeal to established authority or seli-serving on Condom Effectiveness,” Focus on School Health (Seattle: Seattle- interests for preconventional individuals. (“Sexuality King County Department of Public Health, November 1992), education has the support of the majority of the 1-6. 20 SIECUS REPORT VOLUME 24, NUMBER 6 (methods that foster “perspective-taking”). (See “Strategies for 4. L. Kohlberg, The Psychology o~!Wovul Development (San Francisco: Educating the Public AboutYour Issue,” page 20.) Harper & Row, 1984). 3. Avoid the use of “war language,” personal attacks, and 5. C. Gilligan, In A D{i&ent Voice: Psychological Theory and Women’s emotional outbursts, all of which frighten and alienate the Developunetit (Cambridge: Harvard University Press, 1993). middle.Take the high road in as calm, logical, and unper- 6. S. Reacher and N. Ernler, “Moral Orientation As a Cue to Political turbed a manner as possible. Give the other side plenty of Identity,” Poojitical Psychology, 5, no. 4 (December 1984): 543-52. opportunity to undermine themselves. Listen for opportu- 7. J. D. Hunter, Ctr/ttrre Wm. nities to expose the full extent and consequences of their vision. (“Am I hearing you say that young people who 8. Ibid. have contracted HIV sexually deserve what they get?“) 9. L. Kohlberg, “Educating for a Just Society: An Updated and Revised Statement,” in B. Munsey (ed.), niloral Development, Movul 4. Don’t waste your time trying to gain the understanding of Education rind Kohlberg: Basic Irs~ex in Philosophy, Psychology, Religion extremists who represent a small, if outspoken, minority atzd Edcrcution (Birmingham, AL: Religious Education Press, 1980). Deeply entrenched, prejudiced individuals who feel 10. E. Klein, “Fact Vs. Belief: Shaping the Conflict Over Gay and morally justified in their actions are difficult, if not impos- Lesbian Equality.” sible, to affect because their core identity is often centered around their prejudice.” Such individuals are unlikely to 11. D. A. Kaplan and D. Klaidman, “A Battle, Not the War,” listen to logical arguments. Focus your time, talents and Newsweek (June 3, 1996): 24-30. energy on the group that is more likely amenable to atti- 12. L. Kohlberg, The Psychology $Moual Development. tude change-the majority of Americans. 13. Ibid. CONCLUSION 14. M. Rokeach, The Nuture of Hurnun k&es (New York: The Free Atticus Finch, in the classic story of social tolerance, To Kill u Press, 1973). &W&g&d, tells his young daughter that “you never really 15. L. Kohlberg, The Philosophy of Moral Development, vol. 1 (New know a man until you stand in his shoes and walk around in York: Harper & Row, 1981). them.” Progressives already have gained a wider, more social- 16. B. Clouse, “Moral Reasoning and Christian Faith”; S. K. ly inclusive lens by virtue of having “walked in others’ Sanderson, “Religion, Politics and Morality: An Approach to shoes” on their way to Stage 5 and 6 reasoning. By contrast, Religious and Political Belief Systems and Their Relation Through orthodox individuals who are still operating at an earlier Kohlberg’s Cognitive-Developmental Theory of Moral Judgement” stage are unable to see beyond their own moral level. (Doctoral dissertation at University of Nebraska, Lincoln, 1973); Progressives must guard against becoming arrogant or I. S. Wharman, “The Relationship of Dogmatism, Religious self-righteous; on the other hand, they need not be silenced Affiliation, and Moral Judgment Development,” The _7o~mul of or intimidated by attacks on their moral character. From Psychology, 108 (1981): 151-54; I. R. Getz, “Moral Judgment and their unique vantage point, progressives have an opportunity, Religion: A Review of the Literature,” Counseling nnd tilues, 28:3, if not the obligation, to provide the kind of moral leadership (April 1994): 94-16; P S. Richards, “The Relation Between that can promote realization of the democratic ideals of lib- Conservative Rehgious Ideology and Principled Moral Reasoning: erty, justice, and social responsibility. These guiding princi- A Review,” Review ofReligious Research, 32:4 (1991): 359-68. ples are embodied in the goals for effective, universal, and 17. L. Kohlberg, The Philosophy ofMoral Development. comprehensive sexuality education. 18. Ibid. 19. L. Kohlberg, “The Cognitive-Developmental Approach to REFERENCES Moral Education,” Phi Delta Kuppan (June 1975): 670-77. 1. J. D. Hunter, C&tire Wun: The Stvqgk to Dejine America (New 20. L. Kuhmerker with U. Gielen and R. L. Hayes, “An Overview York: BasicBooks, 1991). of Kohlberg’s Contributions to Education” and “Research on 2. E. Klein, “Fact Vs. BelieE Shaping the Conflict Over Gay and Moral Reasoning,” in The Kohlberg Legacy& the He/ping Profrsrions Lesbian Equality,” Final Report on Focus Gvoup Research Conducted 6y (Birmingham, AL: R.E.P. Books, 1994); B. Geiger, “Stimulating EDKAssociutes, Inc. (Washington, DC, Parents, Families and Friends Moral Growth in the Classroom: A Model,” High School journal, of Lesbians and Gays, 1995). 77:4 (1997); 280-5. 3. B. Clouse, “Moral Reasoning and Christian Faith,” Jburnal d 21. G. Allport, The Nature of Prejudice (Cambridge, MA: Addison Psychology and Theology, 13, no. 3 (1985): 190-98. Wesley Publishing, 1954). AUGUST/SEPTEMBER 1996 SIECUS REPORT 21 ISSUES AND ANSWERS FACT SHEET ON SEXUALITY EDUCATION exuality education is a lifelong process of acquiring WHAT ABOUT SCHOOL-BASED information and forming attitudes, beliefs, and values SEXUALITY EDUCATION? about identity, relationships, and intimacy. It encompasses School-based sexuality education programs conducted by sexual development, reproductive health, interpersonal rela- specially trained educators can add an important dimension tionships, affection, intimacy, body image, and gender roles. to children’s ongoing sexual learning. These programs Sexuality education addresses the biological, sociocultural, should be developmentally appropriate and include such psychological, and spiritual dimensions of sexuality from the issues as self-esteem, family relationships, parenting, friend- cognitive domain (information); the affective domain (feel- ships, values, communication techniques, dating, and deci- ings, values, and attitudes); and the behavioral domain (com- sion-making skills. Programs must be carefully planned by munication and decision-making skills).’ each community in order to respect the diversity of values and beliefs present in a classroom and community. HOW DO PEOPLE LEARN ABOUT SEXUALITY? WHAT ARE THE GOALS Parents are-and ought to be--the primary sexuality educa- OF SCHOOL-BASED tors of their children. From the moment of birth, children SEXUALITY EDUCATION? learn about love, touch, and relationships. Infants and toddlers The primary goal of sexuality education is the promotion of receive the beginnings of sexuality education through exan- adult sexual health. Sexuality education seeks to assist young ple when their parents talk to them, dress them, show &ec- people in understanding a positive view of sexuality, provide tion, play with them, and teach them the names of the parts of them with information and skills about taking care of their their bodies. As children grow, they continue to receive mes- sexual health, and help them acquire skills to make decisions sages about appropriate behaviors and values as they develop now and in the future. relationships within their family and the social environment. Comprehensive sexuality education programs have four Not only do children learn about sexuality through main goals: (1) to provide accurate information about their observations and relationships with parents and farn- human sexuality; (2) to provide an opportunity for young lies, but they learn from sources outside their homes. people to develop and understand their values, attitudes, and Friends, teachers, and neighbors; television, music, books, beliefs about sexuality; (3) to help young people develop advertisements, and toys teach them about sexual issues. The relationships and interpersonal skills, and (4) to help young process of sexual learning with parents and families can be people exercise responsibility regarding sexual relationships, supplemented by planned learning opportunities in church- including addressing abstinence, how to resist pressures to es, synagogues and other places of worship, community and become prematurely involved in sexual intercourse, and youth agencies, and schools. encouraging the use of contraception and other sexual Recent polls indicate that most young people look to health measures.’ their parents as their most important source of information about sexuality Friends are the second most important DOES THE FEDERAL GOVERNMENT source, school courses rank third, and television is fourth. REQUIRE SEXUALITY OR HIV More than two-thirds of young people have talked to their EDUCATION? parents about sexuality. Among the adults polled, a much There is no federal law or policy requiring sexuality or HIV smaller number learned about sexuality from their own par- prevention education. Rather than dictating sexuality edu- ents (21 percent from the mother, 5 percent from the cation and its content, the federal government has been father), yet two-thirds of these adults have talked with their explicit in its view that it should not control the content. own children about sexual issues. In numerous studies, most While the statutes were not established solely in regard to parents report that they are uncomfortable discussing sexual sexuality education, four federal statutes preclude the feder- issues with their children-and welcome assistance from al government from prescribing state and local curriculum more formal programs. standards: the Department of Education Organization Act, 22 SIECUS REPORT VOLUME 24, NUMBER 6 Section 103a; the Elementary and Secondary Education require that schools provide family life education, include Act, Section 14512; Goals 2000, Section 319(b); and the information about child development, dating, explanation General Education Provisions Act. Section 438. of family responsibilities and interpersonal relationships (Alabama, Arizona, Arkansas, California, Connecticut, DO STATES REQUIRE Delaware, the District of Columbia, Florida, Georgia, SEXUALITY OR HIV EDUCATION? Illinois, Indiana, Iowa, Louisiana, Maryland, Minnesota, Twenty-two states and the District of Columbia require Nevada, New Jersey, New Mexico, North Carolina, schools to provide both sexuality and STD/HIV education Oregon, Rhode Island, South Carolina, Tennessee, Texas, (Alabama, Arizona, Delaware, the District of Columbia, Utah,Vermont,Virginia, and WestVirginia).’ Florida, Georgia, Illinois, Iowa, Kansas, Maryland, Thirty-one states and the District of Columbia require or Minnesota, Nevada, New Jersey, New Mexico, North recommend the inclusion of decision-making skills instruction, Carolina, Rhode Island, South Carolina, Tennessee, Texas, such as resisting peer pressure, setting limits during dates, teach- Utah,Vermont,Virginia, and WestVirginia) An additional 15 ing that it is wrong to make unwanted sexual advances, and states require schools to provide STD/HIV education encouraging personal responsibility and respect for others (Arizona, California, Connecticut, Idaho, Indiana, Michigan, (Alabama, Arizona, Arkansas, California, Colorado, Delaware, Missouri, New Hampshire, New York, Ohio, Oklahoma, the District of Columbia, Florida, Georgia, Illinois, Iowa, Oregon, Pennsylvania, Washington, and Wisconsin) Thirteen Louisiana, Maryland, Massachusetts, Minnesota, Montana, states do not require schools to provide either sexuality or Nevada, New Hampshire, New Jersey, New Mexico, New STD/HIV prevention education (Arkansas, Colorado, York, North Carolina, Oklahoma, Oregon, Rhode Island, Hawaii, Kentucky, Louisiana, Maine, Massachusetts, South Carolina, Tennessee, Texas, Utah,Vermont, Virginia, and Mississippi, Montana, Nebraska, North Dakota, South West Virginia).” Five states prohibit or restrict discussion of Dakota, and Wyoming) .’ abortion (Connecticut, Illinois, Louisiana, Michigan, and South Carolina) and only Vermont and the District of Columbia WHAT SHOULD BE INCLUDED require that discussions of abortion be included.” Eight states IN SCHOOL-BASED require or recommend teaching that homosLxuality is not an SEXUALITY EDUCATION? acceptable lifestyle and/or that homosexual conduct is a crirn- The National Guidelines Task Force, composed of represen- nal offense under state law (Alabama, Arizona, Georgia, tatives from 15 national organizations, schools and universi- Louisiana, North Carolina, South Carolina,Texas, andvirginia), ties, has identified six key concept areas that should be part whereas one state (Rhode Island) requires that schools teach of any comprehensive sexuality education program. These respect for others regardless of sexual orientation.“’ are: human development, relationships, personal skills, sexual behavior, sexual health, and society and culture. The WHO DECIDES THE CONTENT National Guidelines Task Force issued Guidelines $JY OF SCHOOL-BASED Comprehensive Sexuality Education in October 1991, which SEXUALITY EDUCATION? include information on teaching 36 sexuality-related topics Many states have advisory committees. Thirty states have in an age-appropriate manner.’ established a state school/community advisory committee to develop, review, or recommend appropriate sexuality WHAT IS THE CONTENT OF education material and concepts taught at various grade SEXUALITY EDUCATION PROGRAMS? levels. These advisory committees reflect the recognition by The content of sexuality education varies greatly depending states that programs are best developed with diverse input on the community and the age-level of the students in the from external agencies and representatives. Such input also program. The most commonly and thoroughly covered top- helps to develop community support for programs and to ics (in order) are body image, reproductive anatomy, puber- minimize negative reactions from sectors unfamiliar with ty decision-making skills, families, abstinence, STDs and programs.” HIV/AIDS, sexual abuse, and gender roles.’ Of the 26 states that require abstinence instruction, IS SEXUALITY EDUCATION only 14 also require the inclusion of other information on EFFECTIVE? contraception and pregnancy and disease prevention Comprehensive approaches to sexuality education have been (Arizona, California, Delaware, Georgia, Illinois, North shown to be successful at helping young people postpone Carolina, Oklahoma, Oregon, Rhode Island, South intercourse and use contraception and STD prevention. Carolina, Tennessee,Vermont,Virginia, and Washington).” Research shows that effective programs provide modeling and Twenty-seven states and the District of Columbia practice in communication and negotiation skills; reinforce AUGUST/SEPTEMBER 1996 SIECUS REPORT 23 clear and appropriate values to strengthen individual values parents want sexuality education taught in high schools.‘” and group norms against unprotected sexual activity; focus on Support for HIV/AIDS prevention education is even high- reducing sexual risk-taking behaviors; use social learning the- er. Ninety-five percent of parents think public schools ories (that focus on recognizing social influences, bolstering should have an HIV/AIDS prevention education program. health-positive values, changing group norms and building Moreover, many youth, community, and national organi- social skills); employ active learning methods of instruction to zations have adopted policies supportive of sexuality educa- provide students with the information they need to assessrisks tion. More than 90 prominent national organizations have and avoid unprotected intercourse; and include activities that joined together as the National Coalition to Support address social and media influence on sexual behavi0r.l’ An Sexuality Education committed to assuring that all youth will international study of sexuality education programs found that receive comprehensive sexuality education by the year 2000. the best outcomes were obtained when education is given (A Fact Sheet on the coalition is available from SIECUS.) prior to the onset of sexual activity and when information about both abstinence and contraception and STD prevention This Fact Sheet was compiled and written by Daniel Dnley, SIECUS was given.The same study also found that sexuality education director ofpublic policy. does not encourage sexual experimentation or increased activity.” REFERENCES 1. National Guidelines Task Force, Guidelines JOY Comprehensive DO ABSTINENCE-ONLY Sexuality Education, Kindergarten-IL% Grade (New York: Sex PROGRAMS WORK? Information and Education Council of the United States, 1991). Abstinence-only programs have not been found to be effec- tive in helping young people to postpone sexual involve- 2. Ibid ment. Three studies of abstinence-only programs have 3. The NARAL Foundation, Sexunlity Education in America: A State appeared in the scientific literature.The first study found no by State Review (Washington, DC: NARAL, 1995), p. v. significant impact on the initiation of intercourse at the six- 4. National Guidelines Task Force, Guidelines for Comprehsive month follow-up. The other two studies examined post-test Sexuality Education, Kindergarten-12th Grade. data collected only six weeks after the completion of the program. The post-test found that neither those young peo- 5. A. Gambrel1 and D. Haffner, Unfinished Business: A SIECUS ple who received the abstinence-only program or any Assessment of State Sexuality Education Pvog~~ms (New York: members of the control group initiated intercourse during Sexuality Information and Education Councd of the United States, 1993), p. 8. the six-week period. A review of the existing published lit- erature on sexuality education in Public Health Reports con- 6. The NARAL Foundation, p. iv. cluded: “There is not sufficient evidence to determine if 7. Ibid., p. v. school-based programs that focus only upon abstinence delay the onset of intercourse or affect other sexual or con- 8. Ibid., p. v. traceptive behaviors.“” 9. Ibid., p. v. CAN PARENTS EXCUSE THEIR 10. Ibid., p. v CHILDREN FROM SEXUALITY 11. A. Gambrell and D. Haffner, p. 14. AND HIV EDUCATION? Yes. Whether it is for sexuality education or HIV/AIDS pre- 12. D. Kirby, et al,“School-Based Programs to Reduce Sexual Risk Behaviors: A Review of Effectiveness,” Public Health Reports, 109, vention education, states specifically provide parents with the 339-360. option of removing their children from the classes or states defer to local decision makers to provide that option to par- 13. A. Grunseit and S. Kippax, “Effects of Sex Education onYoung ents. Nearly all local school districts have provisions for stu- People’s Sexual Behaviour,“World Health Organization, 1994. dents opting out of sexuality education classes.” However, 14. National Guidelines Task Force, Guideiiner &Y Comprehensive fewer than 3 percent of parents remove children from these Sexuality Education, Kindergarten- 12th Grade. educational programs. 15. National Association for State Boards of Education, conversa- WHO SUPPORTS tions with State Departments of Education, 1995. SEXUALITY EDUCATION? 16. America Speaks: Americans’ Opinion on Teenage Pregnancy, Sex The vast majority of Americans support sexuality educa- Education and Birth Control (New York: Planned Parenthood tion. In every public opinion poll, more than eight in 10 Federation ofAmerrca, 1988), p. 24. 24 SIECUS REPORT VOLUME 24. NUMBER 6 REVIEW Congregations in Conflict: homosexuality, the young members of the The case studies make fascinatmg read- The Battle Over Homosexuality church decided to support the minister. ing. The reader has a sense of really know- However, he was eventually ousted by mg the people involved: who they are in the Keith Hartman the older members of the church who con- community, how their life experiences trolled the budget. No other church in the affected their opinions, how they truly felt Rutgers University Press Conference will risk taking him. about the specific situations. New Brunswick, NJ Pullen Baptist Church Dealing with Controversy 195pp., 1996 The long-time minister of the Pullen Baptist Although the author recognizes the risk $24.95 Church also marched with the Gay and involved in giving advice, he proposes six Lesbian Pride Parade. As a result, he and his ways to face such controversies: Keith Hartman, the author of Con~regntions wife were promptly fired from the faculty of 1. Expect a split among generations. in Co@ct, states in the preface of this timely the Southern Baptist Seminary. 