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Toward a Sexually Healthy America -Only-Until- Programs that Try to Keep Our “Scared Chaste”

MARTHA E.KEMPNER,M.A.

Sexuality Information and Education Council of the (SIECUS) Many SIECUS staff members contributed their time and effort to this publication. Thanks to Monica Rodriguez, Joe DiNorcia, and Tamara Kreinin for their help in conceptualizing, writing, and editing this booklet. Thanks to Amy Levine, Johanna Malaret, Lissette Marrero, Rosanna Quezada, and Darlene Torres for reviewing curricula and adding their thoughts and insights. Special thanks to Mac Edwards, SIECUS editor, for an endless amount of help, guidance, and patience. Special thanks also to Claudia Trevor for her research and writing efforts. Finally, this publication is based on an article written by former SIECUS staff member Leslie Kantor, who deserves thanks for her vision and ideas, as well as for the creative title.

Design by Alan Barnett, Inc. Printing by Success Printing

Copyright © 2001

Sexuality Information and Education Council of the United States (SIECUS) 130 West 42nd Street Suite 350 New York, NY 10036-7802 KEEPING OUR YOUTH “SCARED CHASTE” EXECUTIVE SUMMARY

In recent years, a proliferation of abstinence-only-until-marriage education materials has surfaced, designed to control young people’s sexual behavior by instilling , , and . These curricula are often rooted in specific religious beliefs and portray premarital sexual activity as immoral and universally harmful. This resource will help educators, parents, and community members understand the common characteristics and the potential harm of these curricula.

Fear-based, abstinence-only-until-marriage curricula: • Omit information about important topics such as , body image, , and finding help • Rely on fear and shame and portray premarital sexual activity as inevitably harmful • Include misinformation about sexually transmitted diseases (STDs); exaggerate their incidence and prevalence; and present worst-case scenarios as commonplace • Include biased and often inaccurate information about HIV/AIDS • Present and contraception only in terms of failure rates; often exaggerate failure rates • Idealize one family structure that consists of a married couple raising children; portray families living within other structures as troubled • Foster myths and stereotypes about gender differences; place responsibility for setting sexual limits on women/girls • Omit discussion of ; discuss only in relation to STDs and HIV/AIDS; refer to homosexual behavior as “unnatural” • Present biased information about options; portray as dangerous and immoral; suggest adoption as the only morally correct option for a woman/teen facing an unintended pregnancy Fear-based, abstinence-only-until-marriage curricula directly oppose the goals of comprehensive sexuality education, including helping young people develop a healthy understanding of their sexuality so that they can make responsible decisions. CONTENTS

INTRODUCTION: Using Fear and Shame to Control Young People’s Behavior ...... 7

EDUCATIONAL PHILOSOPHY: Taking a Restrictive Approach ...... 9

CURRICULA SCOPE AND CONTENT: Omitting Important Topics ...... 11

SEXUALITY AND ABSTINENCE: Presenting Negative Messages ...... 12

RELIGION AND : Teaching Specific Values ...... 15

FEAR AND SHAME: Scaring Students ...... 17

SEXUAL PRESSURE: Examining Societal Forces ...... 21

SEXUAL : Portraying Sex as an Uncontrollable Force ...... 23

SEXUALLY TRANSMITTED DISEASES: Painting Worst-Case Scenarios ...... 25

HIV/AIDS: Distorting Information ...... 29 CONDOMS AND CONTRACEPTION: Misrepresenting the Facts ...... 32

MARRIAGE AND FAMILY STRUCTURE: Idealizing One Lifestyle ...... 37

GENDER: Fostering Myths and Stereotypes ...... 42

SEXUAL ORIENTATION: Refusing to Accept Diversity ...... 46

PREGNANCY OPTIONS AND ABORTION: Mandating Decisions ...... 48

TEACHING METHODS: Dramatizing Fear and Shame ...... 50

CURRICULA STRONG POINT: Involving Parents and Caregivers ...... 53

THE FUTURE OF SEXUALITY EDUCATION: Eliminating Fear and Shame ...... 54

KEEPING OUR YOUTH “SCARED CHASTE”: Reviewed Curricula ...... 55

KEEPING OUR YOUTH “SCARED CHASTE”: Sexual Health Today Slide Show ...... 60

KEEPING OUR YOUTH “SCARED CHASTE”: Abstinence Curricula without Fear ...... 63

References ...... 67

INTRODUCTION Using Fear and Shame to Control Young People’s Behavior

In 1992, the Sexuality Information and SIECUS reviewed in 1992. In response, Education Council of the United States existing curricula were revised and new (SIECUS) witnessed a proliferation of ones were developed. sexuality education curricula that Some of the current abstinence- limited discussion to sexual abstinence only-until-marriage programs have before marriage and that relied upon toned down their fear-based messages, fear and shame to control young corrected blatantly false information people’s sexual behavior. To help about STDs and condoms, and educators, parents, and community removed overt references to specific members understand these curricula, religious teachings. Although not as SIECUS published Scared Chaste?, blatant, these curricula, unfortunately, an article detailing the characteristics continue to rely on fear and shame, of these curricula and warning of their omit critical information, contain potential harm. medical misinformation, include biases A lot has happened in the eight based on gender and sexual orienta- years since that article was published. tion, present a one-sided view of The most notable event, perhaps, was marriage and family, and include the creation of a federal entitlement antichoice information. program in 1996 that allocated $50 By exaggerating the negative conse- million a year for programs that “have quences of premarital sexual activity, as their exclusive purpose teaching the portraying sexual behavior as univer- benefits of abstinence until marriage” sally dangerous, and denying young and specifically teach that “sexual people information about pregnancy activity outside of marriage is likely to and disease prevention, these curricula have harmful psychological and phys- directly oppose the goals of compre- ical effects.”1 This created a new hensive sexuality education, including demand for abstinence-only-until- helping young people develop a healthy marriage curricula similar to those understanding of their sexuality so

Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” 7 they can make responsible decisions published studies in professional, peer- throughout their lives. reviewed literature indicating that SIECUS supports teaching young abstinence-only programs are effective people about abstinence. In fact, in helping young people delay inter- SIECUS’ Guidelines for Comprehensive course.3 In addition, SIECUS does not Sexuality Education: Kindergarten– support any program that uses fear 12th Grade state that one of the four and negative messages to motivate primary goals of comprehensive sexu- young people’s behavior. ality education is “to help young people SIECUS believes that abstinence is a exercise responsibility regarding healthy choice for adolescents and that sexual relationships, including premature involvement in sexual addressing abstinence and behavior poses risks. Data have consis- The fact [how] to resist pressure to tently shown, however, that 50 percent remains that there become prematurely of high school students have engaged involved in sexual rela- in .4 All students, are no published tionships.”2 including those who are sexually active studies in professional, However, abstinence and those who choose to postpone peer-reviewed literature is only one of 36 topics intercourse until after marriage, indicating that covered in the benefit from learning about sexual abstinence-only Guidelines. SIECUS does health during their teen years. programs are not support teaching This booklet is based on SIECUS’ young people only about review of nine of the most widely effective. abstinence—primarily available, fear-based, abstinence- because scientific evaluations only-until-marriage curricula designed have never proved that absti- for junior and senior high school nence-only education is effective. students. Brief reviews of each While many publishers of abstinence- curriculum are included on page 55. only-until-marriage curricula have For more information, visit our Web conducted in-house evaluations, the site at www.siecus.org. fact remains that there are no

8 Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” EDUCATIONAL PHILOSOPHY Taking a Restrictive Approach

In recent years, parents, educators, and include information about condoms policymakers have debated the relative and contraception. CLUE 2000 states: benefits of abstinence-only-until- Teaching unmarried teens about marriage education and comprehensive contraceptives and condoms in a sexuality education. Authors of fear- setting that purposely ignores based curricula often use the introduc- marriage, family, social conse- tion or parent guide to explain why this quences, and national concerns type of education is best. In doing so, is unethical. Especially in light of the guiding philosophy behind the recent research, condom-based curricula becomes quite clear. For borders on educa- example, Facing Reality explains: tion malpractice. 6 The emphasis of the curriculum you have in your hands is to Teen-Aid’s Sexuality, Commitment address the question of premar- & Family suggests that teaching ital sexual activity directly and students about both abstinence and without ambiguity. These mate- condoms sends a mixed message similar rials recognize that this activity to suggesting that students should not is unhealthy, in and of itself, and smoke but recommending filter-top will challenge your students to cigarettes for those who do.7 Facing consider the many life-enhancing Reality takes this criticism one step options they can keep open by further by telling readers that “there is avoiding premature sexual some evidence that such programs involvement.5 [contraceptive education] are linked to earlier onset of sexual activity.”8 Other curricula directly question No Easy Answers, a report released comprehensive sexuality education, by the National Campaign to Prevent specifically those programs that

Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” 9 Teen Pregnancy, has shown that this suggest that sexuality education that assertion is untrue. In fact, numerous teaches about both abstinence and studies and evaluations published in contraception does not encourage teens peer-reviewed literature suggest that to start having sexual intercourse, comprehensive sexuality education is increase the frequency with which an effective strategy to help young teens have intercourse, or increase their people delay their involvement in number of sexual partners.9 sexual intercourse. These studies also

10 Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” CURRICULA SCOPE AND CONTENT Omitting Important Topics

SIECUS’ review of current curricula skills to resist such pressure. is based on our Guidelines, which were The focus of the curricula reviewed developed by a task force of profes- in this publication varies widely. Some, sionals from the fields of education, such as Choosing the Best, focus almost medicine, youth services, and sexuality exclusively on STDs while others, such education. The Guidelines are a frame- as WAIT Training, provide virtually no work for comprehensive sexuality information on STDs, focusing instead education programs and represent a on the benefits of marriage. It is consensus about the necessary compo- surprising that of these nine curricula nents of such programs. Abstinence used to teach sexuality, only the FACTS is one of 36 topics included in the curricula (both the middle school and Guidelines. high school versions) include detailed By nature, abstinence-only-until- information about puberty, reproduc- marriage programs are narrow in tive anatomy, and reproduction. scope and omit many topics. Fear- Other topics recommended in the based, abstinence-only-until-marriage Guidelines are totally eliminated from curricula typically limit discussion to the reviewed curricula. Such topics topics such as HIV and other STDs, the include body image, sexual identity, failure rates of condoms and contra- finding help, sexuality throughout life, ception, and the benefits of marriage. , fantasy, sexual dysfunc- Many of these curricula also discuss tion, reproductive health, sexuality societal and peer pressure to become and the law, diversity, and sexuality sexually active and include information and the arts. on negotiation and decision-making

Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” 11 SEXUALITY AND ABSTINENCE Presenting Negative Messages

While the immediate goal of many protected.”11 It goes on to say that sexuality education programs is to “there is nothing wrong with sexual delay the initiation of sexual inter- , but acting on them inappro- course (possibly until marriage) or priately may cause harm.”12 increase the use of pregnancy- and Most fear-based curricula, however, disease-prevention methods, many do not make a distinction between programs also have the long-term goal sexuality and sexual activity. Further, of promoting sexual health. Because they concentrate solely on the negative abstinence-only-until-marriage consequences of behavior, leaving education is often the only formal students with the message that sexuality education many youth sexuality itself has harmful conse- receive, the information and messages quences. In fact, Facing Reality equates in the curricula can have lifelong sexuality and drug use by focusing effects on their view of sexuality. the curriculum on both subjects. SIECUS’ Guidelines contain age- One reason this book treats two appropriate messages that assure major areas, drugs and sexuality, students that they are sexual beings under one cover is because the and that sexual feelings and fantasies tendency to misuse both may are normal, even though young people stem from the same basic error. do not need to act upon them. Several That error is the choice to feel of the curricula reviewed in this publi- or “escape” for the moment cation contain similar messages. For at the expense of your own example, WAIT Training has as a goal health and and that of helping “teens understand how to be those around you.13 ‘sexual’ without being ‘sexually active.’”10 FACTS tells students that The authors of this curriculum fail “sexuality is a wonderful aspect of our to recognize and explain that while human nature and needs to be

12 Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” illegal drug use is a universally harmful And just like in reading, writing, and behavior, sexuality is a natural part of basketball, true freedom depends on being human. Even when sexuality is making the right choices…. The most limited to sexual acts, sexual behavior important moral choice is whether or is not universally harmful, and most not to have sex before marriage.”17 parents want their children to have a The curriculum goes on to state that happy and healthy adult . “virgins can devote more time and CLUE 2000 directly challenges the energy to developing character, talents, concept that all people are sexual and career choices.”18 The implication beings. It says that by claiming “we are here is that students who choose not to sexual from birth,” proponents of remain abstinent are immoral and have comprehensive sexuality education are weaker character, less talent, and fewer perpetuating a dangerous myth that career choices. “can be used to justify adult-child sex.” Perhaps the most important criti- The curriculum goes on to challenge cism about the discussion of absti- the very idea of learning about sexu- nence in fear-based curricula is the lack ality by saying it is a myth that “we of a clear definition. In order to gain should talk openly, honestly, and the disease- and pregnancy-prevention frankly about sex”14 and that “exposure benefits that abstinence-only-until- to sex knowledge by a trusted adult marriage curricula promise, students gives a false sense of security.”15 must know what sexual activities can Just as messages about sexuality lead to pregnancy and disease. can be both positive and negative, so In other words, students need can messages about abstinence. The to know precisely from what Guidelines suggest that students learn they are abstaining. A few that “abstinence from intercourse has of the curricula offer defi- benefits for teenagers” and that “absti- nitions of abstinence. For “The most nence from sexual intercourse is the example, FACTS defines important moral best method to prevent pregnancy and abstinence as “refraining choice is whether STD/HIV.”16 from the act of sexual or not to have sex In contrast, fear-based curricula intercourse and all the before marriage.” often flip the focus so that students intimate physical acts learn only the consequences of deciding which lead up to it.”19 —CLUE 2000 not to be abstinent. While this may CLUE 2000 states that seem like a trivial distinction, it is not abstinence is “voluntarily when the ultimate goal of education is refraining from all sexual rela- sexual health. For example, CLUE 2000 tionships before marriage in order compares the decision to become sexu- to uplift your own self-worth and ally active to that of murdering or provide freedom to build character, stealing. “We are not free when we develop career potentials and practice choose to murder, steal, or cheat. Just true .”20 as we make choices in academics and sports, we make moral choices.

Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” 13 Unfortunately, most fear-based know that other behaviors such as oral curricula avoid discussing all sexual and also can lead to STD trans- behaviors except penile-vaginal inter- mission. It is interesting to note that course. As a result, students are often one study of adolescent sexual behavior left with the belief that merely showed that one third of teenagers who abstaining from this one behavior will identified themselves as virgins had protect them from all STDs and unin- engaged in and one percent of tended pregnancy. In order to make virgins had engaged in anal sex.21 informed decisions, students need to

14 Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” AND MORALITY Teaching Specific Values

Critics of abstinence-only-until- not mentioning specific religious marriage curricula often argue that doctrine. For example, FACTS says these programs are based on specific “religiousness” is a factor that promotes religious doctrine and that their use in abstinence in teens, and defines this as public schools violates the doctrine of teens having “belief systems which are separation of church and state. important to them and in which they In the early 1990s, two of the regularly participate (not related to a curricula reviewed here, Sex Respect and specific denomination).”23 The authors Facing Reality, were the subject of litiga- of Facing Reality suggest that “while the tion. The judge concluded that they public school is not a place where young violated Louisiana state law by including people should be proselytized into religious beliefs, information that was joining religious sects, this does not factually inaccurate, and antiabortion mean that young people should not counseling. Much of the judge’s decision discuss issues that have religious or was upheld on appeal.22 philosophical implications.”24 Early versions of these curricula Many curricula appear to rely on often contained blatant references to terms such as “morality” and “ethics” to religious beliefs or values. As the mask religious context. Facing Reality curricula gained popularity in public asks parents: “Is it moral for your sons schools and other secular settings, the and daughters to engage in sexual authors became more cautious about activity before marriage? The physical, the treatment of religion or religious psychological and spiritual risks are beliefs in subsequent editions. overwhelming. This is not a religious Some curricula have removed refer- viewpoint.” It goes on to suggest: “The ences to religion. For example, the word fact that many religious traditions also “” was removed entirely from support such notions does not mean the 1997 revised edition of Sex Respect. that the public school is disqualified Other curricula mention religion while from presenting them. We can

Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” 15 encourage moral/ethical behavior religion, e.g. comparative religion, without advocating sectarian which was a recommendation made by doctrines.”25 the U.S. Supreme Court when they CLUE 2000, on the other hand, restricted in public school takes a strong position on teaching settings.”27 CLUE 2000 also asks about religion. This curriculum, students to sign a statement at the written by the Pure Love Alliance, a conclusion of the program where they project of the Unification pledge to God that they will remain Church, states that “ abstinent until they are married. In vary, but every religious another footnote, the authors explain “…every scripture has a clearly that the word “God” appears in the religious scripture worded warning about Pledge of Allegiance and on U.S has a clearly worded the dangers of misusing currency, and that the Declaration of warning about the sex. It is wrong to call Independence makes reference to the 28 dangers of misusing this fear-based.” The “creator.” curriculum goes on to No matter how each curriculum sex.It is wrong to call include quotes from the approaches specific religious teachings, this fear-based.” New Testament, the Old the authors all appear to rely on a —CLUE 2000 Testament, the universal moral or ethical code that Dhammadpada, the Quaran, applies to premarital sexual behavior. and the Bhagavad Gita.26 In a While many adults may believe that footnote, the authors say, “This is premarital sexual behavior is wrong not an attempt to teach religion in or unwise, this is not a universally school. It is an attempt to teach about held belief.

16 Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” FEAR AND SHAME Scaring Students

In an effort to scare students into sexual activity can also the abstaining from sexual activity, fear- health of individuals, families, and based, abstinence-only-until-marriage society.”30 In addition, CLUE 2000 curricula name numerous physical and states that “choosing to become sexu- psychological consequences of premar- ally active can damage your ability to ital sexual activity, suggest that sexu- love, degrade your emotional self ally active teens will never have a worth and distort interpersonal rela- happy future, and imply that only tionships.”31 Finally, Teen-Aid’s teens with low self-esteem and poor Sexuality, Commitment & Family tells judgment become sexually active. teachers that “, especially with more than one person, has been Scare tactics linked to the development of Fear-based, abstinence-only-until- emotional illness.”32 marriage programs point to a myriad Many fear-based curricula ask of social, psychological, and physical students to brainstorm the possible problems that they say are the negative consequences of sexual inevitable result of premarital sexual activity. Facing Reality asks them to “list behavior. FACTS tells students that as many possible harmful consequences “premarital sex has serious negative of premarital sexual activity as you can. consequences and can affect you now Don’t forget to include the effects on and in your future.” In fact, one of the personality.”33 In another activity, Facing goals of that curriculum is “to identify Reality asks students to name four premarital sex as risk-taking opportunities “which premarital sexual behavior.”29 Similarly, Sex Respect tells activity might foreclose for you.” students that “the consequences of sex Teachers are instructed that “any future outside of marriage can be physical, opportunity that emotional, social or psychological, or emotional. For some physical complications might interfere people, the consequences of human with is acceptable even if it’s a

Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” 17 stretch.”34 Finally, this curriculum asks hillside. Suggested descriptors for this students to develop a pamphlet that include “out of control,” “loss,” “makes all the risks of premarital sexual “dangerous,” and “death.”37 activity clear to other persons.” When authors develop their own Ironically, students are told that their lists, the possible consequences of challenge “is to get the information premarital sexual activity seem across without being too negative.”35 endless. Perhaps the best example is By asking students to develop their in Facing Reality. own lists, authors of fear-based, absti- Pregnancy, fear of pregnancy, nence-only-until-marriage curricula AIDS, guilt, herpes, disappointing expect students to accept the assump- parents, , inability to tion (offered without scientific concentrate on school, , evidence) that sexual activity outside , abortion, of marriage has inevitable negative shotgun wedding, , consequences. Sex Respect underscores selfishness, pelvic inflammatory this inevitability by saying: “Is this disease, heartbreak, infertility, [AIDS and STDs] nature’s punishment , , for sex outside of marriage? No, , loss of self-esteem, loss not at all. These are natural of reputation, being used, suicide, consequences. For example, substance abuse, melancholy, loss “List as many if you eat spoiled food, you of , possessiveness, dimin- possible harmful will get sick. If you jump ished ability to communicate, from a tall building, you consequences of , fewer friendships will be hurt or killed. premarital sexual formed, rebellion against other If you spend more activity as you can. familial standards, alienation, loss money than you make, Don’t forget to of self-mastery, of it affects you and those complementary sex, viewing include the effects whom you love. If you others as sex objects, difficulty on personality.” have sex outside of with long-term commitments, —Facing Reality marriage, there are conse- various other sexually trans- quences for you, your partner, mitted diseases, aggressions and society.”36 toward women, ectopic preg- Other curricula use analogies to nancy, , loss of help illustrate this point. WAIT sense of responsibility toward Training, for example, compares sexual others, loss of honesty, , activity to fire. Students are told to , death.38 picture a fire in a fireplace and brain- storm adjectives to describe it. These curricula emphasize that Suggested responses include “warm” using precautions such as contracep- and “safe.” This picture is said to repre- tion will not protect young people from sent sexual activity in marriage. In the hazards of premarital intercourse. contrast, students are told that sex According to Sex Respect, “THERE IS outside of marriage is like a fire on a NO WAY TO HAVE PREMARITAL SEX WITHOUT HURTING SOMEONE.”39

18 Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” Similarly, FACTS tells students that Fear-based curricula use two similar “there is no such thing as ‘safe’ or tactics to suggest that students who ‘safer’ premarital sex. There are always choose to have sexual intercourse are risks associated with it, even inferior to their abstinent peers. First, dangerous, life-threatening ones.” 40 many curricula list, or ask students to The endless discussions about the brainstorm, possible reasons why inevitable and multiple problems that teenagers might have sexual inter- result from premarital sexual behavior course. All suggested answers are nega- are clearly designed to scare students tive and include lack of self-control, from engaging in sexual activity rather peer pressure, hormones, low self- than inform them about sexuality. In esteem, and drugs. In contrast, the addition, none of the reviewed curricula say wonderful things about curricula offer any scientific proof or those teens who are not sexually active. research to support the assertion that Sex Respect says that “many young premarital sexual intercourse leads to teens who have been brought everything from loss of self-mastery to up with principles and values a distrust of others. may have already decided they want to save sex for “Abstinence Shame marriage.”42 FACTS tells also keeps us In addition to providing endless infor- students that those from developing an mation on the negative consequences teens who remain absti- association between nent have the freedom of premarital sexual activity, fear-based sex,guilt,fear, curricula also utilize a variety of tactics to develop “socially,” and shame.” to suggest that teens should feel guilty, “emotionally,” and “intel- embarrassed, and ashamed of sexual lectually” as well as to —Sex Respect behavior. develop “self-control” and Sex Respect, for example, says, “a value system.”43 Such “Abstinence also keeps us from devel- comments imply that sexually oping an association between sex, active teens lack values, principles, guilt, fear, and shame. The negative and self-control. associations can be carried into Recent surveys show that 39 marriage, robbing us of the percent of ninth-grade students, 47 and fulfillment we could have percent of tenth-grade students, enjoyed.”41 Other curricula suggest 53 percent of eleventh-grade students, shame in more subtle ways. For and 65 percent of twelfth-grade example, many of the curricula list students have engaged in sexual inter- “loss of reputation” as an outcome of course.44 It is therefore likely that an premarital sexual activity. This implies average group to which these curricula that students’ families, peers, or are presented will contain several sexu- communities will look down on them if ally active teens. Suggesting that they choose (or have already chosen) to people should hold these teens in lower engage in sexual activity. esteem is damaging to sexually active

Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” 19 teens and to their relationships with sexually active teens had consensual, their peers. safe, and protected sexual experiences Fear-based curricula often acknowl- about which they feel neither guilt nor edge that some students have already shame. Suggesting that they should engaged in sexual intercourse. They feel guilt or shame can only serve to typically suggest that “secondary produce emotional distress about an ” is the only option for these otherwise healthy experience. young people. Facing Reality states: Unfortunately, even in discussions of secondary virginity, the curricula Young people who have already show little for sexually been sexually active have a great experienced students: “Students must deal to contribute and learn in be told that, although they can start these discussions. Their testi- over, they must be medically tested for monies can be powerful. Their disease because ACTIONS HAVE willingness to confront CONSEQUENCES.”46 Teen-Aid’s unhealthy patterns of Sexuality, Commitment & Family behavior and change them- tells teachers that premarital sex is selves can be a great sign “a function out of control” and consis- “Students must of to the world as tently refers to sexually active teens as be told that,although well as to their class- dysfunctional. The curriculum tells they can start over, mates.45 teachers, “It is unwise and unfair to they must be medically Statements such as allow the sexually dysfunctional faction tested for disease this assume that all of students to set standards for devel- because actions have sexually active teens oping district-wide programs.”47 consequences.” their decision and Finally, it is important to note that consider their actions to —WAIT Training some students may have experienced be unhealthy. While it is . These curricula barely possible that some of these touch on this topic and rarely distin- teens may have had negative guish between wanted and unwanted experiences with sexual behavior, sexual behavior. It is therefore possible suggesting that their decisions were that students who were forced to the result of low self-esteem and poor engage in sexual activity will accept the judgment does nothing to help them curricula’s messages about guilt and cope with negative sexual experiences. shame and suffer needlessly. In addition, it is equally possible that

20 Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” SEXUAL PRESSURE Examining Societal Forces

Today’s youth are faced with pressure unfair to teens. They are constantly to engage in sexual activity not only trying to turn us on, to use us to sell from their peers but also from popular their products.”49 culture and the media. To their credit, In addition to discussing pressure abstinence-only-until-marriage from the media, many of the curricula curricula recognize this and provide reviewed in this publication include students with the opportunity to discussions of peer pressure. For examine such pressures. While the example, FACTS defines peer pressure quality of these sections varies, it as “the influence of friends or other remains important for young people to people about the same age. The pres- analyze media messages critically and sure can be either positive or negative. evaluate peer pressure in order to It can be one-to-one or from a group to develop resistance skills. one or two people.”50 WAIT Training For example, Choosing the Best asks provides a more indepth discussion of students to watch a popular television peer pressure and a more detailed program with their parents and then model of communication. It has as a discuss the way the program portrays goal “to help teens say ‘no’ without men and women and the messages it hurting the other person’s feelings.”51 gives about premarital sexual Toward this end, students are told that behavior.48 WAIT Training includes a there is a difference between being section designed to show students that aggressive and being assertive and they the media’s portrayal of sexuality is are given the opportunity to practice inaccurate and manipulative. Students being assertive through role-plays. have the opportunity to view and Choosing the Best teaches students critique advertisements that use sexu- four strategies for fighting peer pres- ality to sell everything from mascara to sure. These strategies are referred to as clothing. Sex Respect says that “radio, a “comeback,” a “linebacker,” a “sand- TV, billboards, and magazines are wich,” and an “offense.” A comeback is

Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” 21 “a short statement of your conviction (usually another alternative).”54 Finally, and how your conviction(s) will benefit students are told to “go on the offense you.” Students are told to use a “come- when you are put on the defense. back” when friends and peers try to Pressure needs to be confronted by pressure them with “put downs.” stating: When you do/say this… For example, a friend says, “You mean I feel….”55 After learning these strate- you’re still a virgin?” A comeback is, gies, students are given the opportu- “I’ve decided to wait so I never have nity to practice using them. to about getting a disease.”52 While these strategies may prove A “linebacker” is “a short assertive useful in some situations, this approach phrase using humor or to state to negotiation skills does not allow your conviction.” Someone says, “Come students to explore the issues involved on, everybody is doing it!” A “line- or to reenact situations they have expe- backer” would be, “Then you won’t rienced. Instead of relying on quick or have any trouble finding someone else witty comebacks, students would be to do it with.”53 Students also learn the better equipped if they were taught sandwich. This is “a positive statement, communication skills to use in a wide followed by a negative statement, variety of situations throughout life. followed by a positive statement

22 Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” Portraying Sex as an Uncontrollable Force

After telling students that they should never able to decide at what point not give in to pressure because premar- during the progression of arousal to ital sexual behavior is shameful and quit. The time to stop is before genital leads to a plethora of negative conse- arousal.”58 quences, fear-based, abstinence-only- Sex Respect shows students a chart until-marriage curricula suggest that that follows the progression of sexual sex is a power that young people cannot feelings through these stages: “being control. Choosing the Best tells students together, hand holding, simple good about “the law of diminishing returns” night kiss, prolonged kissing, necking, through the fictitious story of Alan and petting, heavy petting, mutual sex play, Susie, who become increasingly sexual intercourse, end of relationship involved because sexual activities in in present form.” Students are told that which they previously engaged are no danger begins at prolonged kissing, longer satisfying.56 FACTS illustrates a that male genital arousal starts at similar point using the story of a frog: necking, and that female genital arousal starts at petting or heavy petting.59 Scientists discovered that if they The curriculum goes on to say: put a frog in a bucket of hot water, it would jump out imme- As you can see from the chart on diately. But if they put the frog in your screen, being together, hand a bucket of cool water and heated holding, and a simple goodnight the water slowly, they could cook kiss usually do not cause sexual the frog. The frog was lulled into arousal. That’s keeping your a false security. It could never “engine” off. When you go decide at what point the water beyond those three steps, you became too hot.57 turn the ignition switch; your engine is now turned on.… With The authors use this story to all systems telling you to go for suggest that “like the frog, many are

Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” 23 it, stopping is very difficult. You’ve lost your freedom when your becomes like a car with drive for pleasure takes over your deci- worn-down brakes speeding sion-making ability.”61 downhill.60 Unfortunately, Sex Respect never offers students sound advice about In a separate section on pressures to decision-making or negotiation skills; engage in sexual behavior, Sex Respect instead, the curriculum offers only glib suggests that “petting” can become sound bites such as “Pet Your such a pressure. Dog…Not Your Date,”62 “Control Your “Petting includes touching sensitive Urgin’…Stay a Virgin,”63 and “Don’t Be or private parts of the body, whether a Louse….Wait for Your Spouse.”64 inside or outside of the clothes. Informing students that sexual feel- Petting is intended to turn ings are uncontrollable or over- you on. When you get whelming and that sexual intercourse aroused, your mind seems “Pet Your Dog… “just happens” is counterproductive to to be clouded about what Not Your Date.” teaching young people that they have is right or wrong, true or the ability to set sexual limits and “Control Your ‘Urgin untrue. Your drive for abstain from intercourse. …Stay a Virgin.” pleasure is turned on…. “Don’t Be a Louse… Wait for Your Spouse.” —Sex Respect

24 Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” SEXUALLY TRANSMITTED DISEASES Painting Worst-Case Scenarios

The first generation of fear-based STD Surveillance, there were only 6,657 curricula often contained blatantly cases of primary and secondary syphilis false claims about the risks and conse- reported in the United States during quences of STDs. Current editions 1999. The CDC states that this is the seem to have toned down some of lowest annual number of cases reported these messages, yet they still exag- since 1957.67 In fact, the CDC and the gerate the incidence and prevalence of U.S. Department of Health & Human STDs, offer worst-case scenarios as Services recently announced that “the commonplace, and omit important U.S. has a unique but narrow window of information about diagnosis and treat- opportunity to eliminate syphilis while ment. In addition, many of the cases are still declining.”68 messages about STDs have undertones CLUE 2000 uses comparisons to of guilt, shame, and gender biases. suggest that STDs are responsible for staggering mortality rates: “In order to Incidence/Prevalence understand the magnitude of the STDs are a serious and widespread problem related to STDs just in terms of problem. They are not, however, as mortality rates (the number of people widespread as the reviewed curricula who die), remember that 47,393 lead students to believe. For example, Americans were killed in the Vietnam in a discussion on syphilis, Choosing the War and 42,420 were killed on US high- Best states that “over 100,000 new ways in 1997…12 million Americans are cases [are] reported each year according newly infected [with STDs] each year, 3 to a CDC report.”65 The specific CDC million are teenagers, and 7 million are in report is not cited. Sex Respect, using their 20s.”69 CLUE 2000 fails to tell yet another uncited statistic, says that students that unlike casualties of the “infectious syphilis rates have more Vietnam War and automobile crashes, than doubled among teens since the the majority of people with STDs will not mid-1980s.”66 According to the CDC’s die from their infections.

Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” 25 Sex Respect’s explanation of how may also cause them to dismiss their many people are infected with STDs own minor symptoms, thereby each year may actually mislead delaying treatment and increasing the students about the nature of STD likelihood of complications. transmission. “This year 13 In explaining bacterial STDs, CLUE million people are going to 2000 says, “In other words, even contract one of fifty sexually though bacteria may be cured, the “This means transmitted diseases. Of damage it caused can not be that more than all these people, probably repaired.”72 What the curriculum does discomfort and none of them will be not say is that early treatment of bacte- virgins.”70 In reality, rial STDs can prevent any permanent shame,STDs can many teens who iden- damage. Fear-based, abstinence-only- make it impossible tify as virgins because until-marriage curricula rarely acknowl- to ever have your they have not had edge that the long-term effects they own children!” penile-vaginal intercourse mention are caused by untreated infec- —CLUE 2000 are nonetheless engaging tions. For example, Choosing the Best in activities, such as oral sex, says that chlamydia “causes an infection that place them at risk for of the pelvic structure called PID,”73 and STDs. The CDC recently released CLUE 2000 says “chlamydia can cause a fact sheet stating that “numerous infertility in women. This means that studies have demonstrated that oral more than discomfort and shame, STDs sex can result in the transmission of can make it impossible to ever have HIV and other sexually transmitted your own children!”74 In truth, diseases (STDs).”71 Fear-based, absti- untreated chlamydia can lead to pelvic nence-only-until-marriage curricula inflammatory disease (PID), a general would better serve students by term for an infection of the lining of explaining the true nature of disease the uterus, the fallopian tubes, and/or transmission as well as ways in which the ovaries that can lead to infertility. all teens can protect themselves. However, neither curricula clearly explains that chlamydia is easily Worst-case scenarios curable. If diagnosed early and treated In describing the effects of STDs, fear- with , it will not lead to PID. based, abstinence-only-until-marriage Further, if diagnosed early and treated curricula use worst-case scenarios as with antibiotics, PID will not lead to though they were typical. The small infertility.75 amount of information students Viral infections, such as the human receive about the initial symptoms of papilloma virus (HPV), are also STDs is overshadowed by detailed described in terms of worst-case descriptions of the devastating health scenarios. Choosing the Best tells problems that result from untreated students that “for men and women, STDs. This tactic is clearly designed to the primary danger from HPV is scare students. More importantly, it cancer. Currently, HPV infections kill

26 Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” 5,000 women each year.”76 In truth, Lack of information on HPV is not a fatal disease. Research has screening and treatment found, however, that there is a link Information about screening and treat- between certain types of HPV and ment for STDs is virtually left out of cervical cancer as well as vulvar and the curricula reviewed in this publica- penile cancer. Both vulvar and penile tion. While some curricula, such as Sex cancer are rare. Cervical cancer is more Respect and Clue 2000, suggest that common and does lead to approxi- sexually active students get tested, mately 5,000 deaths each year. The they give little information to support National Cancer Institute (NCI) this recommendation, and some of the describes certain “high risk” types of information they give is inaccurate. For HPV as “the primary risk factor for example, Sex Respect tells students that cervical cancer.” However, NCI points a specific blood test is needed to check out that “it is important to note that for chlamydia.82 In truth, chlamydia is not every HPV infection is destined to a bacterial infection detectable through become cervical cancer, in fact HPV a genital examination and culture. infection is very common, while According to the CDC’s STD cervical cancer is not.”77 Again, the Information Hotline, there is no blood curricula may lead students to incor- test that can check for chlamydia. rectly believe that HPV is a fatal In addition to giving little informa- disease when they omit the important tion on screening, many fear-based, facts and information. abstinence-only-until-marriage After explaining that HPV infection curricula give messages that leads to cancer, Choosing the Best goes may discourage students on to say that “vulva cancer requires the from seeking help. First, removal of the entire vulva area through their brief explanations major surgery.”78 In truth, vulvar cancer “Herpes victims of initial symptoms are is a rare type of cancer that accounts for struggle with intense overshadowed by only three to five percent of the gyne- feelings of detailed descriptions of cological cancers diagnosed each year.79 later complications. This and guilt.” Vulvar cancer typically grows slowly, and will likely lead students —Choosing the Best early detection can mean the difference to ignore or minimize between minor surgery and removal of early symptoms. Early the genitals.80 If caught early, it is 90 screening and treatment for percent curable.81 STDs is the best method to Describing rare complications as prevent the very complications common and informing students that upon which fear-based curricula infection with an STD could lead to concentrate. For example, the CDC such dramatic results as the removal of reports that screening for chlamydia the entire external genital area is a scare can reduce the incidence of PID by as tactic that could potentially frighten much as 60 percent.83 In addition, the students from seeking treatment. NCI indicates that approximately half

Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” 27 of the women with newly diagnosed they consistently show dramatic illus- invasive cervical cancer had not had a trations of the long-term effects of Pap test within the past five years.84 untreated STDs in women, the Second, many of the reviewed curricula say very little about the curricula tell students that STDs are effects of these diseases on men. For embarrassing. For example, Choosing example, Choosing the Best tells the Best tells students that “herpes students that “the first herpes victims struggle with intense outbreak in a woman can be so painful, feelings of anger and guilt.”85 she is unable to urinate and may have In fictitious stories to be admitted to a hospital for “The first designed to illustrate such catheterization and medication.”87 Yet herpes outbreak feelings, students are the curriculum says nothing about in a woman can be so told that, for example, herpes sores on men. In addition, all of painful,she is unable Mary was “embarrassed the fictitious stories used in Choosing to urinate and may and nervous about the Best to illustrate the of STDs have to be admitted going to the campus (with the exception of the story about health clinic to have a HIV) involve women. This may lead to a hospital….” small, painless genital male students to assume incorrectly —Choosing the Best sore examined.”86 While that they have no reason to seek help. these are under- Discouraging treatment is in direct standable, the curriculum does opposition to the public health needs nothing to emphasize the impor- of young people. Students need to tance of overcoming embarrassment in learn how to prevent STDs as well as order to seek help. how to seek help as soon as they Finally, the curricula seem to assert suspect a problem and before more that STDs do not affect men. While serious complications develop.

28 Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” HIV/AIDS Distorting Information

Like the information presented about outdated and inaccurate information other STDs, the curricula provide infor- about this disease. Sex Respect explains mation about HIV that is often the three stages of HIV as asympto- confusing, inaccurate, or outdated. matic seropositive, AIDS-related This information also relies heavily on complex, and full-blown AIDS. The fear and typically contains biases based authors acknowledge that “AIDS upon sexual orientation. Related Complex is a term not officially Some of the reviewed curricula recognized by the CDC but it is used to provide accurate, basic information describe a variety of symptoms and about HIV/AIDS. For example, signs found in some persons with Choosing the Best tells students that HIV.”90 CLUE 2000 includes the “AIDS (Acquired Immune Deficiency following unsubstantiated information Syndrome) is a viral infection caused about the origin of AIDS: “One person by the Human Immunodeficiency in Africa probably contracted the Virus (HIV).”88 Both FACTS and the AIDS/HIV virus by accidentally getting two Teen Aid curricula contain detailed infected with contaminated monkey explanations of how HIV attacks the blood. If that person were living a immune system. monogamous life (meaning that they Unfortunately, many of the curricula were only having sex with their fail to clearly articulate basic informa- spouse), then probably only one to two tion and often blur the line between people would have died from AIDS.”91 HIV and AIDS. Sex Respect tells students Discussions of HIV transmission are that “today, of course, we know that also often confusing and inaccurate. To AIDS is caused by a virus. Sometimes answer the question, “How is HIV most called HIV (human immunodeficiency frequently caught?,” Sex Respect virus) the virus will be referred to in this discusses anal intercourse (which it chapter as the AIDS virus.”89 describes as “unnatural behavior”) in New curricula also often contain one paragraph, talks about “the

Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” 29 injecting of intravenous drugs” in students only that “as far as we know another paragraph, and uses three today, AIDS is transmitted four ways: paragraphs to discuss the possibility of mother to child, contaminated blood HIV transmission through French supply, IV drug use, [and] sexual kissing. Sex Respect explains in detail a activity with an HIV positive indi- 1987 case in which the CDC investi- vidual.”94 Without explaining what it gated an HIV transmission apparently means for an individual to be HIV posi- caused by kissing. The curriculum does tive, the curriculum does not give not, however, tell students that this students the information they need to was the only case ever investigated by make informed decisions about their the CDC in which kissing was possibly behavior. responsible for the transmission of Some of the reviewed curricula also HIV and that transmission in this case do a poor job explaining that HIV is was probably due to open-mouth not transmitted through casual sores.92 According to the CDC’s contact. Sex Respect contains perhaps HIV Information Hotline, the the most confusing explanation. “One person risk of acquiring HIV Some people fear HIV may be during open-mouth in Africa probably transmitted in other ways, says kissing is low and stems contracted the the CDC report. However, there from the possibility of AIDS/HIV virus by is no scientific evidence to date open sores and the pres- to support HIV transmission by accidentally getting ence of blood in the means of air travel or insects, infected with mouth, not from saliva. among suggested routes. HIV is contaminated In addition, although Sex found in varying amounts in Respect informs students monkey blood.” blood, , vaginal fluid, that the “AIDS virus” is — CLUE 2000 milk, saliva, and tears. present in semen and vaginal Studies of HIV survivals show fluids, it never specifically that even high concentrations of mentions penile-vaginal inter- HIV virus, when dried, reduces course as a risk factor. the number of infectious viruses On the subject of transmission, by up to 99 percent within a few Facing Reality merely says that “health hours. HIV does not spread or experts tell us that if you abstain from maintain infectiousness outside I.V. drug use and premarital sexual its host.95 contact you have just about eliminated the pathways available to the AIDS It may prove difficult for teens to virus (H.I.V.).”93 While this statement understand that this paragraph means may be true under some circum- that HIV is not transmitted through stances, it does not explain how HIV is mosquito bites or casual contact such actually spread. This may lead students as shaking hands, sharing a bathroom, to assume incorrectly that one cannot or giving a hug. contract HIV from one’s husband or The reviewed curricula also rely wife. Similarly, WAIT Training tells heavily on fear when dealing with HIV/AIDS. Sex Respect says “AIDS will

30 Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” kill you.”96 Choosing the Best tells acknowledge is that some of today’s students that “if you get AIDS, you face middle and high school students were a certain and painful death.”97 In a ficti- born HIV positive. The messages of fear tious discussion between Vincent, a and blame can only harm these students young man who learns that he is HIV and their relationships with peers. positive when donating blood, and his Finally, subtle biases against gay physician, Facing Reality says, “Vince, men are found in some of the discus- the disease doesn’t usually kill you. It sions on HIV/AIDS. Sex Respect tells sets you up to be killed by other students that AIDS is the most causes.”98 Finally, Sex Respect contains common STD among “homosexuals an illustration of a couple surrounded and bisexuals.”103 It does not, however, by their past sexual partners as well as provide any data to back up this asser- those individuals’ past sexual partners. tion. In addition, Sex Respect tells The caption reads “if anyone has been students that, “Research and common exposed to AIDS…it has been nice sense tell us the best ways to avoid knowing you. So long!”99 AIDS are: Remain a virgin until This cavalier attitude toward a fatal marriage. If you marry, marry a virgin. disease shows a total lack of compas- Remain faithful to your spouse. sion for those individuals who do have Avoid homosexual behavior. HIV or AIDS. Sex Respect says “the Avoid the use of intravenous AIDS patients who need health and drugs. Do not marry supportive services will cost our someone who uses (or has “How can you tell country between 8 and 16 billion used) intravenous if someone has AIDS? dollars.”100 Sex Respect also includes an drugs.”104 There is no way for illustration of five individuals. The While this advice you to predict.Anyone question next to the picture is: “How may help prevent HIV can be carrying your can you tell if someone has AIDS?” The transmission under answer: “There is no way for you to certain circumstances, it death warrant.” predict. Anyone can be carrying your does not provide enough —Sex Respect death warrant.”101 Facing Reality tells information about the parents and teachers that “educators means of transmission to who struggle to overcome ignorance allow students to make rational and instill self-mastery in their and responsible decisions. For students will inevitably lead them to example, a student could remain a recognize that some people with AIDS virgin, marry another virgin and stay are now because of the faithful to that person, yet be exposed choices they made.”102 to HIV because his or her spouse was What fear-based curricula fail to born HIV positive.

Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” 31 CONDOMS AND CONTRACEPTION Misrepresenting the Facts

To convince students that premarital condoms every time they had inter- sexual relationships have unavoidable course. The CDC concludes that consequences, fear-based, abstinence- “clearly, these statistics don’t report only-until-marriage curricula spend a condom failure but user failure.”105 great deal of time explaining that The reviewed curricula appear, condoms and other contraceptive however, to purposefully blur this methods do not prevent pregnancy or distinction to convince students that disease. They then discourage condom condoms cannot work for them. Sex use by suggesting that they are too Respect states that “we know the failure complicated for teens to use correctly. rate for condoms used to avoid preg- nancy is around 10 percent over the Condoms as contraception course of a year.”106 Choosing the Best To fully understand research on says that the “published condom condom effectiveness, students must failure rates for pregnancy prevention understand the difference between are between 10 and 30 percent.107 method failure and user failure. Teen-Aid’s Me, My World, My Future Method failure refers to failure that incorrectly interprets condom failure results from a defect in the product. rates to mean that “at the least, the User failure refers to failure that results chances of getting pregnant with a from incorrect or inconsistent use. condom are 1 out of 6.”108 In its fact sheet on condoms, the The curricula go on to assert that CDC explains that the term condom condom failure is the result of prob- failure rate often imprecisely refers to lems with the condom rather than the percentage of women who become problems that the user could fix, such pregnant over the course of a year in as incorrect or inconsistent usage. which they reported using condoms as CLUE 2000 tells students that their primary method of birth “condoms break, tear, slip off and have control—even if they did not use manufacture defects. Failure rates

32 Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” attributed to defective products and new condom is used for intercourse.” inherent latex weakness are between Condom slippage is also rare, occurring 0.5 and 7 percent.”109 Choosing the Best anywhere from 0.6 to 13 percent of points to a 1995 Consumer Reports acts of vaginal intercourse.112 It is article that stated that two percent to interesting to note that a more recent five percent of condoms tear during Consumer Reports article (June 1999) use. The curriculum goes on to say that states that “quality has improved vastly “a University of Manchester survey in the past four years” and that “with found 30 percent of those who had correct use, a condom will break as obtained condoms from their family little as two percent of the time, planning clinic had one or more authorities believe, and will slip off as condoms either burst or slip off in the little as 1 percent of the time.”113 three months before the survey.”110 In truth, condom failures are most Method failure of the male condom often caused by errors in use, “most is uncommon. In fact, it is estimated to notably the failure of couples to use occur in only three percent of couples condoms during every act of sexual using condoms consistently and intercourse.”114 It is, therefore, impor- correctly during the first year of use. In tant to look at the data on typical order to understand this estimate, use or user failure. Among Contraceptive Technology explains that those couples using condoms “only three of 100 couples who use as their primary method of condoms perfectly for 1 year will expe- contraception, about 14 rience an unintended pregnancy.” It percent will experience “Relying on goes on to say that “if each [of these an unintended preg- condoms 100 couples] had intercourse at the nancy during the first is like playing average coital frequency for U.S. year. It is important to Russian roulette.” women of 83 acts per year, then 100 remember that these —Me,My World, couples would have intercourse a couples may not have My Future combined total of 8,300 times a year. been using condoms or Three resulting from may have been using 8,300 acts of condom use is a remark- condoms incorrectly during ably low pregnancy rate (.04 percent) the act of intercourse that when calculated on a per-condom resulted in an unintended preg- basis.”111 nancy. To further put this in perspec- Most studies have reported that tive, it helps to look at other condoms break less than two percent contraceptive methods. For example, of the time during intercourse or with- 26 percent of women using periodic drawal. Contraceptive Technology abstinence as a method of explains that “not all condom breaks will experience an unintended preg- are equally as risky. As many as 25 to nancy within the first year as will 85 65 percent of condom breaks occur percent of those using no method.115 before intercourse and pose no biolog- A recent article suggests that when ical risk of pregnancy or infection if a proponents of abstinence-only-until-

Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” 33 marriage education say abstinence is the relative size of sperm and other 100 percent effective in preventing organisms: “The size difference pregnancy, they are actually pointing to between a sperm cell and the HIV virus a method failure rate of zero. The can be roughly related to the difference authors note that this failure rate is between the size of a football field and achieved only if the user consis- a football.”119 The curriculum suggests tently abstains from all that a latex condom might successfully “For condoms vaginal intercourse. They stop sperm, but that small holes in the to be used properly, also suggest that a true latex could allow smaller organisms over 10 specific steps comparison of the effec- such as HIV to pass through. FACTS must be followed tiveness of abstinence to ends its discussion about the disease- every time.This tends other contraceptive prevention aspect of condoms by to minimize the methods is possible only saying, “The actual ability of condoms when researchers allow to prevent the transmission of and spontaneity of for the possibility that HIV/AIDS even if the product is intact, the sex act.” not all individuals who is not definitively known.”120 —Choosing the Best use abstinence as their Teen-Aid’s Me, My World, My Future primary method of birth likens condom use to a game of control will consistently remain Russian Roulette: “The first player abstinent. In other words, the spins the cylinder, points the gun to authors suggest that researchers need his/her head, and pulls the trigger. to determine a user failure rate for He/she has only one in six chances of abstinence.116 being killed. But if one continues to It is true that if used consistently, perform this act, the chamber with the abstinence is 100 percent effective in bullet will ultimately fall into position preventing pregnancy. It is also true under the hammer, and the game ends that if used consistently and correctly, as one of the players dies. Relying on condoms are 98 percent effective in condoms is like playing Russian preventing pregnancy.117 roulette.”121 These arguments once again Condoms as disease prevention mislead students about the nature of After citing high condom-failure rates condom failure and disregard years of relating to pregnancy, many of the scientific research that has found reviewed curricula go on to suggest condoms to be an effective method of that condoms are even less effective in preventing many STDs. Research has preventing the transmission of STDs. shown that condoms are 99.9 percent For example, Choosing the Best tells effective in reducing the risk of STD students, “Since infection does not transmission when used in combina- depend on a fertile window of only 3–5 tion with a .122 Researchers days each month, and disease organ- have also concluded that using a isms are much smaller than sperm, condom during intercourse to protect disease failure rates are estimated to be against HIV transmission is more than much higher.”118 FACTS also points to 10,000 times safer than not using a

34 Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” condom.123 In addition, the CDC states For condoms to be used properly, that, “Latex condoms, which are regu- over 10 specific steps must be lated by the Food and Drug followed every time. This tends Administration (FDA) as a medical to minimize the romance and device, must undergo stringent tests, spontaneity of the sex act. These including tests for microscopic holes. steps include: inspecting the If any holes are found in sample condom for holes and leaks condoms, the entire product batch is before using, putting the discarded.”124 condom on as you begin , In addition to laboratory studies that using proper lubricants, leaving show latex condoms are highly effective an air space, using spermicide, in preventing transmission of HIV and careful removal of the condom, other STDs, numerous real-life studies immediate washing of the genital of discordant couples (couples in which area with both soap and one person is infected with HIV and the water.128 other is not) show the same thing. In This list suggests that condom use one study, 123 couples used condoms is intimidating, time consuming, and for every act of vaginal and/or anal hard to figure out. Choosing the intercourse. None of the HIV-negative Best states: partners became infected.125 “Premarital The CDC concludes that “these At three University of sexual activity studies show latex condoms are highly campuses does not become protective, and point to the need to and Cleveland State promote consistent and correct University, 66% [of a healthy choice or a condom use.”126 students] said they moral choice simply never used a condom because contraceptive Discouraging condom use despite required technology is After suggesting that condoms will not courses on sexual employed.” behavior. Only 6% protect individuals against unwanted —Facing Reality pregnancies or STDs, many fear-based, indicated that they 129 abstinence-only-until-marriage always use a condom. curricula also suggest that proper According to the CDC, “studies condom use is difficult. of hundreds of couples show that CLUE 2000 says that “correct use consistent condom use is possible requires self-control and discipline, when people have the skills and moti- special handling and proper storage, no vations to do so.” They go on to say foreplay…placing and removal of that “people who are skeptical about condom correctly (special instructions condoms aren’t as likely to use them— for the uncircumcised)…placement and but that doesn’t mean they won’t have removal of condom at precise sex.”130 The detailed discussions of moments.”127 Choosing the Best also condom failure included in the tells students that the correct use of a reviewed curricula are likely to make condom is difficult. students, at best, skeptical and,

Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” 35 at worst, convinced of failure. This usage in order to achieve high effective- does not mean that students will ness. The vast majority of teenagers do refrain from sexual intercourse but not yet have the maturity needed for may mean that those students who that kind of behavior.”133 Sex Respect have sexual intercourse will refrain gives more specific data to show why from condom use. These students will teenagers should not use contraception: therefore put themselves at risk for “The average combined failure rate for STDs and unintended pregnancy. teens using various types of contracep- tives with a high rate of compliance is Other methods of contraception 9.9% to 13% annually.”134 While it is The majority of the reviewed curricula true that teenagers tend to have slightly contain limited discussions about all higher contraceptive failure rates than contraceptive methods except adult women,135 this particular statistic condoms. They tend to include very comes from data collected between general information on why contra- 1971 and 1979, before Sex Respect’s ception is not effective and why students were born. “…most premarital sexual activity, FACTS asks students to brainstorm contraceptive even with the use of contra- the reasons that teens may not use methods require ception, is dangerous. contraception effectively. Suggested consistent and correct Facing Reality says that responses include fear that birth control will harm their health, lack of usage….The vast historically, contracep- tion fails 10 to 15 comfort using contraceptives (“espe- majority of teenagers percent of the time. cially those that involve touching the do not yet have the It goes on to say: genital area to insert or apply”), and maturity needed “Premarital sexual lack of knowledge of ovulation and for that kind of activity does not become a fertility cycles.136 Once again, the behvior.” healthy choice or a moral curriculum expects students to accept choice simply because contra- an assertion as fact: that teenagers are — FACTS ceptive technology is employed. unable to use contraception effectively. Young persons will suffer and may Instead of taking the opportunity to even die if they choose it. The address the reasons why teens may not ‘mythology of contraception’ must be use contraception effectively, or to challenged by any one who teaches provide information that might help .”131 teens to overcome these obstacles, the FACTS adds that “contraceptive use curriculum merely lets these negative can never protect against the effects of statements go unchecked. emotional scarring.”132 Telling students that contraception is The reviewed curricula also argue not effective will not necessarily prevent that teenagers are ill equipped to them from engaging in sexual inter- handle the correct use of contraceptive course. It may, however, inhibit sexually methods. FACTS tells teens, active students from using contracep- “Furthermore, most contraceptive tive methods that could protect them methods require consistent and correct from unintended pregnancy.

36 Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” MARRIAGE AND FAMILY STRUCTURE Idealizing One Lifestyle

Abstinence-only-until-marriage educa- behavior only belongs in this type of tion is based on the belief that sexual relationship. WAIT Training tells behavior is morally correct only within students that “the institution of the context of marriage. To convince marriage serves to promote positive students to follow this standard, the social energy in our society.”137 It holds reviewed curricula spend a great deal of as one of its goals “to reframe the act of time discussing the institution of sexual intercourse as best and most marriage. Students are told that appropriate between two committed marriage benefits individuals, children, married people who love each and society; that married people are other.”138 CLUE 2000 suggests that happier, healthier, and have better sex; “…marriage commitments are the that divorce is detrimental to children bedrock of social order ”139 and that and society; and that the only way to “sex in the committed bonds of achieve a happy marriage is to remain marriage is safest, period.”140 FACTS abstinent until your wedding day. tells students “it only makes sense that The underlying assertion that marriage is the only place for sexual married people are is likely to activity to be enjoyed and free from alienate a number of students, negative consequences.”141 including those whose parents are not After explaining why marriage is married, those who cannot legally good for society, the reviewed curricula marry because they are gay or lesbian, argue that marriage is also best for indi- and those who have chosen or will viduals. CLUE 2000 tells students that choose not to get married. married people are “sexually more satis- fied,” “happier,” “have better self worth,” Marriage are “financially better off,” and “have It is clear that most of the reviewed increased longevity.” It goes on to say curricula place a special value on that “married men consume less alcohol marriage and believe that sexual and live safer lives” and “married

Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” 37 women have better health and living says that “if our nation practiced the conditions.”142 In an exercise called the standard of abstinence until marriage “Goodies of Marriage,” WAIT Training and fidelity within marriage most of tells students that married people have these epidemics [STDs] would be elimi- lower rates of suicide, increased nated in one generation.”147 recovery from illness, lower incidence of Ironically, some examples in the mental disorders, and less need for reviewed curricula point out that health care. The curriculum goes on to wedding rings are not protection say that “marriage increases the demon- against pregnancy, STDs, or unhappi- stration of character traits necessary for ness. FACTS tells the story of “Barry,” a successful living such as sacrifice, lawyer who had sexual intercourse with humility, flexibility, , and a number of people before he married ability to delay .”143 four years ago. Barry and his wife are Students are then asked to now expecting their first child, and he brainstorm how these traits has just learned that he is HIV benefit both society and positive.148 It is entirely possible that the children who are Barry’s wife remained abstinent until “…marriage produced by marriage. she married and was faithful within her commitments are Almost 80 million marriage. Yet she and her child have the bedrock of American adults are now been exposed to HIV. In a similar social order.” classified as single story, Choosing the Best introduces —CLUE 2000 because they have “Peggy,” who is left infertile after a delayed marriage, decided gonorrhea infection. Students are told to remain single, are that Peggy’s husband of six months divorced, lost a spouse, or caught the infection during a one-night have entered into gay or stand to their engagement.149 lesbian partnerships.144 For this Once again, Peggy might likely have reason, the assertion that married remained abstinent until her wedding people are superior to unmarried day. Yet she is now permanently unable people is likely to alienate students to have children because of an STD she whose parents are not married, those caught from her husband. who cannot legally marry because they These stories illustrate that are gay or lesbian, and those who marriage vows are not effective protec- choose not to get married. tion against STDs. Such protection is It seems that fear-based curricula possible within any relationship, describe marriage as a cure-all for the regardless of marital status, between problems of STDs and unintended preg- uninfected partners who refrain from nancy. FACTS suggests that “when sexual activity outside of the relation- couples reserve sexual intercourse for ship. The women portrayed in these marriage, there are few, if any, negative stories could have protected them- consequences.”145 CLUE 2000 asserts selves had they received information that “marriage, not condoms, will protect about STD screenings and the use of you physically and emotionally.”146 It also condoms for disease prevention.

38 Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” The underlying problem with many adult women report that their first fear-based curricula’s discussions of sexual experience was with their marriage is that they continue to spouse, and many reported that it took present marriage as the only morally place during an engagement prior to correct option and assume that all marriage.156 Indeed, this “standard” students will eventually marry. WAIT was probably never true—a third of Training suggests that “the standard of Pilgrim brides were pregnant before human sexuality being best and most they were married.157 fulfilling within marriage gives teens a Finally, many of the reviewed solid framework to value sexual absti- curricula devote a portion of their nence, and therefore govern behavior. discussions on marriage to explaining Individual circumstances and choices why premarital cohabitation is wrong. regarding whether or not one gets WAIT Training, for example, includes married is irrelevant. The standard an entire page of statistics that suggest remains the same for society.”150 that couples who live together before Similarly, Sex Respect suggests that they are married are at greater risk of even those students who think they divorce.158 FACTS asks students to will not marry should remain absti- brainstorm “...some reasons why nent. It proposes that “one reason to living together prior to abstain is that you would still have a marriage does not increase respect for the meaning of sex and one’s chances of having a “Individual marriage.”151 successful marriage.”159 circumstances and While some people in our society These statistics are not may wish virginity until marriage was relevant either to the choices regarding the standard for all, and while some point the curricula are whether or not one gets people may have personally accepted trying to make or to the married is irrelevant. these values, a brief look at marriage students who comprise The standard remains and sexual behavior in the United their audience. While the the same for society.” States shows that this is not, in fact, a decision to engage in —WAIT Training universal standard. The vast majority sexual intercourse often of Americans begin having sexual rela- happens during one’s teen tionships as teenagers. Recent statis- years, the decision to cohabitate tics show that 50 percent of teenagers is rarely applicable to junior high have engaged in sexual intercourse at and high school students. some point during high school,152 as have 80 percent of college students Family structure ages 18 to 24.153 Yet the median age of The belief that sexual behavior is only marriage is 24 for women and 25.9 for morally acceptable within marriage men.154 In fact, fewer than seven extends to strict beliefs about family percent of men and 20 percent of structure. The reviewed curricula are women 18 to 59 years of age were clearly based on the belief that the virgins when they married.155 Only 10 ideal family consists of a married percent of adult men and 22 percent of heterosexual couple and their children.

Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” 39 In fact, CLUE 2000 says directly that single parents “…often cite special “the best environment in which to raise difficulties in child rearing (e.g. finan- children is the loving two-parent cial stress, inability to spend adequate family.”160 The only other family struc- time with children, the difficulty in tures discussed in most fear-based providing positive role models to allow curricula are those resulting from for balanced social development).” It divorce. Families are never mentioned also suggests that families involved in in which unmarried or same-sex remarriage may have additional diffi- couples raise children, in which other culties and conflicts.163 adults such as grandparents or aunts Students are also told that many of and uncles are the parental figures, or society’s problems are attributed to the in which adults choose to become breakdown of this ideal two-parent single parents. family unit. Facing Reality says that To support the assertion that two- “divorce and desertion have become parent families are ideal, the reviewed even more common as Americans put curricula discuss in detail the possible perceived self-fulfillment above family consequences of divorce. FACTS obligations.”164 CLUE 2000 says that tells students that “divorce is “it is easy to understand that family the leading cause of child- breakdown is the biggest problem hood depression,” that 63 facing this nation today when you “It is easy to percent of youth suicides consider the amount of resources we understand that and 70 percent of teen spend on welfare, school safety, STD family breakdown parents are children of epidemics, divorces, sexual criminal is the biggest problem single parents, and that offenders, and juvenile violence.”165 facing this nation “children of divorce are Before explaining how difficult life is today.…” five times as likely to be for children of divorced or otherwise suspended from single parents, FACTS tells students that —CLUE 2000 school.”161 CLUE 2000 “61 percent of the children born in 1987 says that children from will spend some portion of their single-parent families are growing-up years in a single-parent “twice as likely to drop out of family.”166 Most of today’s eighth high school, 2.5 times as likely to graders were born in or after 1987, bear children outside of marriage, which means that a majority of students [and] 1.4 times as likely to be unem- exposed to abstinence-only-until- ployed” than children of two-parent marriage curricula live or will live in a families. It also says that children of single-parent household. While some of single-parent families “have lower the curricula acknowledge this fact, they grades and aspirations” and are “twice show little compassion toward these as likely to have behavior problems and students and their families. CLUE 2000 seek psychiatric help.”162 tells teachers, “The majority of your Teen-Aid’s Me, My World, My Future students probably come from single- looks at the consequences of divorce parent families. It is a delicate, though from the parent’s perspective and says necessary, balance to present the bene-

40 Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” fits of two-parent families without desertion, that students may live in a condemning or judging single family that does not match the ideal parents.”167 Facing Reality says, model espoused by fear-based, absti- “Regardless of their present family situ- nence-only-until-marriage curricula. ations, your students can be challenged Suggesting that these families are infe- to become more mature. They can be rior and at the root of societal problems encouraged to improve family life by will likely alienate many students and serving the others who make up their cause others to feel hurt, anger, shame, own families.”168 and embarrassment. Suggesting that It is unfair to put the burden of those students who come from single- family structure on students who parent families will face a lifetime of have no control over their current difficulty can only serve to further family situation. There are many distress many students. reasons, including divorce, death, or

Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” 41 GENDER Fostering Myths and Stereotypes

Fear-based, abstinence-only-until- to look at their fingernails. The leader marriage curricula contain numerous is supposed to point out that girls tend biases based on gender and consis- to put their hands in front of their tently portray men and women in bodies with palms facing out, whereas stereotypical ways. Boys are described boys turn their palms in and fold their as having uncontrollable sexual feelings fingers down.171 The curriculum then and girls as having little, if any, sexual points to a number of general charac- . In doing so, many of the teristics and suggests that women are reviewed curricula place the primary colder than men because their metabo- responsibility for delaying sexual lism is lower, that women’s hearts beat activity on girls. more rapidly, and that women have Ironically, many fear-based, absti- larger livers, stomachs, appendices, and nence-only-until-marriage curricula kidneys but smaller lungs.172 FACTS begin discussions on gender by saying tells students that “the very fact that that stereotyping men and women is a women can bear children and men, in problem. FACTS says, “There are two general, have greater physical strength, major challenges regarding differences is testimony to the differences.”173 between men and women: stereotyping It is unclear what significance these and harassment. Stereotyping involves generalized differences play except to over-generalizing—usually in a negative accentuate the sexual differences that way.”169 WAIT Training says, “Please, no the curricula later mention. For guy bashing. Bulleted items are not example, WAIT Training tells students always the case. There are always excep- that “…studies clearly show a large male tions.”170 Nonetheless, these sections advantage in visual-spatial abilities and are riddled with stereotypical images higher mathematical reasoning. Every about both men and women. social explanation has been To prove that men and women are exhausted—this is innate. Only 20% of different, WAIT Training asks students American girls in elementary grades

42 Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” reach the average level of male perform- By explaining that males are more ance in tests of spatial ability.”174 This easily aroused than females, the statement suggests that girls should reviewed curricula subtly suggest that not bother attempting to change such females are responsible for controlling innate weaknesses of their gender as sexual behavior. Sex Respect says, mathematical reasoning. “Because they generally become The curricula also list differences aroused less easily, females are in a between the sexes relating to sexuality good position to help young men learn and sexual behavior. WAIT Training says balance in a relationship by keeping that “men sexually are like microwaves intimacy in perspective.”178 In a and women sexually are like crockpots.” cartoon, Sex Respect says, “Watch what It goes on to say that “a woman is stim- you wear. If you don’t aim to please, ulated more by touch and romantic don’t aim to tease.”179 CLUE 2000 tells words. She is far more attracted by a students, “Remain sexually pure in man’s personality while a man is stimu- mind and body. It’s okay to look good, lated by sight. A man is usually less but the way you dress should not be discriminating about those to whom he sexually suggestive. Don’t wear is physically attracted.”175 FACTS revealing clothes or carry a suggests that men see genital activity condom.”180 WAIT Training and intercourse as their goal whereas specifically discusses how women focus more on sharing feel- girls dress: “What if a girl “Because they ings.176 Sex Respect tells students that “a came to school in a crop generally become young man’s natural for sex is top, just barely covering already strong due to testosterone, the her bra, and shorts aroused less easily, powerful male growth hormone.” In starting three inches females are in a good contrast, it says that, “Females are below her navel. What position to help young becoming culturally conditioned to ‘game’ would she be men learn balance in a fantasize about sex as well.”177 playing? Do you see what relationship….” These statements represent and rein- I mean about the way you —Sex Respect force stereotypical views that suggest dress sending messages?”181 that men desire casual sexual activity The curriculum tries to from any and all women while women emphasize this point by saying, only agree to sexual activity as a way to “One thing that sex education and get love. Presenting these stereotypes as the media fail to communicate is the true can be detrimental to young people power of sex. Spies, who are trained not by limiting their options, influencing to give away government secrets, even their behavior, and coloring their expec- lose their sensibilities and give in to the tations for future relationships. Instead, power of sex, often because of what a students need to learn that men and woman is wearing.”182 women are all sexual beings and are Thus, the curricula are once again equally responsible for setting limits in reinforcing a negative stereotype about relationships and making decisions sexual relationships in which the regarding sexual activity. responsibility for engaging in or

Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” 43 refusing sexual activity lies almost are more interested in getting married exclusively with females. Not only are than their male peers. One exercise, females responsible for their actions, apparently aimed exclusively at they are responsible for the percep- females, asks students to plan their tions of others based on what they are dream wedding by answering questions wearing. It is worth noting that this such as “What will your dress look like? kind of logic has historically been used and “What will the groom be to suggest that female victims of wearing?”185 Sex Respect tells students are somehow responsible for the crime that “…by waiting until marriage the committed against them. Again, it is man can learn that sex goes with vital for students to learn that both responsibility and commitment. He individuals involved in a sexual rela- then has a better chance to learn what tionship, whether they are male or love really is. A woman who waits can female, are equally responsible for realize that sex is a lifetime gift of love. deciding on the behavior in which the She is then better able to experience couple will and will not engage. sexual fulfillment when she gives Ironically, the attempts made by the herself within a trusting, caring reviewed curricula to overcome marriage.”186 WAIT Training describes gender stereotypes are often marriage by saying: the most biased. In From the start, the woman has a explaining that boys are greater intuitive awareness of also responsible for saying “The liberation how to develop a loving relation- no to sexual advances, ship. Because of her sensitivity, movement has Sex Respect says that she is initially more considerate produced some “the liberation move- of his feelings and enthusiastic aggressive girls ment has produced about developing a meaningful, some aggressive girls today….” multi-level relationship… She today, and one of the —Sex Respect wants to be a lover, a best friend, tough challenges for guys a fan, a homemaker, and an who say no will be the ques- appreciated partner.187 tioning of their manliness.”183 Facing Reality says that The man on the other hand: “although times are changing, …does not generally have her people are dying, and futures are being instinctive awareness of what the ruined, guys in particular are still relationship should be. He sometimes subjected to ridicule if they doesn’t know how to encourage choose to avoid sexual activity with and love his wife or treat her in a those they date. How can girls make way that meets her deepest guys feel esteemed and admired for needs…. It is not that men are choosing the wise course?”184 more selfish than women. It is Biases about gender extend to the simply that at the outset of a curricula’s discussions about marriage. marriage, a man is not as WAIT Training suggests that females equipped to express unselfish

44 Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” love or as desirous of nurturing about marriage and again seems to marriage into a loving and lasting place all of the responsibility for the relationship as a woman is.188 success of the relationship on the woman. This negative view of marriage While this is not a flattering as it relates to gender seems to contra- portrayal of men, the underlying dict the reviewed curricula’s standard message seems to be that women need presentation of marriage as a cure-all for to be patient as their husbands adjust to the problems of disease, unintended marriage. It is not that he is selfish— pregnancy, and emotional distress. just in need of a little education. This statement reinforces many stereotypes

Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” 45 SEXUAL ORIENTATION Refusing to Accept Diversity

Sexual orientation is rarely discussed in a similar exercise in which students are fear-based, abstinence-only-until- asked to complete a chart of their rela- marriage curricula. Instead, the tionship that offers a place for the male curricula appear to operate under the and a place for the female.193 assumption that all students in the The authors of WAIT Training class are heterosexual. When covered, explain the rationale for portraying discussions about sexual orientation romantic relationships only as between usually associate same-sex sexual a man and a woman. “Due to the behavior with and disease. specific nature of this prevention In some cases, the curricula actually effort, it is designed to meet the needs attempt to justify homophobia. of heterosexual relationships.”194 The reviewed curricula consistently Curricula written exclusively for omit the possibility of same-sex rela- heterosexual students are not appro- tionships from discussions about sexual priate for a classroom setting in which activity, dating, and marriage. Sex there are quite likely students who are Respect tells students that “sexual inter- gay, lesbian, bisexual, or questioning course unites a man and a woman their sexual orientation. Such curricula resulting in an intimate bond.”189 Clue will only marginalize and alienate these 2000 explains that “sexual love, also students. called conjugal love, is the love between When the reviewed curricula a man and a woman in marriage.”190 discuss sexual orientation, they show Choosing the Best states that one of the clear biases against homosexuality. major purposes of dating is to under- CLUE 2000, for example, equates stand members of the opposite sex.191 homosexuality with clearly immoral The curriculum then asks boys and girls and illegal behaviors such as and to split into groups and brainstorm pedophilia: “Among Kinsey’s most about what the other gender wants outrageous and damaging claims are from a date.192 WAIT Training contains the beliefs that pedophilia, homosexu-

46 Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” ality, incest, and adult-child sex are AIDS is a punishment for the choices normal.”195 FACTS defines homosexu- they have made. ality as “a persistent and predominant Facing Reality assures teachers that attraction of a sexual-genital nature to such biased approaches to this topic a person of one’s own sex.”196 By are acceptable. “Teachers, in order to defining homosexuality purely in preserve an atmosphere of intellectual terms of a genital relationship, the freedom, should feel confident that, curriculum plays to the stereotype that when examining health issues and same-gender relationships are purely moral implications of homosexual physical. This is in sharp contrast to behaviors, they are not engaging in an the portrayal of heterosexual assault on a particular person or as the cure-all for everything from group.”199 In a section entitled disease to emotional distress. “Homophobia Or Many biases against homosexuality Compassion?,” the are apparent in discussions of STDs curriculum actually justi- and AIDS. Sex Respect tells students fies homophobia: “Name “Due to the that one of the best ways to avoid AIDS calling is rarely educa- specific nature of this is to avoid “homosexual behavior.”197 tional. In the case of the prevention effort,it is Facing Reality tells parents and teachers term, ‘homophobe,’ the designed to meet the that “many homosexual activists are intent is often to imply needs of heterosexual frustrated and desperate over their that any person who own situation and those of loved ones. disagrees with a certain relationships.” Many are dying, in part, due to igno- political or educational —WAIT Training rance. Educators who struggle to over- policy harbors some irra- come ignorance and instill self-mastery tional fear.”200 in their students will inevitably lead Sexuality education should them to recognize that some people not reinforce stereotypes or justify with AIDS are now suffering because of biases against a particular group of the choices they made.”198 This state- people. Instead, it should teach ment implies not only that gay, lesbian, students that sexuality is a natural and and bisexual individuals are ignorant healthy part of everybody’s life regard- and lack self-mastery but also that less of their sexual orientation.

Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” 47 PREGNANCY OPTIONS AND ABORTION Mandating Decisions

Fear-based, abstinence-only-until- nical term the unborn child is called marriage curricula consistently present from about eight weeks until birth. antichoice messages when discussing Most people just say baby or unborn pregnancy options. Students are told in child.”203 Sex Respect echoes this senti- no uncertain terms that life begins at ment when discussing abortion by conception, that abortion is an asking, “Is it fair to make the baby die unhealthy and immature choice, and because of a bad decision his or her that a young girl facing an unintended parents made?”204 Teen-Aid’s Sexuality, pregnancy should carry the pregnancy Commitment & Family has students to term and place the baby for adoption. write an essay entitled “If Wombs Had FACTS contains the most detailed Windows,” in which they speculate how explanation of human reproduction of individuals and society might behave any of the reviewed curricula and pres- differently if “we could see the unborn ents antichoice biases throughout its child developing in the womb.”205 discussions. Students are told that In another effort to discourage “conception, also known as fertiliza- abortion, many of the reviewed tion, occurs when one sperm unites curricula exaggerate the negative with one egg in the upper third of the consequences of this medical proce- fallopian tube. This is when life dure. Sex Respect says: “If she is a young begins.”201 The curriculum goes on to teen, pregnant for the first time, say, “At conception, the baby came into there’s a chance the abortion will cause being. Even though he or she was only heavy damage to her reproductive the size and appearance of a pencil dot, organs. Heavy loss of blood, infection, the baby was a separate, genetically and puncturing of the uterus may all unique individual.”202 FACTS’ defini- lead to future pregnancy problems tion of a fetus also contains biased such as premature birth or misplaced language: “A fetus is the Latin word pregnancy (in which the baby begins to meaning ‘young one’ and is the tech- develop in the fallopian tubes or in the

48 Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” cervix, not in the uterus.)”206 It cites choice. It helps create strong families. no research to support this suggestion. The adopting couple and the baby get In contrast, Contraceptive Technology to form a healthy, loving, family unit states that, “compared with child birth right away.”211 and other surgical procedures, legal It is not the place of a sexuality are remarkably safe.”207 education curriculum to mandate Finally, many fear-based, absti- choices for students. Instead, students nence-only-until-marriage curricula need unbiased information about the promote adoption as the only healthy options they have should they and mature choice for a young woman experience an unintended preg- faced with an unplanned pregnancy. nancy as a teen or an adult. It FACTS says that “…adoption is rarely is then the responsibility of considered today. Yet, there are many the student to make people eager to adopt a child. Though choices consistent with “Is it fair to make the rights and struggles of the preg- her own values as well as the baby die because the values of her family nant woman need to be recognized, so of a bad decision his or do the rights of the unborn child and and community. By other people involved.”208 FACTS goes presenting clearly biased her parents made?” on to say that “when we consider these and often inaccurate —Sex Respect realities, adoption appears to be a information about abor- better all around decision for both tion, fear-based abstinence- mother and child.”209 FACTS then asks only-until-marriage curricula students to brainstorm why adoption do not allow individuals to make can be a beneficial choice.210 Sex informed, personal decisions. Respect concurs: “Adoption is a mature

Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” 49 TEACHING METHODS Dramatizing Fear and Shame

It is widely acknowledged among educa- fluids.” The boys are asked to pour tors that students benefit from experi- some of their “bodily fluids” into the ential activities and are more likely to cup of the girls across from them. The remember what they have done than leader then reveals that some of the what they have heard. One of the strong boys’ cups were labeled with the name points of the reviewed curricula is that of an STD and that the girls now have they utilize a variety of teaching this virus or bacteria. The boys and girls methods, including lectures, brain- then complete the exercise in reverse. storms, large and small group activities, Next, the students empty their cups and games. While some of the exercises into a pitcher labeled “multiple part- offer students excellent opportunities to ners.” This pitcher is placed next to a explore and practice concepts they have fresh pitcher of water labeled “pure learned, many only serve to reinforce fluids.” Two cups are placed on the the curricula’s biases, stereotypes, and table labeled “future husband” and messages of fear and shame. “future wife.” A female student is asked For example, one activity included in to choose either pitcher and pour water both Choosing the Best and WAIT into her “future husband” cup. A male Training is designed to show how STDs student then repeats the same process. are spread.212 The leader chooses five The exercise gives clear messages: girls and five boys and places them in a People who have had sexual intercourse row facing each other. Each student is are dirty (they are the equivalent of given a cup of water and asked to rinse spit), all students in the class will marry his or her mouth and then spit the a member of the opposite sex, and the water back into the cup. (One variation person each student marries must be on this game asks students to chew “pure.” This is another example of cheese doodles before rinsing their shame as a guiding educational force. mouths with water.) Students are told FACTS uses pictures of bugs to that the water now represents “bodily represent STDs in “The Dice Game,”

50 Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” which is designed “to present the real fear, shame, and guilt that are found risks of physical and emotional conse- throughout this and other fear-based quences with teen sexual activity.” curricula. The game is based on the idea that the WAIT Training relies heavily on average age of first sexual intercourse exercises that illustrate analogies. In a is 16 and that the average age of section on bonding, a male student marriage is 25. According to the steps forward and the instructor places curriculum, “that leaves 10 years when a piece of tape on the student’s arm to the person is engaging in sexual inter- represent his first sexual relationship. course with a variety of partners.”213 The tape is then ripped off to show that Ten students are chosen to partici- the relationship is over. The next time pate. Each rolls the dice 10 times, one the instructor applies the piece of the roll for each year of sexual activity. tape to the student’s arm to indi- When a certain number comes up, the cate his second relationship, it student must pick a card. The card tells does not stick as well. This the student what has happened to him exercise is meant to illus- “Your younger or her as a result of sexual experiences. trate that each time a sister/ knows While it is possible for a student to person bonds through that you are sexually never roll his or her special number sexual intercourse, his active and decides that and, thus, never pick a card, all of the ability to bond again is if it is okay for you,it’s cards contain negative consequences. diminished.215 Possibilities include: A similar exercise asks okay for him/her. one student to sit on the He/she contracts • “You have an STD but are asympto- floor with his or her legs the AIDS virus.” matic. Before it is diagnosed, it does crossed in front of a chair —FACTS permanent damage to your reproduc- and asks another student to tive system, leaving you infertile— stand on the chair. “Have the you may never become a biological student on the chair try to pull up the parent.” student sitting on the floor. You will • “Your younger sister/brother knows notice it is very difficult, if not impos- that you are sexually active and sible. Now have the student on the floor decides that if it is okay for you, it’s (while remaining seated) pull down the okay for him/her. He/she contracts student on the chair. You will notice this the AIDS virus.” is usually a very easy task.” The lesson • “Sex has been a way for you to feel here is, “It is easier to pull behavior down good about yourself. Lately though, than to pull behavior up.”216 you noticed that you feel disgusted A third exercise, designed to make a with yourself.”214 point about boundaries, involves a live This game does not provide goldfish. The leader shows the students students with information or sugges- the goldfish in the bowl and explains tions for finding help if one of these that it might appear that the fish’s situations occurs. Instead, it only world is limited. The leader then serves to underscore the messages of removes the goldfish from the bowl

Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” 51 and places it on the table, gasping for that students will believe that the laws air. “The lesson to be learned here is of chemical adhesion apply to that boundaries are good for the gold- emotional bonding, that the laws of fish because it keeps him safe and alive. gravity apply to human behavior, or Boundaries are also good for the that the fact that a goldfish cannot students. There is freedom and safety breath outside of water has any bearing in sexuality boundaries.”217 on human sexuality. These exercises, as According to WAIT Training’s well as others upon which fear-based teacher’s manual, these analogies curricula rely, seem condescending to “provide mental hooks for students to students and provide cute displays easily accommodate the new informa- rather than important information. tion.”218 It seems unlikely, however,

52 Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” CURRICULA STRONG POINT Involving Parents and Caregivers

All of the reviewed curricula contain marriage?”220 Students are asked to parental components. Many even discuss these questions with their include parental handbooks designed to parents or guardians. In a similar complement the teaching of the course. assignment, students and their parents While many of these components are watch a popular television show and used to justify confining sexual behavior complete a worksheet with questions to marriage and, thus, underscore the such as “In what way(s) are men or need for abstinence-only-until-marriage women portrayed as objects vs. real education, they nonetheless provide people with emotions, needs and good opportunities for parents and personalities?”221 Sex Respect contains teens to discuss sexuality. similar exercises in which students are FACTS contains handouts entitled told to discuss a variety of issues such “How Well Do You Know Your Teen?” as dating with their parents.222 and “How Well Do You Know Your These exercises provide parents and Parent?” Students are asked about their teens with valuable opportunities to parents’ careers, favorite activities, and communicate about important issues close friends while parents are asked such as dating, gender, and sexuality. about their teens’ favorite music, ice- One of the main goals of comprehen- cream flavor, accomplishments, and sive sexuality education is to allow school experiences.219 teens to explore and develop their own Choosing the Best contains discus- values about sexuality, in part by exam- sion assignments for students to ining the values of their parents and complete with their parents. These their communities. Comprehensive exercises include open-ended questions sexuality education curricula would do about the topics discussed in class such well to follow the examples set here as “What decision makes sense for you and include parental components in about sexual involvement before their programs.

Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” 53 THE FUTURE OF SEXUALITY EDUCATION Eliminating Fear and Shame

Fear-based, abstinence-only-until- community. Such programs comple- marriage curricula not only fail to ment and augment the sexuality provide accurate, age-appropriate infor- education children receive from their mation, but also foster a host of myths families, religious institutions, commu- and stereotypes about important nity groups, and health care profes- topics such as STDs, condoms and sionals. contraception, gender, sexual orienta- Fear-based, abstinence-only-until- tion, and pregnancy options. marriage curricula directly oppose Curricula that teach sexual activity the goals of comprehensive sexuality outside of marriage as immoral, education which include helping promote one family structure over young people develop a healthy under- another, present homosexuality as standing of their sexuality so they can unnatural, place the responsibility for make responsible decisions throughout refusing sexual advances on women, their lives. and mandate one choice for women It is time to take a new view of sexu- experiencing an unplanned pregnancy ality education, one that holds as its are not appropriate in a pluralistic primary goal helping adolescents society that values diversity. develop the values, attitudes, maturity, Our young people deserve compre- and skills they need not only to avoid hensive school-based sexuality educa- unprotected and unwanted sexual tion that respects the diversity of behaviors but to become sexually values and beliefs represented in the healthy adults.

54 Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” KEEPING OUR YOUTH “SCARED CHASTE” REVIEWED CURRICULA

Choosing the Best Choosing the Best employs scare tactics as the major strategy for encouraging Written by: Bruce Cook premarital abstinence, focuses exclu- Distributed by: Choosing the Best, sively on the negative consequences of Inc., 2470 Windy Hill Road, Suite 300, sexual behavior, omits important infor- Marietta, GA 30067 and Project mation about sexuality, and includes Reality, P.O. Box 97, Golf, IL 60029 medical misinformation about STDs and condoms. The curriculum also Edition reviewed: Revised Edition contains biased information about 1998 gender and sexual orientation. Includes: Leader Guide, Student Manual, Parent Book. Also incorpo- CLUE 2000: Creating Love rates materials from Sex, Lies, and the and Uplifting Esteem Truth, a video produced by Focus on Produced and Distributed by: Pure the Family; No Second Chance, a video Love Alliance, 305 Madison Avenue, produced by Jeremiah Films; and Safe PMB 1166, New York, NY 10165 Sex, a slide show produced by the Medical Institute for Sexual Health. Edition reviewed: 2000 Choosing the Best is a fear-based, absti- Includes: Curriculum, Lesson Plans, nence-only-until-marriage curriculum and Activities designed for eighth-grade students. It According to Pure Love Alliance, “CLUE focuses primarily on STDs and consists was written to be the only purity of eight lessons: “Sex: Everybody’s curriculum constructed directly around Talking About It,” “The Risks of Being the US Government recommendations Sexually Active,” “AIDS and ?,” for Abstinence Education.” The “Pressures to Be Sexually Active,” curriculum consists of 10 chapters, “Choosing the Best,” “The Dating each with corresponding lesson plans Game,” “Standing Up for Yourself,” and and activities: “The Revolution That “Being Assertive Under Pressure.” Failed,” “The Abstinence Advantage,” “Abstinence ‘Til Marriage,” “Condom

Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” 55 ,” “The Price of Promiscuity,” pleasure over the good of others “Marriage Love,” “Family Love,” around them and their own long-term “Character Counts,” “Pure Love Livin’,” good.” (Facing Reality, Parent Teacher and “Graduation and Pure Love Guide, p. P/T 3) Pledge.” The curriculum includes five lessons CLUE 2000 is published by Pure Love on human sexuality: “Your Future: Free Alliance (PLA), a project of the or Foreclosed?,” “Sexuality Is . PLA also sponsors Personality,” “All In the Family,” rallies across the country. The “Mind/Body Connection,” and “The curriculum is limited and contains Dating Game.” Also included are five almost no information about sexuality, lessons about substance abuse and five reproduction, puberty, or STDs. The lessons about cultural influences that information that is included is often may encourage teens to engage in inaccurate and rarely supported by either sexual activity or drug use. scientific research. CLUE 2000 contains A lesson about HIV/AIDS, entitled biased information about gender, “This Is Not Happening (A.I.D.S.),” sexual orientation, and pregnancy is included as part of the section on options. It also clearly incorporates substance abuse. religious messages. Facing Reality includes very little information about sexual behavior, Facing Reality STDs, HIV/AIDS, condoms, or contra- Written by: James R. Coughlin ception. Instead, the curriculum focuses almost exclusively on the Distributed by: Project Reality, P.O. negative consequences of premarital Box 97, Golf, IL 60029 sexual activity. These discussions Edition reviewed: Revised Edition include messages of fear and shame as 1998 well as biased statements about gender and sexual orientation. Includes: Parent/Teacher Guide, Student Manual Family Accountability Facing Reality is the only curriculum Communicating Teen Sexuality reviewed that focuses equally on sexual (FACTS): behavior and drug use. According to the authors, the curriculum is unique I’m in Charge of the FACTS: in that “it links drug abuse and promis- Middle School Curriculum cuity as no other comparable work and does.” It portrays both behaviors as FACTS and Reasons: Senior High stemming from the same source, “the School Curriculum unhealthy tendency of many of today’s Written by: Rose Fuller, Janet young to choose their own immediate McLaughlin, and Andrew Asato

56 Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” Distributed by: Northwest Family ninth-grade students and/or a 20-day Services, 4805 N.E. Glisan Street, program for tenth-grade students. Portland, OR 97213 The FACTS curricula contain the most Edition Reviewed: 2000 information about human sexuality of all the reviewed curricula. They are the Includes: Teacher’s Guide, Student only curricula reviewed to contain a Handbook, Parent Express Letters, and detailed explanation of puberty, Reproducible Activities and Handouts human reproduction, and anatomy. In The middle school edition of FACTS addition, both of the FACTS curricula includes 14 chapters: “Maturity,” “Sex contain some positive messages about & Sexuality,” “Pressure Points,” “Self- sexuality and affirm that sexuality is a Respect,” “Knowing Your Values,” natural and healthy part of life. They “Influence of Peers,” “Love, Infatuation, suggest, however, that sexual activity and Self-Control,” “Dating, Parties, and outside of marriage has inevitable Activities,” “Risk Taking—Sexual negative consequences. They also rely Behavior,” “Risk Taking—Harmful on messages of fear and shame and Substance Use,” “Managing Pressure,” include biased information about “Handling the Unexpected,” “Sexual gender, sexual orientation, and preg- Decision-Making,” and “Rap Session.” nancy options. The teacher’s guide includes lesson guides that show program leaders how Me,My World,My Future to divide the curriculum into a 15-day Prepared by: Teen-Aid under the program for seventh-grade students direction of Nancy Roach and and/or a 20-day program for eighth- LeAnna Benn grade students. Distributed by: Teen-Aid, 723 E. The senior high school edition of Jackson, Spokane, WA 99207 FACTS also includes 14 chapters: “Maturity,” “Sex & Sexuality,” “Pressure Edition reviewed: 1993 (HIV Points,” “Self-Respect,” “Knowing Your Chapter revised 1998) Values,” “Present Relationships,” Includes: Junior High Curriculum, “Activities, Dating, and Parties,” “Risk Student Guide, Student Workbook, Taking—Sexual Behavior,” “Risk Student Workbook—Teacher’s Copy, Taking—Harmful Substance Use,” and “Parent-grams” “Managing Pressure,” “Handling the Unexpected,” “Decision-Making,” This junior high curriculum is divided “Marriage Preparation for Success,” and into 14 sections dealing with sexuality “Rap Session.” The teacher’s guide and sexual behavior: “Valuing Self,” includes lesson guides that show “Physical Changes of Adolescence,” program leaders how to divide the “Human Reproduction,” “Fetal curriculum into a 15-day program for Development,” “The Family Unit,”

Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” 57 “Friendship & Dating,” “Caring,” “Who’s in Charge Here? Mind Over “Making Decisions,” “Communication,” Matter,” “Free Sex: Is It? Or Isn’t It?,” “The Right to Know I (STDs),” “The “Who’s Kidding Whom?,” “Sex on Right to Know II (HIV),” “The Right to Credit: Play Now, Pay Later,” “AIDS: A Know III (Teen Pregnancy),” “The Right Risky Business for Everyone,” “You Can to Say No,” and “The Right to Be Free.” Have It All! Go For It,” “Dating: The The curriculum also includes two Chance of a Lifetime!,” “Staying sections called “Health & Wholeness I” Cool–It’s Never Too Late,” and “Health & Wholeness II,” which “Fatherhood/Motherhood: Are You provide information about drugs, Ready?,” and “It’s A Wrap.” alcohol, tobacco, nutrition, and exercise. Sex Respect relies on fear and shame, Me, My World, My Future contains more includes inaccurate and outdated infor- information about puberty, reproduc- mation about STDs, and contains tive anatomy, and human reproduction biased messages about gender, sexual than most abstinence-only-until- orientation, and pregnancy options. marriage curricula. The curriculum Overt references to specific religious does, however, rely on fear and shame, teachings that had been included in include inaccurate and exaggerated previous versions were removed from information about condom failure, and this reviewed version. The curriculum contains biased messages about does, however, contain subtle religious gender, sexual orientation, family messages about sexuality, family struc- structure, and pregnancy options. ture, and abortion.

