Abstinence Education in Context: History, Evidence, Premises, and Comparison to Comprehensive Sexuality Education
IN MAUREEN KENNY (ED.) (2014). SEX EDUCATION. HAUPPAUGE, NY: NOVA SCIENCE PUBLISHERS. WWW.NOVAPUBLISHERS.COM ABSTINENCE EDUCATION IN CONTEXT: HISTORY, EVIDENCE, PREMISES, AND COMPARISON TO COMPREHENSIVE SEXUALITY EDUCATION Stan E. Weed, Ph.D. The Institute for Research and Evaluation Thomas Lickona, Ph.D. Center for the 4th and 5th Rs (Respect and Responsibility) School of Education, State University of New York at Cortland ABSTRACT This chapter provides a broad picture of the abstinence education movement in the U.S. and the historical, political, and theoretical context of its journey. It describes the problems it has targeted, the policies and programs it has designed to solve them, and the results of these various interventions. Solutions to the problems posed by adolescent sexual activity have fallen into three camps: risk reduction, risk avoidance, and a combination of those two approaches. This historical context permits a comparative analysis of the most common sex education strategies and provides a better understanding of what abstinence education actually looks like—what it is and what it is not. In addition to describing the outcomes of the different approaches to sex education, we examine their foundational premises and assumptions, with the intent to clarify not only what does or does not work but also the reasons for success or failure. As important as the effectiveness question is, the underlying rationale, theory, or premise on which any program strategy is based is equally important if we are to understand how to benefit from prior successes and failures. In addressing these issues, we propose and describe an empirical model that delineates key predictors of adolescent risk behavior and demonstrates important causal mechanisms that program developers can focus on for more effective interventions.
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