2. A minister has a better chance of prevail- book that “homosexuality is the most divi- Because this church had a long history of ing if he has served a long time and has sive element facing the Church today.. [It] working for social justice in unpopular caus- gained the confidence of members. stirs up passionate convictions [and] threat- es, its leaders decided to organize forums to 3. A minister should seek the advice of the ens to turn members of the same faith discuss homosexuality in relation to the congregation before undertakmg a contro- against each other....It calls up basic ques- Bible, civil rights, and personal feelings. versial Issue. tions about what it means to be a Christian They were soon put to the test when 4. All parties should agree in advance to [and] how to know right from wrong.” He two respected male members of the congre- the details of the decision-making process. pointedly asks: “Does the Church reflect gation asked the minister to officiate at a 5. Forums should serve as a search for truth God’s will. or the traditions of a society?” blessing of their umon. Finding no scriptur- as opposed for the place for a debate. and “Are good Christians allowed to think al objections and understanding the denom- 6. Participants should think of what binds for themselves on moral issues?” ination’s belief in the autonomy of the local them together as a community of faith. Mr. Hartman seeks answers to these church, the congregation approved the A particularly interesting chapter is questions through case studies of nine church request. It was, however, followed by an titled “Denominational Overview.” It traces bodies in the Raleigh/Durham/Chapel Hill avalanche of protests of neighboring Baptist the actions of eight denominations as they Research Triangle of North Carolina: two churches and individuals. develop an official policy on homosexuality Southern Baptist, two Quaker Meetmgs, one The church was eventually excluded There are also helpful footnotes and a Methodist, one Catholic, one Episcopal, one from fellowship in the local, state, and detailed index. Metropolitan Community Church, and the national Southern Baptist Conventions. But The issues in this book will reach the Duke University Divinity School. the results were not totally negative. Only a agendas of churches as gay men and lesbians He found that each church approached few members left the church. And the con- are increasingly accepted by individuals and controversy in a different way. How this gregation was soon welcomed by the groups. In fact, polls show the majority of plays out is at the very heart of the book. American Baptist Churches U.S.A. Americans believe in nondiscrimination in Several examples follow: Quaker Meetings civic matters. Such belie& will undoubtedly Fairmont Methodist Church Two Quaker Meetings report the process spill over into organized religions. The members of an adult Bible study class they followed as they sought the truth about Many see this as a time for church lead- at the Fairmont Methodist Church were homosexuality. In considering whether or cry to search for the truth and to learn shocked when their recently appointed not to bless a Ceremony of Commitment, God’s will m the face of major societal minister marched with the local Gay and the Chapel Hill Friends Meeting asked these changes. Mr. Hartman’s book provides Lesbian Pride Parade to the tunes of“Just questions: “Why do we celebrate marriage in extremely useful information for all of us As I Am” and “Jesus Loves Me.” As a result, the first place?” and “How do we judge who care about the relationshlp between they started a campaign to have him whether a relationship is good or bad?” and organized religion and sexual orientation. removed by the local bishop. “What does it really mean for two people to From the time of his appointment, the marry?” Reviewed by Elm Philiipron Cole? who is a sex- minister had made it clear that he believed The Durham Friends Meeting discussed uality education conrultar~t for organizations the church should stand on the f?ont lines questions such as “Do we welcome same-sex thmughout the Kited States. She wrote the chap- seeking social justice.The church was pleased couples?” “D o we support gay and lesbian fev oiz “The Role qfRe/igious Organizations” ifl with his stance until he approached the issue members and their families?” “Do we appre- tize book The Challenge of Sexuality of homosexuality. Followmg a long series of ciate the openness of gay men and lesbians as Education. A member of the Board of Directors forums to help the congregation understand they share their lives with us?” of SIECUS, she resider in Netti Y,& City. AUGUST/SEPTEMBER 1996 SIECUS REPORT 25 GAY AND LESBIAN SEXUALITY AND RELATED ISSUES ...... A SIECUS Annotated Bibliography exual orientation is an essential human quality, Individuals have the right to accept, acknowledge, and live in accordance with their sexual orientation, be they bisexual, heterosexual, gay or lesbian.The legal system should guarantee the civil rights and protection of all people, regardless of sexual orientation. Prejudice and discrimination based on sexual orientation is unconscionable. This annotated bibliography presents a cross section of available resources on gay and lesbian sexuality and related issues. Readers are encouraged to seek out additional resources in bookstores, libraries, and by contacting the organizations listed at the end of this bibliography, None of the books listed in this bibliography are sold or distributed by SIECUS. They are, however, available for use at its Mary S. Calderone Library, Copies of this bibliography are available for purchase from the SIECUS Publications Department for $2.00 each by writing to SIECUS, 130 West 42nd Street, Suite 350, New York, NY 10036. Phone: 2121819-9770. Fax: 212/819-9776. E-mail: [email protected] site: GENERAL BOOKS Christianity, Social Tolerance, with this issue. 1994; 81 lpp.; $16,00/paper- and Homosexuality back; Ballantine Books (A Division of A More Perfect Union: Random House), 201 E. 50th Street, New lohn Bowel/ Why Straight America Must York, NY 10022; 212/751-2600. Stand Up For Gay Rights This comprehensive study of homosex- uality traces changes in public attitudes Gay and Lesbian Youth Richard D. Mohr through medieval history, It examines popu- Gilbert Herdt, Editor This book examines the American ideal lar literature for and against homosexuality, of equal justice under the law and the belief as well as legal, literary, theological, artistic, Broadly based and comprehensive in that all people are created equal. Issues and scientific historical evidence. It also pro- scope, this book explores the identities, situa- include equality, civil rights, and sexual pri- vides insight into modern attitudes toward tions, and relationships of gay and lesbian vacy from a gay and lesbian perspective. homosexuality 1980; 409pp.; $19,95/paper- youth in a cross-cultural context. The diffi- 1994; 12Opp.; $15.00; Beacon Press, 25 back; University of Chicago Press, 5801 Ellis culties encountered by gay and lesbian youth Beacon Street, Boston, MA 02108-2892; Avenue, 4th Floor, Chicago, IL 60637; are discussed. 1989; 355pp.; $19.95; Haworth 800/631~8571. 