Sex Respect:The Option Sexuality,Commitment & Family of True Sexual Freedom Prepared by: Teen-Aid under the Written by: Colleen Kelly Mast direction of Steve Potter and Nancy Roach Distributed by: Respect Incorporated, P.O. Box 349, Bradley, IL Distributed by: Teen-Aid, 723 E. 60915 Jackson, Spokane, WA 99207 Edition reviewed: Revised Edition Edition reviewed: New Revised 3rd 1997 Edition (Teacher Manual copyright 1989, Student Manual copyright 1990, Includes: Teacher Manual, Student both include a chapter on HIV revised Workbook, and Parent Guidebook in 1998) Sex Respect is an 11-lesson abstinence- Includes: Senior High Curriculum and only-until-marriage curriculum adapt- Student Manual able to junior or senior high school classes. Lessons include: “Sex: What This curriculum for high school We Are and What A Difference!,” students includes 13 chapters:

58 Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” “Experiencing Love,” “Friendship and for Abstinence Education, Inc. (Doing Dating,” “Reproductive Anatomy,” Business as Friends First), which was “Marriage,” “Fetal Development/Child designed for students in grades seven Birth,” “Family,” “Career,” through 12. Choosing the Best, Inc. is “Communications Skills,” now responsible for distributing the “Assertiveness Skills,” “Consequences curriculum and providing leader of Adolescent Sexual Activity,” training. According to the authors, “Advantages of Abstinence,” “The WAIT Training is meant to “comple- Media/Shaping Attitudes,” and “Peer ment information about human Pressure and Beyond.” growth and development rather than operate as a standalone program.” The Sexuality, Commitment & Family written curriculum consists of 11 contains more information about units: “Building The Classroom puberty, reproductive anatomy, and Climate,” “Defining Love,” “What Is human reproduction than most absti- Sexuality?,” “Media’s Influence on You,” nence-only-until-marriage curricula. “Friendship and Dating,” “Bonding and However, it relies on fear and shame, Intimacy,” “Consequences of Teen Sex, includes inaccurate and exaggerated Freedoms of Waiting,” “Sexual Refusal information about condom failure, and Skills and Assertiveness Training,” contains biased messages about “Commitment and Marriage,” “Worth gender, sexual orientation, family the Wait,” and an optional unit on structure, and pregnancy options. conflict resolution. WAIT (Why Am I Tempted?) Training In order to conduct WAIT Training workshops, leaders must attend a 16- Produced by: Friends First, P.O. Box hour training session and be licensed 356, Longmont, CO 80502 by Choosing the Best. SIECUS staff Distributed by: Choosing the Best, have not attended this training. All Inc., 2470 Windy Hill Road, Suite 300, reviews are based solely on review Marietta, GA 30067 copies of the written materials. Edition reviewed: 1996 WAIT Training contains little medical or biological information and almost Includes: Teacher’s Manual, no information about STDs, including Workshop Manual, and 40 slides. HIV/AIDS. Instead, it contains infor- Also includes information from Teen mation and statistics about marriage, PrepTM Conflict Resolution Program, many of which are outdated and not produced by the University of Denver. supported by scientific research. It also WAIT Training is an abstinence-only- contains messages of fear and shame until-marriage workshop originally and biased views on gender, sexual produced by The Colorado Coalition orientation, and family type.

Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” 59 KEEPING OUR YOUTH “SCARED CHASTE” SEXUAL HEALTH TODAY SLIDE SHOW

Sexual Health Today is a slide program Reliance on fear created by the Medical Institute for Both the pictures and accompanying Sexual Health (MISH), which consists of text present worst-case scenarios as 115 slides, lecture notes for presenta- commonplace. For example, while tion leaders, and supplemental material. looking at a picture of a woman’s vulva The program is divided into six covered with herpes sores, students are sections: “Current STD Epidemic,” told, “When the primary infection is as “Detailed Look at STDs,” “Teens and bad as this, a woman will often be Sex,” “STDs and Pregnancy,” “Summary unable to urinate because of severe and Solutions,” and “Sexuality pain…. If this happens, her physician Education.” It is designed to be modi- may need to insert a catheter into her fied by individual leaders to best suit bladder in order to drain the urine.”1 their audience. MISH explains that the The presentation acknowledges that program is not meant to replace but to some of the pictures do not represent supplement a broader sexuality educa- typical cases. For example, while tion curriculum. looking at a penis covered in genital The slideshow consists primarily of warts, students are told, “The warts on graphic pictures of STDs in their this man’s penis are about as large as advanced stages and statistics on what warts become on men’s genitalia. More MISH describes as the “twin epidemics” commonly the warts men have are of “nonmarital pregnancy and STDs.” much smaller than the ones shown….”2 The medical information and statistics MISH’s concentration on worst- are accurate and, for the most part, case scenarios is clearly designed to current. MISH does, however, present scare students rather than inform the information in such a way as to them. The verbal suggestion that the suggest that the only morally correct conditions depicted in the slides are and medically safe option for teens is to not typical is easily overshadowed by remain abstinent until marriage. They the shocking images viewed by also suggest that safer sexual practices, students. This may leave students with such as correct and consistent condom the impression that they do not have use, are not effective. an STD unless and until their genitals

60 Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” are as horribly disfigured as those both genders. First, the unbalanced pictured onscreen. The description of focus puts both responsibility of the severe health problems that can preventing STDs and blame for result from untreated STDs may lead contracting STDs on women. Second, students to dismiss any minor symp- the presentation may lead male toms they may have, and thus delay students to believe that STDs are not a treatment and increase the likelihood male problem, thus discouraging them of complications. Finally, it does not from seeking treatment. In fact, while emphasize that prompt medical atten- the presentation suggests that a tion can cure many STDs, treat the “nonmarried, sexually active woman symptoms of others, and prevent should be tested for chlamydia with many of the long-term health prob- every new ,”5 no similar lems that are discussed. suggestions are made for males. Students need to learn that STDs are Gender biases a serious health problem for both males The presentation focuses primarily on and females, that males and females are the effects of STDs on women. In addi- equally responsible for preventing the tion to showing more slides depicting transmission of STDs, and that both STDs on the female anatomy than the males and females should seek male anatomy, the program suggests screening and treatment as soon as that women suffer more than men. For they suspect they might have an STD. example, when viewing a slide of herpes sores on a penis, students are Messages of shame told that, “although this condition is This program also contains numerous uncomfortable for a man, it does not messages of shame. Perhaps the most cause nearly the discomfort that a subtle is the fact that the program woman usually experiences during her never shows slides of healthy male or initial outbreak.”3 Similarly, in a discus- female genitals. In fact, neither the sion on infertility caused by chlamydia, nor the vulva is even drawn in students are told that “men can also the cartoon diagrams that show female have their fertility reduced because of reproductive anatomy. By only showing chlamydia. Unlike women, however, pictures of genitals that are riddled with their infertility is usually reversible disease, students may get the impres- once treated with antibiotics.”4 sion that their own body parts are While women may, in fact, face shameful. more complications from untreated In addition, individuals with STDs STDs based on differences in reproduc- are constantly referred to as “infected tive anatomy, MISH’s targeting of fear- men” or “infected women.” Such based messages almost exclusively at language adds to the social stigma women is detrimental to students of surrounding STDs and suggests that

Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” 61 people with STDs are somehow tainted. students (through graphic slides) that This is reinforced during a discussion treatment is painful and expensive, about HIV in which students are told this presentation may actually that “all HIV-positive people will prob- discourage students from seeking ably be infectious for the remainder of medical attention. This is in direct their lives, and, therefore, to be respon- opposition to the public health needs sible, should consider never having of young people. penetrative sex again.”6 This statement disregards years of scientific research References on safer sexual practices, such as 1. Slide 35, p. 71. correct and consistent condom use that 2. Slide 27, p. 53. can prevent HIV transmission between 3. Slide 34, p. 69. 7 HIV-discordant couples. The state- 4. Slide 23, p. 23. ment also seems to suggest that HIV- 5. Slide 12, p. 23. positive individuals cannot be both 6. Slide 37, p. 75. sexually active and responsible. 7. I. De Vincenzi, “A Longitudinal Study of Human Immunodeficiency Virus Transmission Conclusion by Heterosexual Partners,” The New England By focusing on late-stage signs and Journal of Medicine, August 11, 1994, vol. 331, no. symptoms, by eliminating pictures of 6, p. 341–6. A. Saracco, et al., “Man-to-Woman Sexual Transmission of HIV: Longitudinal Study healthy genitalia for comparison, by of 343 Steady Partners of Infected Men,” Journal suggesting that STDs bring social of Acquired Immune Deficiency Syndromes, 1994, stigma, by implying that STDs are not vol. 6, no. 5, p. 499. a problem for males, and by showing

62 Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” KEEPING OUR YOUTH “SCARED CHASTE” ABSTINENCE CURRICULA WITHOUT FEAR

SIECUS supports teaching young people Choosing Health — about abstinence; we do not, however, High School: Abstinence support any program that uses fear and Jeanie M. White, Ed.M., negative messages to motivate young and Nancy people’s behavior. This list contains sexuality education curricula that focus This skills-based abstinence curriculum on abstinence but do not include is one of eight Choosing Health curricula messages of fear or shame. for high schools. It encourages sexual abstinence as a positive choice and Abstinence Pick and Choose emphasizes that abstinence eliminates Activities for Grades 7–12 the risk of unwanted pregnancies and STDs. Michael Young, Ph.D., and Tamera Young 1997; $27; ETR Associates, P.O. Box This program includes 40 activities for 1830, Santa Cruz, CA 95061-1830; students in grades seven through 12 to Phone: 800/321-4407; Fax: 800/435- help build their self-esteem, interper- 8433; Web site: www.etr.org sonal relationships, decision-making skills, and life-planning processes with Comprehensive Health for the ultimate goal of sexual abstinence. the Middle Grades: Abstinence It includes teacher background infor- mation as well as take-home activities Dale Zevin, M.A. for the students to complete with This skills-based abstinence curriculum parents/guardians. is one of 15 Comprehensive Health 1996; $35; ETR Associates, P.O. Box curricula for middle schools. It encour- 1830, Santa Cruz, CA 95061-1830; ages sexual abstinence and emphasizes Phone: 800/321-4407; Fax: 800/435- that abstinence eliminates the risk of 8433; Web site: www.etr.org unwanted pregnancy, STDs, and emotional concerns.

Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” 63 1996, teacher guide and student resources which contain a homework assignment set $48, teacher guide only $27; ETR for students to complete with a parent Associates, P.O. Box 1830, Santa Cruz, CA or other trusted adult. An optional 95061-1830; Phone: 800/321-4407; Fax: condom lesson is also included. 800/435-8433; Web site: www.etr.org 1996; manual $75, manual and video $90, kit $210; Rocky Mountain Center for Growing Together,Second Edition: Health Promotion and Education, 7525 A Sexuality Education Program for West 10th Avenue, Lakewood, CO 80215- Girls Ages 9–11 and Their Parents 5141; Phone: 303/239-6494; Fax: Girls Incorporated 303/239-8428; Web site: www.rmc.org This program was developed to help increase positive communication about Postponing Sexual Involvement sexual information and values between Marion Howard, Ph.D., parents and their daughters ages nine and Marie E. Mitchell, R.N. through 11. This component is This program is designed to help young currently being revised and updated, people identify pressures that may lead and is expected to be available in 2001. to sexual involvement and to provide 1998; available to affiliated organizations them with skills to resist such pres- and to licensees; non-member organiza- sures. There are two series: one for tions should call for more information; preteens (grades 5–6) and one for Girls Incorporated National Resource young teens (grades 7–9). In addition, Center, 441 West Michigan Street, Managing Pressures Before Marriage is a Indianapolis, IN 46202-3287; Phone: new abstinence-only-until-marriage 317/634-7546; Fax: 317/634-3024; version of this program. Web site: www.girlsinc.org 1997; $149 each; Emory/Grady Teen Services Program, Grady Memorial Healthy Sexuality,Second Edition: Hospital, Box 26158, 80 Butler Street, An Abstinence-Based Curriculum Atlanta, GA 30335-3801; Phone: for Middle Schools 404/616-3513; Fax: 404/616-2457. Louise Miller, M.P.H., and Kay Nation, M.A. Project Taking Charge This curriculum, which focuses on American Association of Family abstinence, includes activities on and Consumer Sciences sexual terminology and puberty, This curriculum for seventh- and defining and maintaining healthy sexu- eighth-grade students encourages ality, resisting peer pressure, and young people to avoid early sexual finding and using support. It consists activity and childbearing and focus of 10 sequential lessons, many of instead on educational and vocational

64 Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” achievement. Educators will need to understanding of abstinence and devel- update the HIV/AIDS information. oping decision-making, refusal, and This curriculum is scheduled to be negotiation skills to postpone sexual revised in 2001–2002, and a Spanish involvement. Many lessons have home- version is expected in 2002–2003. work assignments for students and 1995; curriculum $100, trainer’s manual parents/caregivers. The curricula were $45; American Association of Family and revised in 1998 in order to comply with Consumer Sciences; 1555 King Street, the federal definition of abstinence- Alexandria, VA 22314; Phone: 703/706- only-until-marriage education. 4600; Fax: 703/706-4663; Web site: 1998; $59.95 each, $140 for all three www.aafcs.org levels; ETR Associates, P.O. Box 1830, Santa Cruz, CA 95061-1830; Phone: Removing the Risk: Abstinence 800/321-4407; Fax: 800/435-8433; for High School Students Web site: www.etr.org Richard P. Barth, Ph.D., M.S.W., and Nancy Abbey SMART Moves This 10-lesson curriculum designed for Boys and Girls Clubs of America eighth- and ninth-grade students, was This program includes Smart Kids to written by the authors of the widely help six- to nine-year-olds develop self- used curriculum Reducing the Risk. This awareness, decision-making, and inter- current version draws on its prede- personal skills; Start Smart to help cessor’s abstinence messages but does preteens identify and resist peer, social, not include reproductive health and and media pressures to use drugs and “safer sex” information. This become sexually involved; Stay Smart curriculum is intended as part of a to help teenagers develop social, resist- more comprehensive program. ance, assertiveness, problem-solving, 1997; $35; ETR Associates, P.O. Box and decision-making skills; and Smart 1830, Santa Cruz, CA 95061-1830; Parents to augment the sessions and Phone: 800/321-4407; Fax: 800/435- teach parents about adolescent drug 8433; Web site: www.etr.org use and sexuality. All four curricula are currently being revised and updated. Sex Can Wait: Curricula for Upper Call the Boys and Girls Clubs of America Elementary,Middle,and High School for pricing; 1230 Peachtree Street, N.W., Pennie Core-Gebhart, M.E.D., Atlanta, GA 30309; Phone: 404/815- Susan J. Hart, Michael Young, Ph.D., 5766; Fax: 404/815-5789; Web site: and Tamera Young www.bgca.org These three curricula—for upper elementary, middle, and high school students—focus on building students’

Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” 65 Will Power/Won’t Power,Second and STD prevention. This program is Edition: A Sexuality Education currently being revised and updated, Program for Girls Ages 12–14 and is expected to be available in 2001. Girls Incorporated 1998; available to affiliated organizations and to licensees; nonmember organizations This program was designed to help should call for more information; Girls girls 12 to 14 years of age acquire skills Incorporated National Resource Center, to resist peer pressure. Topics include 441 West Michigan Street, Indianapolis, IN reproductive health and sexuality, 46202-3287; Phone: 317/634-7546; Fax: assertiveness, identifying and resisting 317/634-3024; Web site: www.girlsinc.org sexual pressures, values, abstinence,

66 Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” REFERENCES

1. Section 510(b) of Title V of the Social Security American Journal of Public Health, 1996, vol. 86, Act, P.L. 104–93. pp. 1570–6. 2. National Guidelines Task Force, Guidelines for 22. Bettye Coleman et al. vs. Caddo Parish School Comprehensive Sexuality Education: Kindergarten– Board, Case No. 385,230, First Judicial Court, 12th Grade (New York: SIECUS, 1991, 1996). Caddo Parish, LA. 3. D. Kirby, No Easy Answers (Washington, DC: 23. FACTS, High School, Teacher’s Guide, p. 38. National Campaign to Prevent Teen Pregnancy, 24. Facing Reality, Parent/Teacher Guide, p. 9. 1997). 25. Ibid., p. P/T 5. 4. “Youth Risk Behavior Surveillance (YRBS), 26. CLUE 2000, “Abstinence ‘Til Marriage,” pp. 3-4. United States 1999,” Morbidity and Mortality Weekly Report, June 9, 2000, 49(SS-5), p. 75. 27. Ibid., p. 3. 5. Facing Reality, Parent/Teacher Guide, p. P/T 3. 28. CLUE 2000, “Graduation and Pure Love Pledge,” p. 4. 6. CLUE 2000, “Condom Confusion,” p. 4. 29. FACTS, Middle School, Teacher’s Guide, p. 98. 7. Sexuality, Commitment & Family, revised HIV section, p. 16. 30. Sex Respect, Student Workbook, p. 35. 8. Facing Reality, Parent/Teacher Guide, p. P/T 6. 31. CLUE 2000, “The Abstinence Advantage,” p. 3. 9. Kirby, No Easy Answers. 32. Sexuality, Commitment & Family, Revised HIV material, p. 11. 10. WAIT Training, Workshop Manual, p. 3. 33. Facing Reality, Student Manual, p. 12. 11. FACTS, Middle School, Teacher’s Guide, p. 9. 34. Facing Reality, Parent/Teacher Guide, p. P/T 37. 12. Ibid, p. 76. 35. Facing Reality, Student Manual, p. 14. 13. Facing Reality, Parent/Teacher Guide, p. 10. 36. Sex Respect, Student Workbook, p. 6. 14. CLUE 2000, “The Revolution That Failed,” p. 6. 37. WAIT Training, Workshop Manual, p. 76. 15. CLUE 2000, “Condom Confusion,” p. 4. 38. Facing Reality, Parent/Teacher Guide, p. P/T 24. 16. National Guidelines Task Force, Guidelines, p. 36. 39. Sex Respect, Student Workbook, p. 35. 17. CLUE 2000, “The Abstinence Advantage,” p. 2. 40. FACTS, Middle School, Teacher’s Guide, p. 9. 18. Ibid., p. 3. 41. Sex Respect, Student Workbook, p. 64. 19. FACTS, Middle School, Teacher’s Guide, p. 1. 42. Ibid., p. 26. 20. CLUE 2000, “The Abstinence Advantage,” p. 2. 43. FACTS, Middle School, Teacher’s Guide, p. 152. 21. M. A. Schuster, R. M. Bell, D. E. Kanouse, 44. “YRBS 1999,” Morbidity and Mortality Weekly “The Sexual Practices of Adolescent Virgins: Report, p. 75. Genital Sexual Activities of High School Students 45. Facing Reality, Student Manual, p. 13. Who Have Never Had Vaginal Intercourse,” 46. WAIT Training, Workshop Manual, p. 64.

Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” 67 47. Sexuality, Commitment & Family, Revised HIV 79. The Planned Parenthood Women’s Health material, p. 15. Encyclopedia (New York: Planned Parenthood 48. Choosing the Best, Student Manual, p. 39. Federation of America, 1996), p. 102. 49. Sex Respect, Student Workbook, p. 28. 80. The Boston Women’s Health Book Collective, Our Bodies, Ourselves, p. 643. 50. FACTS, Middle School, Teacher’s Guide, p. 9. 81. The Planned Parenthood Women’s Health 51. WAIT Training, Workshop Manual, p. 3. Encyclopedia, p. 102. 52. Choosing the Best, Student Manual, p. 57. 82. Sex Respect, Student Workbook, p. 44. 53. Ibid., p. 58. 83. Division of STD Prevention, STD Surveillance, 54. Ibid., p. 59. 1998, p. 6. 55. Ibid., p. 60. 84. National Cancer Institute, Cervical Cancer 56. Ibid., p. 51. Backgrounder, p.4. 57. FACTS, Middle School, Teacher’s Guide, p. 76. 85. Choosing the Best, Student Manual, p. 13. 58. Ibid. 86. Ibid., p. 14. 59. Sex Respect, Student Workbook, p. 7. 87. Ibid., p. 13. 60. Ibid. 88. Ibid., p. 17. 61. Sex Respect, Student Workbook, p. 30. 89. Sex Respect, Student Workbook, p. 47. 62. Ibid. 90. Sex Respect, Teacher’s Manual, p. 49. 63. Sex Respect, Student Workbook, p. 15. 91. CLUE 2000, “Abstinence ‘Til Marriage,” p. 2. 64. Ibid. 92. Sex Respect, Student Workbook, p. 52. 65. Choosing the Best, Student Manual, p. 14. 93. Facing Reality, Student Manual, p. 53. 66. Sex Respect, Student Workbook, p. 36. 94. WAIT Training, Workshop Manual, p. 80. 67. Division of STD Prevention, STD Surveillance, 95. Sex Respect, Student Workbook, p. 53. 1999. (Department of Health and Human 96. Ibid., p. 41. Services, Atlanta: Centers for Disease Control 97. Choosing the Best, Student Manual, p. 24. and Prevention, September 2000), p. 7. 98. Facing Reality, Student Manual, p. 54. 68. Eliminating Syphilis from the United States, CDC, National Center for HIV, STD, and TB 99. Sex Respect, Student Workbook, p. 51. Prevention, October 1999. 100. Ibid., p. 47. 69. CLUE 2000, “The Price of Promiscuity,” p. 2. 101. Ibid., p. 57. 70. Sex Respect, Student Workbook, p. 39. 102. Facing Reality, Parent/Teacher Guide, 71. Preventing the Sexual Transmission of HIV, the p. P/T 19. Virus that Causes AIDS. What You Should Know 103. Sex Respect, Student Workbook, p. 41. about Oral Sex, CDC, December 2000. 104. Ibid., p. 54. 72. CLUE 2000, “The Price of Promiscuity,” p. 2. 105. CDC Update, Questions and Answers on 73. Choosing the Best, Student Manual, p. 12. Condom Effectiveness, January 1997. 74. CLUE 2000, “Condom Confusion,” p. 2. 106. Sex Respect, Student Workbook, p. 56. 75. The Boston Women’s Health Book Collective, 107. Choosing the Best, Leader’s Guide, p. 22. Our Bodies, Ourselves: For the New Century (New 108. Me, My World, My Future, Revised HIV York: Simon and Schuster, 1998), p. 658. material, p. 257. 76. Choosing the Best, Student Manual, p. 16. 109. CLUE 2000, “Condom Confusion,” p. 2. 77. National Cancer Institute, Cervical Cancer: 110. Choosing the Best, Student Manual, p. 25. Backgrounder, February 22, 1999, p. 5. 78. Choosing the Best, Student Manual, p. 16.

68 Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” 111. R. A. Hatcher, et al, Contraceptive 129. Ibid. Technology, 17th revised edition (New York: 130. CDC Update, Questions and Answers on Irvington Publishers, Inc., 1998), p. 329. Condom Effectiveness. 112. Ibid. 131. Facing Reality, Parent Teacher/Guide, p. P/T 6. 113. “Condoms Get Better,” Consumer Reports, 132. FACTS, Middle School, Teacher’s Guide, p. 98. June 1999, p. 46. 133 Ibid. 114. Hatcher, et al., Contraceptive Technology, 134. Sex Respect, Teacher’s Manual, p. 11. p. 329. 135. H. Fu, et al., “Contraceptive Failure Rates: 115. American College of Obstetrics and New Estimates from the 1995 National Survey Gynecologists, Committee on Adolescent Health of Family Growth,” Perspectives, Care, Committee Opinion: Condom Availability for March/April, 1999, vol. 31, no. 2, pp. 56-63. Adolescents, no. 154, April 1995, p. 1. 136. FACTS, Middle School, Teacher’s Guide, p. 35. 116. C. Haignere, et al., “Adolescent Abstinence and Condom Use: Are We Sure We Are Really 137. WAIT Training, Workshop Manual, p. 109. Teaching What Is Safe?,” reprinted from Health 138. Ibid. Education & Behavior, February 1999, vol. 26, 139. CLUE 2000, “Marriage Love,” p. 4. no. 1, pp. 43–54. 140. CLUE 2000, “Abstinence ‘Til Marriage,” p. 4. 117. J. Trussell, et al., “Contraceptive Failure in the United States: An Update,” Studies in Family 141. FACTS, Middle School, Teacher’s Guide, p. 58. Planning, Jan./Feb. 1990, vol. 21, no. 1, p. 52. 142. CLUE 2000, “Marriage Love,” p. 4. 118. Choosing the Best, Student Manual, p. 28. 143. WAIT Training, Workshop Manual, p. 27. 119. FACTS, Middle School, Teacher’s Guide, 144. U.S. Bureau of the Census, Marital Status p. 102. and Living Arrangements of Adults 18 Years Old 120. Ibid. and Over, March 1998. 121. Me, My World, My Future, revised HIV 145. FACTS, Middle School, Teacher’s Guide, material, p. 258. p. 112. 122. P. Kestelman and J. Trussell, “Efficacy of the 146. CLUE 2000, “The Price of Promiscuity,” p. 5. Simultaneous Use of Condoms and Spermicide,” 147. CLUE 2000, “Abstinence ‘Til Marriage,” p. 2. Family Planning Perspectives, Sep./Oct. 1991, 148. FACTS, Middle School, Teacher’s Guide, vol. 23, no. 5, p. 227. p. 165. 123. R. F. Carey, et al., “Effectiveness 149. Choosing the Best, Student Manual, p. 15. of Latex Condoms as Barrier to Human- 150. WAIT Training, Teacher’s Manual, unnum- Immunodeficiency Virus-sized Particles under bered pages. Conditions of Simulated Use,” Sexually Transmitted Diseases, Jul./Aug. 1992, vol. 19, 151. Sex Respect, Student Workbook, p. 70. no. 4, p. 230. 152. “YRBS 1999,” Morbidity and Mortality Weekly 124. CDC Update, Questions and Answers on Report. Condom Effectiveness. 153. “Youth Risk Behavior Surveillance (YRBS), 125. I. De Vincenzi, “A Longitudinal Study of National College Health Risk Behavior Survey, Human Immunodeficiency Virus Transmission United States, 1995,” Morbidity and Mortality by Heterosexual Partners,” The New England Weekly Report, November 14, 1997, 46(SS-6). Journal of Medicine, August 11, 1994, vol. 331, 154. U.S. Bureau of the Census, Statistical no. 6, pp. 341–6. Abstract of the U.S.: 1998 (118th edition), 126. CDC Update, Questions and Answers on Washington, DC, 1998, p. 112. Condom Effectiveness. 155. E. Laumann, et al., The Social Organization of 127. CLUE 2000, “Condom Confusion,” p. 2. Sexuality–Sexual Practices in the United States (Chicago: The University of Chicago Press, 1994). 128. Choosing the Best, Student Manual, p. 25.

Abstinence-Only-Until-Marriage Programs that Try to Keep Our Youth “Scared Chaste” 69 156. Ibid. 192. Choosing the Best, Student Manual, pp. 48–9. 157. J. D’Emilio and E. Freedman, Intimate 193. WAIT Training, Workshop Manual, p. 22. Matters: A History of Sexuality in America 194. Ibid., p. 6. (New York: Harper and Row, 1988). 195. CLUE 2000, “The Revolution That Failed,” 158. WAIT Training, Workshop Manual, p. 29. p. 2. 159. FACTS, High School, Teacher’s Guide, p. 169. 196. FACTS, Middle School, Teacher’s Guide, p. 22. 160. CLUE 2000, “Marriage Love,” p. 2. 197. Sex Respect, Student Workbook, p. 25. 161. FACTS, High School, Teacher’s Guide, p. 168. 198. Facing Reality, Parent/Teacher Guide, 162. CLUE 2000, “Family Love,” p. 4. p. P/T 19. 163. Me, My World, My Future, Teacher’s Guide, 199. Ibid. p. 195. 200. Ibid. 164. Facing Reality, Parent/Teacher Guide, 201. FACTS, Middle School, Teacher’s Guide, p. 23. p. P/T 12. 202. Ibid. 165. CLUE 2000, “Family Love,” p. 3. 203. Ibid. 166. FACTS, High School, Teacher’s Guide, p. 168. 204. Sex Respect, Student Workbook, p. 95. 167. CLUE 2000, “Family Love,” p. 2. 205. Sexuality, Commitment & Family, Teacher’s 168. Facing Reality, Parent/Teacher Guide, Guide, p. 131. p. P/T 12. 206. Sex Respect, Student Workbook, p. 85. 169. FACTS, High School, Teacher’s Guide, p. 29. 207. Hatcher, et al., Contraceptive Technology, 170. WAIT Training, Workshop Manual, p. 37. p. 693. 171. Ibid. 208. FACTS, Middle School, Teacher’s Guide, 172. WAIT Training, Workshop Manual, pp. 39–40. p. 138. 173. FACTS, High School, Teacher’s Guide, p. 29. 209. Ibid., p. 139. 174. WAIT Training, Workshop Manual, p. 40. 210. Ibid., p. 143. 175. Ibid., p. 39. 211. Sex Respect, Student Workbook, p. 96. 176. FACTS, Middle School, Teacher’s Guide, p. 77. 212. Choosing the Best, Leader Guide, p. 18; WAIT 177. Sex Respect, Student Workbook, p. 6. Training, Workshop Manual, p. 127. 178. Ibid. 213. FACTS, Middle School, Teacher’s Guide, appendices. 179. Sex Respect, Student Workbook, p. 82. 214. FACTS, Middle School, Teacher’s Guide, 180. CLUE 2000, “Pure Love Livin’,” p. 2. appendices. 181. WAIT Training, Workshop Manual, p. 86. 215. WAIT Training, Workshop Manual, p. 65. 182. Ibid. 216. Ibid., p. 87. 183. Sex Respect, Student Workbook, p. 85. 217. Ibid., p. 84. 184. Facing Reality, Student Manual, p. 30. 218. WAIT Training, Teacher’s Manual, 185. WAIT Training, Workshop Manual, p. 106. unnumbered pages. 186. Sex Respect, Student Workbook, p. 63. 219. FACTS, Middle School, Teacher’s Guide, 187. WAIT Training, Workshop Manual, p. 39. appendices. 188. Ibid. 220. Choosing the Best, Student Manual, p. 45. 189. Sex Respect, Student Workbook, p. 63. 221. Ibid., p. 39. 190. CLUE 2000, “Marriage Love,” p. 2. 222. Sex Respect, Student Workshop, p. 79. 191. Choosing the Best, Leader Guide, p. 40. NOTES NOTES