800/621-2736. Press, 10 Alice Street, Bmghamton, NY 13904-1580:800/342-9678. Breaking the Silence: Conduct Unbecoming: Human Rights Violations Gays & Lesbians Hearing Us Out: Based on Sexual Orientation in the U.S. Military Voices from the Gay And Lesbian Community Amnesty international USA Randy Shilts Roger Sutton This report from Amnesty International This history of gays and lesbians in the Photos by Lisa Ebright discusses instances of human rights violations U.S. military was written by Randy Shilts, based on sexual orientation, and offers rec- the late author of the much-heralded book, With a forward by writer M. E. Kerr and ommendations for protecting the lives of les- Arzd fhe Bnnd PInyed On, a chronology of the many photographs, this resource offers a pos- bians and gay men. The booklet includes a AIDS epidemic in the United States. The itive, rich view of the gay and lesbian com- “Universal Declaration of Human Rights,” strength of this more recent book lies in the munity. Each chapter of the book is devoted which outlines the position of Amnesty personal stories of the many gays and les- to the story of an individual with a unique International. 1994; 53pp.; $6.00, plus $2.00 bians who have served proudly in the mil- perspective on the gay and lesbian communi- shipping and handling;Amnesty International tary. He conducted over 1,100 interviews for ty and the issues it faces. Although this book USA, National Office, Publications, 322 the book, including military personnel, their is designed for gay and lesbian youth, it is a Eighth Avenue, New York, NY 10001; families and their lawyers, as well as political valuable resource for parents, educators, and 212/807-8400. activists and government officials involved other concerned individuals. 1994; 128pp.; 26 SIECUS REPORl VOLUME 24, NUMBER 6 GAY AND LESBIAN SEXUALITY AND RELATED ISSUES $16.95; Little Brown & Co., 200 West Street, Looking at Gay ing of over 2,000 youths and youth sup- Waltham, MA 02254; 800/759-0190. and Lesbian Life porters who gathered to discuss issues relat- ing to lesbians, gays, bisexuals, and transgen- Warren I. Blumefeld Homosexuality: dered youth. The goal of the meeting was and Diane Raymond Debating the Issues to open up lmes of communication result- ing in positive change. 1993; 15pp.; $4.00 Robert M. Baird and Encyclopedic in scope, this resource pro- plus postage and handling; Bridges Project, M. Katherine Baird, editors vides an overview on numerous topics including politics, culture, homophobia and American Friends Service Committee 150 The essays in this volume offer opin- its relationship to other prejudices, etiology, Cherry Street, Philadelphia, PA 19102; ions on various issues relating to homosex- and human sexuality 1988; 416pp.; $12.95; 215/241-7133. uality. The book is divided mto five parts: Beacon Press, 25 Beacon Street, Boston, MA the philosophical debate, etiology, criminal 02108; 617/742-2110. Setting Them Straight: law, the military, and religion. Each part You Can Do Something includes writings from opposing view- Out With It about Bigotry and points. 1995; 282pp.; $16.95; Prometheus Homophobia Books, 59 John Glenn Drive, Amherst, NY Youth Communication Betty Berzon, Ph.D. 14228-2197; 800/421-0351. This anthology of articles by gay and straight teens on homosexuality is published Whether a lesbian or gay person is fat- Homosexuality in the Church: byYouth Communication, a NewYork City- ing religious prejudice, a relative’s insensi- Both Sides of the Debate based writing program that has published tivity, or outright hostility, this book shows them how to respond, how to take control Jeffery Siker, editor teen writers since 1980. Articles are on such subjects as homophobia, coming out, and of their feelings, and how to direct the out- A serious attempt to present discussion fi-iends and family. Also included in this book come of the encounter. It includes sections and debate, this resource offers viewpoints on is an extensive chapter on teacher resources. on why people hate, the origins of preju- the inclusion and recognition of gay and les- 1996; 115pp.; $8.00;Youth Communication, dice, how to channel anger, the answers to bian Christians within their churches. Issues 144 West 27th Street, No. 8R, New York, the rhetoric of bigotry, and how to prevail addressed include the Bible and homosexual- NY 10001; 2121242-3270. in homophobic encounters. 1996; 262pp.; ity, the ordmation of gay men and lesbians, $10.95/paperback; Penguin Books, USA, and heterosexism.The appendix to the book Permanent Partners: Inc., 375 Hudson Street, New York, NY is titled “Selected Denominational State- Building Gay and Lesbian 10014; 212/645-3121. ments on Homosexuality.” It includes the Relationships That Last official statements of six churches on homo- School’s Out: Betty Berzon sexuahty. 1994; 211pp.; $16.99; Westminster The Impact of Gay John Knox Press, 100 Witherspoon Street, This book offers clear, compassionate and Lesbian Issues Louisville, KY 4202-1396; X00/227-2872. advice and counseling on the internal and On America’s Schools external problems faced by gay male and les- Dan Woog Lesbians, Gay Men, bian couples as they try to create a life and the Law together. Real-life examples are drawn from Written by a journalist, this book William 5. Rubenstein the author’s professional practice. It will help examines gay and lesbian individuals and couples improve their communication and issues as they affect schools. Part One tells Part of the “Law in Context” series, this affirm their love and commitment. 1988; the stories of people-includmg nurses, book offers comprehensive information on 354pp.; $13.95; Penguin Books, 375 Hudson teachers, coaches, and administrators-who legal issues for gay man and lesbians. Topics Street, NewYork, NY 10014; 212/366-2000. have worked for the inclusion of gay and include sodomy laws, commg out, censor- lesbian issues in schools. Part Two looks at ship, workplace issues, legal recognition of Report On the First places where battles have been fought over gay and lesbian relationships, and parenting. LesbianlGaylBisexuaVTransgender gay and lesbian issues in the schools. Part The book makes use of court cases, ordi- Youth Empowerment Speak Out Three details programs designed to address nances related to gay and lesbian issues, and the issues of gay and lesbian students, gay- American Friends Service Committee, reprints from journals, books, and other straight groups, curricula, and the student Bridges Project sources. 1993; 568pp.; $30.00; The New press. 1995; 383pp.; $11.95; Alyson Press, 500 Fifth Avenue, New York, NY This report documents the 1993 Youth Publications, PO. Box 4371, Los Angeles, 10110; 212/629-8802. Empowerment Speak Out (YES), a meet- CA 90078; 213/871-1225. AUGUST/SEPTEMBER 1996 SIECUS REPORT 27 GAY AND LESBIAN SEXUALITY AND RELATED ISSUES . Two Teenagers in Twenty An Annotated Bibliography black gay male in today’s world. It reflects the affirming power of coming together to Ann Heron, Editor Robyn Ochs build a strong community. 1986; 255pp.; An expanded version of One Teenager In This pamphlet lists nonfiction, biogra- $8.95; Alyson Publications, PO. Box 4371, Ten, this book is a collection of writings by phies, and fiction that have bisexual content Los Angeles, CA 90078; 213/871-1255. gay and lesbian youth. The youth featured in or themes. Most are English-language the book come from all over the United books. 1995; 5 pp.; $1.00; Bisexual Resource Reviving the Tribe: States and describe a wide variety of experi- Center, P.O. Box 639, Cambridge, MA Regenerating Gay Men’s ences and feelings related to their sexual ori- 02140; 617/424-9595. Sexuality and Culture in the entation and coming out. 1994; 186pp.; Ongoing Epidemic $17.95; Alyson Publications, PO. Box 4371, Vice Versa: Eric Rofes Los Angeles, CA 90078; 213/871-1225. Bisexuality and the Eroticism of Everyday Life This book creates an honest portrait of Unrepentant, contemporary gay men’s lives as the AIDS Marjorie Garber Self-Affirming, Practicing: epidemic continues.The three major sections Lesbian/Bisexual/Gay People Drawing on a broad range of examples of the book are “Restoring Mental Health,” within Organized Religion of bisexuality in history, literature, film, and “Reclaiming Sexuality,” and “Regenerating contemporary culture, this book explores the Community.“The author looks at the conr- Gary David Comstock subject from a cultural context and offers an munal culture of the gay male and outlines The words “unrepentant,” “self-affirm- expansive perspective on the role of bisexu- ways for it to reorder its priorities and redi- ing,” and “practicing” are terms that many ahty in society 1995; 606pp.; $30.00; Simon rect its activism. 1996; 318pp.; $14.95/paper- religious bodies have written into their for- and Schuster, 200 Old Tappan Road, Old back; $29.95 hardcover; The Haworth Press, mal positions to describe the type of lesbians Tappan, NJ 07675; 800/223-2336. Inc., 10 Alice Street, Binghamton, NY and gays who are not accepted in their con- 13904-1580; 800/342-9678. gregations (rather, they must be “self- reproaching,” “self-denying,” and “celibate”). GAY MEN This book looks at 27 recent empirical stud- LESBIANS ies of gays and lesbians in organized religion Gay and Gray: and another ten “religion-related studies.” The Older Homosexual Man The Lesbian Almanac 1996; 329pp.; $29.95; The Continuum Raymond M. Berger, Ph.D. The National Museum &Archive of Publishing Company, 370 Lexington Avenue, Lesbian and Gay History NewYork, NY 10017; 212/953-5858. Now in its second edition, this book builds on previous research to examine the This reference was compiled by the depth and complexity of aging among gay National Museum and Archive of Lesbian and men. Consisting of interviews and question- Gay History It includes detailed information naires, the book breaks the stereotype of on lesbian participation in art, business, educa- Bisexual Politics: older gay men as not well adjusted to the tion, film, medicine, home and family, litera- Theories, Queries, & Visions aging process. Chapters include “Age-Status ture, the media, the military, the government, Labeling in Homosexual Men,” “Sexual religion, and sports. It also includes detailed Naomi Tucker, editor Attitudes and Behavior in Midlife and Aging information on sexuality and health issues. with Liz Highleyman Homosexual Males,” and “Older Lesbians 534pp.; $16.95; The Berkeley Publishing andRebecca Kaplan and Gay People: A Theory of Successful Company, 200 Madison Avenue, New York, This collection of essays examines the Aging.” 1996; 333pp.; $14.95; Haworth NY 10016; 212/951-8800. politics of bisexuality, placing emphasis on Press, Inc., 10 Alice Street, Binghamton, NY issues and advocates. The role of bisexuality 13904-1580; 800/342-9678. Lesbian Couples as it relates to sexual orientation and identi- D. Marilee Clunk and ty is a theme of the collection. Appendices In the Life: G. Dorsey Green include an overview of bisexual activism in A Black Gay Anthology the United States. 1995; 358pp.. $14.95; In describing the pleasures and chal- Joseph Beam, editor Harrington Park Press, 10 Ahce Street, lenges of being part of a relationship, this Binghamton, NY 13904-1580; 800/342- This collection of writings by 29 black guide discusses stages of romance, conflict, 9678. authors explores what it means to be a commitment, collaboration, work, money, 28 SIECUS REPORT VOLUME 24, NUMBER 6 GAY AND LESBIAN SEXUALITY AND RELATED ISSUES . ...__...... ,...... _..,.,...... t...... time, coming out to family and friends, The Final Closet: classrooms, recreational groups, and social monogamy-nonmonogamy, separateness The Gay Parents Guide For service agencies. 1988; 97pp.; $7.50; and togetherness. It pays special attention to Coming Out To Their Children American Friends Service Committee, 1501 differences m race, class, age, and physical Cherry Street, Philadelphia, PA 19102; Rip Corley abilities. 1988; 26Opp.; $12.95; Seal Press, 215/241-7000. 3131 Western Avenue, Smte 410, Seattle, This book is intended to help gay and Death by Denial: WA 98121; 206/283-7844. lesbian parents come out to their children. Studies of Suicide In. Gay Psychological and emotional issues are and Lesbian Teenagers The Lesbian Family Life Cycle addressed, and the well-being of both Suzanne Slater the parents and children is kept in mind. Gary Remafedi, Editor 1990; 176pp.; $8.95; E&tech Press, I?O. An indepth examination of lesbian fam- Box 611085, North Miami, FL 33261; This edited compilation of articles ly life, this book identifies five stages of the 301/940-4746. explores the difficulties faced by young peo- lesbian family life cycle: “formation of the ple who are struggling with their sexual ori- couple,” “ ongoing couplehood,” “the middle Lesbian Mothers entation and coming out. The risk of suicide years,” “ generativity,” and “lesbian couples and suicidal behavior among gay and lesbian E//en lewin over 65.“The book provides a close look at youth is discussed at length, and intervention each stage. Also included is background This book covers many aspects of lesbian strategies are outlined. 1994; 203pp.; $9.95; information about lesbian sexuality, lesbian parenthood, including legal issues, mother/ Alyson Publications, P.O. Box 4371, Los mothers, and the formatlon of lesbian farn- father roles, and partner relatlonships. The Angeles, CA 90078; 213/X71-1225. lies. 1995; 265pp.; $25.00; The Free Press, book includes interviews with mothers. An Order Department, 200 Old Tappan Road, index and bibliography are also included. Gay Issues in the Workplace OldTappan, NJ 07675; 8001223-2336. 1993; 232pp.; $13.95; Cornell Universq Brian McNaught Press, Sage House, 512 East State Street, What Is She Like? Ithaca, NY 14851-0250; 607/277-2338. This book provides business people and Rosa Ainley corporate managers with a clear and concise Now That You Know: look at how anti-gay bias impacts the entire Examining lesbian identities from the What Every Parent Should Know work force and harms corporate productivi- 1950s to the 199Os, this book explores About Homosexuality ty Topics include: what gay people need numerous aspects of lesbian sexuality Chap- from their employers to feel safe and valued; Betty Fairchild & Nancy Hayward ters include “History & Sexology: Definitions, how to effectively educate heterosexual Legislation, and Popular Notions,” “Lesbian This challenging and enlightening workers about gay issues; how to respond to Looks: Butch, Femme, Kiki,” and “Work & guide for parents faced with the knowledge the concerns of religiously conservative Leisure: Living the Life and Making a Living.” that a son or daughter is homosexual dis- employees and members of the public; and Each chapter is followed by interviews which cusses the nature of homosexuality and its how to help gay employees trust the com- represent a range of opinions, styles, and expe- effects on the lives of children. It provides pany’s commitment to create a productive riences. 1995; 232pp.; $12.95; Cassell counsel on how to respond supportively to work environment. 1993; 151pp.; $17.95; St. Publishing, 215 Park Avenue South, New gay sons and lesbian daughters. 1989; Martin’s Press, 175 Fifth Avenue, New York, York, NY 10003; 2121971-7200. 276pp.; $9.95; Harcourt Brace Jovanovich, NY 10010; 212/674-5151. 1250 6th Avenue, San Diego, CA 92101; 800/543-1918. Homosexuality: PARENTS AND PARENTHOOD A Practical Guide .,...... ,.....,,__,...,.,..,....,...... to Counseling Lesbians, PROFESSIONALS Gay Men, and Their Families Considering Parenthood ...... _...... ,,...... Cheri Pies Bridges of Respect: Helen B. McDonald & Audrey Steinborn This resource is designed to assist lesbians Creating Support for Lesbian This books 1s for counselors and thera- considering parenthood. It explores issues and Gay Youth pists who do not have extensive experience such as buildmg a family, single parenthood, working with sexual minority clients. Issues Katherine Whitlock adoptlon, reproductive technology and legal mclude coming out, religion, gay and lesbian and financial concerns. 1988; 274pp.; $9.50; This is a resource designed to enable youth, parenting, HIV/AIDS, older lesbians Spmsters Book Co., PO. Box 410687, San youth workers to understand the young gay and gay men, and alcohol and other drug Francisco, CA 94141; 415/558-9586. males and lesbians who are part of their abuse. 1990; 184 pp.; $17.95; Continuum AUGUST/SEPTEMBER 1996 SIECUS REPORT 29 GAY AND LESBIA N SEXUALITY AND RELATED ISSUES ...... Publishing Company, 370 Lexington Avenue, Sage Publications, PO. Box 5084, Newbury of the scientific community and general NewYork, NY 10017; 212/532-3650. Park, CA. 91359; 805/499-0721. public on gays and lesbians. 1996; 304pp.; $25.00; MIT Press, 55 Hayward Street, Journal of Homosexuality Lesbians of Color: Cambridge, MA 02142; 800/356-0343. Social and Human Services John P DeCecco, Editor Serving Gay and Lesbian Youths: Hi/da Hidalgo, Ph.D., ACSW, Editor Published quarterly, this journal presents The Role of Child Welfare theoretical, empirical, and historical research This book is a collection of articles by Agencies on homosexuality and includes sexual prac- lesbian women of color with particular Child We/fare League of America tices and gender roles. The articles explore emphasis on providing them with much- the political, social, and moral implicatons of needed so& and human services. Some of These recommendations, developed from human sexuality, and include unique per- the articles are “For the White Social Worker a colloquium held by the Child Welfare spectives from the disciplines of law, history, Who Wants to Know How to Work with League of America, respond to the need for and the humanities. $40 individuals, $95 Lesbians of Color,” “The Social Service strategies in implementing programs and ser- organizations, $160 libraries. The Hayworth Needs of Lesbians of Color,” “Lesbian vices at youth serving agencies. Administrative Press, 10 Alice Street, Binghamton, NY Latinas: Organization Efforts to End policy, child welfare practice, and advocacy 13904-1580; 800/342-9678. Oppression,” and “Being Pro-Gay and Pro- recommendations are included. 1991; 29pp.; Lesbian in Straight Institutions.” 1995; 106~~; $6.95; Child Welfare League of America, 440 Lesbian and Gay Issues: $19.95/hardback; $9,95/paperback; Haworth First Street, N.W., Suite 310,Washington, DC A Resource Manual for Press, Inc., 10 Alice Street, Binghamton, NY 20001-2085; 202/638-2952. Social Workers 13904-1580; 800/342-9678. Straight Talk About Gays Hi/da Hidalgo, Travis I. Peterson, The Psychology of Sexual In the Workplace: and Natalie J. Woodman, Editors Orientation, Behavior, Creating An Inclusive, Productive This is a resource manual for social and Identity Environment For Everyone In workers to help increase then understand- Your Organization Louis Diamant and Richard D. McAnulty ing of their lesbian and gay male clients. Liz Winfeld and Susan Spielman The first section is devoted to adolescents, This collection of research on the psy- couples, lesbian mothers, the disabled, and chology of sexual orientation has a broad This book provides suggestions on how rural groups; the second focuses on institu- scope. It includes work by contributors from to create a workplace free of discrimination tional interventions; and the third addresses a number of different fields including psy- against gays and lesbians. Domestic partner helping professionals examine homophobia. chology, psychiatry, reproductive biology, benefits, HIV/AIDS workplace policies, 1985; 22Opp.; $16.95; National Association sociology, and communication. It is divided coming out, and sexual orientation education of Social Workers, 7981 Eastern Avenue, into these parts: “Theoretical Explanations of are discussed. The appendix includes addi- Silver Spring, MD 20910; 800/638-8799. Sexual Orientation,” “Sexual Dysfunctions m tional information on domestic partner ben- Nonclinical Populations,” “Clinical Disorders efits and HIV testing policies. 1995; 216pp.; Lesbian and Gay Psychology: of Sexual Behavior and Identity:’ and “Sexual $21.95; American Management Association, Theory, Research, and Clinical Orientation and Social Issues.” 1995; 522pp.; 135 West 50th Street, NewYork, NY 10020; Applications $115.00; Greenwood Press, 88 Post Road, 212/586-8100. Westport, CT 06881; 203/226-3571. Beverly Greene and Gregory Mtterek, Editors Queer Science: ORGANIZATIONS .. . This volume is part of the Psychological The Use and Abuse of Pmpectives on Leibinn and Gay Issues series, Research On Homosexuality Asian AIDS Project which is sponsored by the Society for the 300 4th Street, Suite 401 Simon LeVay Psychological Study of Lesbian and Gay Issues, San Francisco, CA 94107 a division of the American Psychological This book is a scientific and social Phone: 415/227-1589 Association. The book presents research on a analysis of research in the field of sexual ori- wide variety of subjects, including lesbians and entation. It examines the work of early sex Astrea Foundation physical appearance, internalized homophobia, ologists as well as more recent work m the 116 East 16th Street, 7th Floor and relationship quality of gay, lesbian, and fields of brain science, endocrinology and NewYork, NY 10003 heterosexual couples. 1994; 243pp.; $12.95; cogmtive psychology It discusses the views Phone: 212/529-8021 30 SIECUS REPORT VOLUME 24, NUMBER 6 GAY AND LESBIAN SEXUALITY AND RELATED ISSUES ...... _...... __...... ,...... _...... ~..~. Bisexual Resource Center Human Rights Campaign National Latin0 PO. Box 639 1101 14th Street, N.W. Lesbian and Gay Cambridge, MA 02140 Washington, DC 20005 Organization Phone: 6171424-9595 Phone: 202/628-4160 1612 K Street, NW, Suite 500 E-mail: [email protected] Washington, DC 20006 International Gay Phone: 202/466-8240 Black and White Men Together and Lesbian Archives 1747 Connecticut Avenue, NW PO. Box 69679 Parents, Families and Friends Washington, DC 20009 West Hollywood, CA 90069 of Lesbians and Gays Phone: 202/462-3599 Phone: 310/854-0271 (P-FLAG) 1101 14th Street, NW; Suite 1030 Center for Research & Lambda Legal Defense Washington, DC 20005 Gay Education in Sexuality and Education Fund Phone: 202/638-4200 (CERES) 666 Broadway, 12th Floor Psychology Building NewYork, NY 10012 People for the Room 503 Phone: 212/995-8585 American Way San Francisco State University 2000 M Street, NW, Suite 400 Lesbian Historical Educational San Francisco, CA 94132 Washington, DC 20036 Foundation, Inc. Phone: 415/338-1137 Phone: 202/467-2338 Lesbian History Archives, PO. Box 1258 Gay American Married Men’s NewYork, NY 10001 Project 10 Phone: 718/768-3953 Association (GAMMA) and 7850 Melrose Avenue the Gay Fathers, Lesbian Mothers Los Angeles, CA 90046 Lesbian Rights Project & Straight Partners Coalition Phone: 213/651-5200 1370 Mission Street, 4th Floor Box 50360 San Francisco, CA 94103 Washington, DC 20004 SAPPHEX 415/621-0505 Phone: 703/548-3238 14002 Clubhouse Circle, No. 206 Tampa, FL 33624 National Advocacy Coalition Gay & Lesbian Advocates Phone: 8131961-6064 on Youth and Sexual Orientation and Defenders 1711 Connecticut Avenue, N.W, Suite 206 (GLAD) Senior Action in a Washington, DC 20009-l 139 P.O. Box 218 Gay Environment Phone: 2021319-7596 Boston, MA 02112 305 7th Avenue, 16th Floor Phone: 617/426-1350 National Black Gay and Lesbian NewYork, NY 10001 Leadership Forum Phone: 212/741-2247 Gay Men’s Health Crisis 1219 S. LaBrea 10 West 20th Street Los Angeles, CA 90019 Sexual Minority Youth NewYork, NY 10011 Phone: 213/964-7820 Assistance League Phone: 212/807-6655 333 % Pennsylvania Avenue, SE (HIV/AIDS information hotline) National Coalition of Washington, DC 20009 Black Lesbians and Gays Phone: 202/546-5940 Gayellow Pages Box 19248 PO. Box 533,ViUage Station Washington, DC 20036 Sexuality Information NewYork, NY 10014 Phone: 202/537-0484 and Education Council Phone: 212/674-0120 of the United States National Gay and (SIECUS) Hetrick Martin Institute Lesbian Task Force 130 West 42nd Street 2 Astor Place, 3rd Floor 2320 17th Street, NW Suite 350 NewYork, NY 10003 Washington, DC 20009 NewYork, NY 10036-7802 Phone: 212/674-2400 Phone: 202/332-6483 Phone: 212/819-9770 AUGUST/SEPTEMBER 1996 SIECUS REPORT 31 SIECUS REPORT Index to Volume 24 ARTICLES Sexuality and the Mass Media: J. Brown and J. Steele. 24(4):3...... _.___.__...... Access to Sexuality Information for Out-of-Home Youth. Sexuality and Television Advertising: An Historical B. Mayden. 24(l): 13. Perspective. J. Kuriansky. 24(5): 13. Advertising, Sexuality, and Sexism: A Slide Show Spotlights Sexuality Education Moves Forward in Russia. V. Popova. Gender Issues. R. Jensen. 24(5): 10. 24(3): 14. Brazilian Organization Develops “Sexual Guidance” Programs Sweden Looks Anew at Ways to Reach and Teach ItsYoung Defined by Long-Term Communication. A. Egypto, M. Pinto, People About Sexuality. K. Lindahl and S. Lack. 24(3): 7 and S. Bock. 24(3): 16. Teaching High School Students About Sexual Assault: Colombia’s “National Project for Sex Education.” Z. Martinez Content and Methodology J. Laser. 24(2): 8. Mendez. 24(3):13. Teaching Our Teachers to Teach: A SIECUS Study on The Complexities of Sexual Consent. C. Muehlenhard. 24(2): 4. Training and Preparation for HIV/AIDS Prevention and Sexuality Education. M. Rodriguez, R. Young, S. Renfro, The Conflict Over Sexuality Education: Interviews with M. Ascencio, and D. Haffner. 24(2): 15. Participants on Both Sides of the Debate. K. Nelson. 24(6): 12. Toy Story: A Look into the Gender-Stereotyped World of Cruel Summer: Congressional Onslaught on Sexual Rights. Children’s Catalogs. D. Haffner. 24(4): 20. D. Daley. 24(l): 16. Turning Research into Policy: A Survey on Adolescent Defining “Coercion” and “Consent” Cross-Culturally. L. Condom Use. S. Phillips. 24(l): 9. Heise, K. Moore, and N.Toubia. 24(2): 12. Vietnam Faces Modern Sexuality Problems with Inadequate The Essence of Consent Is Communication. D. Haher. 24(2): 2. Knowledge and Solutions. D. Efroymson. 24(3): 4 Gender and Race in the Sexuality Education Classroom: The Wait Is Over. D. Daley. 24(3): 18. Learning from Students and Teachers. E. Goldfarb. 24(l): 2. What’s Old, What’s New: Sexuality on the Soaps. B. Lesbians and Gays and the Broadcast Media. L. Gross. 24(4): 10. Greenberg and R. Busselle. 24(5): 14. Nice Work IfYou Can Get It: Making the Most ofYour Young People in Bogota, Colombia, Develop Strategies to Messages in the Media-Part 1. G. Ogden. 24(4): 15. Prevent Risky Sexual Behavior. M. Saavedra. 24(3): 10. Nice Work If You Can Get It: Making the Most ofYour BIBLIOGRAPHIES Messages in the Media-Part 2. G. Ogden. 24(5): 17. . . . . 1995-96: Trends in Opposition to Comprehensive Sexuality Current Books on Sexuality for General Adult Readers. E. Education in Public Schools in the United States. R. Mayer Harris. 24(2): 29. and L. Kantor. 24(6): 3. Gay and Lesbian Sexuality and Related Issues. E. Harris, A. Not All MoralVisions Are Created Equal: Kohlberg’s Moral Levine, N. Forlenza, and M. Edwards. 24(6): 26. Hierarchy Applied to the Politics of Sexuality Education. E. HIV/AIDS. E. Harris, C. Patierno, and S. Renfro. 24(5): 21. Hedgepeth. 24(6): 17. Sexuality Issues in the Popular Culture and Media. E. Harris. Notes from the Field: Serving Gay, Lesbian, Bisexual, 24(4): 26. Transgender, and Questioning Youth. V Eggleston. 24( 1) : 7. The 104th Congress’ Golden Rule for Sexuality Education: Sexuality Resources from Around the World. J. Shortridge, “He Who Has the Gold, Rules.” D. Daley. 24(2): 24. A. Moore, and C. Criminale. 24(3): 25. Report from the 12th World Congress of Sexology D. HafIner. FACT SHEETS 24(l): 19...... SIECUS Is Pioneering a Worldwide Sexuality Education Issues and Answers: Sexuality Education. 24(6): 22. Effort. J. Shortridge. 24(3): 2. Media Recommendations for More Realistic, Accurate Sex, Lies, and Political Extremists. D. Haffner. 24(5): 2. Images Concerning Sexuality. 24(4): 22. Sexuality Advice on the Radio: An Overview in the United The Truth About Latex Condoms. 24(l): 21. States and Around the World. J. Kuriansky. 24(5): 6. SIECUS Position Statements: 1995-96. 24(3): 21. 32 SIECUS REPORT VOLUME 24, NUMBER 6