Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2016 A Community's Perception of Pregnancy and Sexually Transmitted Infections and Prevention Programs Felecity Nicole Burns Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Education Policy Commons, Public Health Education and Promotion Commons, and the Public Policy Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Social and Behavioral Sciences This is to certify that the doctoral dissertation by Felecity Burns has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Hilda Shepeard, Committee Chairperson, Public Policy and Administration Faculty Dr. Patricia Ripoll, Committee Member, Public Policy and Administration Faculty Dr. Tanya Settles, University Reviewer, Public Policy and Administration Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2016 Abstract A Community’s Perception of Pregnancy and Sexually Transmitted Infections and Prevention Programs by Felecity Nicole Burns MA, Albany State University, 2007 BS, Albany State University, 2004 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Public Policy & Administration Walden University May 2016 Abstract The United States has the highest rates of teenage pregnancies, births, abortions, and sexually transmitted infections in the industrialized world. African American teen pregnancies and sexually transmitted infections are on the rise in many rural southwest school districts in the State of Georgia where the sex education curriculum is nonexistent or solely focuses on abstinence. Georgia ranked 4th in cases of primary and secondary syphilis, 6th in AIDS, 12th in gonorrhea, 14th in teen pregnancies, and 17th in chlamydia in the United States in 2012. The purpose of this qualitative study was to evaluate the perceptions of residents of a primarily African American rural southwest Georgia community regarding the importance of sex education and their knowledge of the school district’s sex education curriculum. It specifically investigated abstinence-only sexual education using Bronfenbrenner’s ecological learning theory. Study participants (n = 25) were African American youths in 9th grade, their parents, school officials, religious leaders, policymakers, and health advocates. The research questions were designed to investigate participants’ knowledge of sexual health and effective sex education curricula for their school district. Data were collected from the participants via semi-structured interviews. MAXQDA 11.1 software was used for thematic analysis of transcribed interviews. The findings demonstrated community support for a comprehensive sex education curriculum and the need for a new paradigm in social policy that suggests initiatives should be evidence-based to achieve maximum efficacy in policy analysis. The study provides a baseline for school officials to assess community opinions regarding the acceptance of a comprehensive sex education curriculum. A Community’s Perception of Pregnancy and Sexually Transmitted Infections and Prevention Programs by Felecity Nicole Burns MA, Albany State University, 2007 BS, Albany State University, 2004 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Public Policy & Administration Walden University May 2016 Dedication To my son, Tiyance Jamaal Dewberry, Jr., thanks for your unselfishness as I embarked on this journey to transform the way we live in this world. You have been the inspiration behind this study. I cannot convey enough gratitude and thanks for your unwavering support. For years, you allowed me to forfeit many hours of our bonding time (tear) – thank you. Thank you for not giving up on me. A huge thanks to my awesome support system, my parents Loretta and Alonzo Burns, Ywarnetta/ Shayla (sisters), Alonzo Jr. (brother), nieces/nephews Edrianna, Alondrianna, Jada, Natalie, Yancey, Antanil, Malik, Shaderricka, Diamond, Denerricka, Kerniya, Jockerria, Crystal, Makayla, and Emerald. Thanks for fun times during trying times. You are greatly appreciated for your role in organizing articles, simplifying questions, cheerleading for my completion, catering family functions around my studying, praying with and for me, and reminding me that I’m #BUILTBURNSTOUGH! I Love you, chicken- little! . To my cousin Shabreka, I know you’re in Heaven screaming “Go Nikki!” To my niece Ka’Javia, I know you’re proud of this research. Rest in Peace, my loves. Acknowledgments This task would have been impossible without the grace and mercies of my God. Thank you for keeping me and providing an enduring spirit during these difficult times. I pray this work will reach your people. Drs. Hilda Shepeard and Patricia Ripoll, I would not be here if it weren’t for the two of you. Dr. Shepeard, thank you for your constant encouragement that a “Good Dissertation is a Done Dissertation.” Well, looks like this is pretty darn good! To my editor, Mary Ann Scott, thank you, thank you, and thank you. You absolutely rock, my dear! When I felt inadequate, you each reassured my competence. Thanks for drying my tears with a smile, shoulder, prayer, or simply listening to me vent, which happened quite often. To my mentors, Dr. Clifford Porter, thank you for calling this level of scholarship out nearly a decade ago. Thanks for the words of encouragement. Dr. Ranyelle Reid, you’ve been more than a friend/sorer during this process. You were my light when the end of the tunnel was pitch-black. To my best of friends Denise, Latishua, Serquwilla, Tameka K., Kiva, Princess, Tonya High, Denise D. (F&F), and Kashi, I thank you all for dealing with my whining and procrastination. I love you girls. Soon to be Drs. Shannon B.-D. and Cynthia T.-W., I pass the torch to you. To my dearest Marcus, what can I say? Thanks for the tough love over all these years. I could never repay you for personally wiping tears, for not engaging in my pity parties, and for the challenge. To my dear friends who are not mentioned above, thank you for your presence and prayers. Your acts of kindness will never be forgotten. I Love y’all Table of Contents List of Tables ..................................................................................................................... vi Chapter 1: Introduction to the Study ....................................................................................1 Introduction ....................................................................................................................1 Background ....................................................................................................................3 Teen Pregnancy ....................................................................................................... 4 Sexually Transmitted Diseases and Infections ....................................................... 8 Rural Areas ........................................................................................................... 10 Poverty .................................................................................................................. 12 Culture................................................................................................................... 14 Abstinence Versus Comprehensive Sex Education .............................................. 17 Sex Health Policy .................................................................................................. 19 Problem Statement .......................................................................................................20 Purpose of the Study ....................................................................................................21 Research Questions ............................................................................................... 22 Theoretical Foundations...............................................................................................22 Conceptual Framework ................................................................................................24 Nature of the Study ......................................................................................................26 Definition of Terms......................................................................................................27 Assumptions .................................................................................................................28 Scope and Delimitations ..............................................................................................29 Limitations ...................................................................................................................30 i Significance..................................................................................................................31 Summary ......................................................................................................................32 Chapter 2: Literature Review ............................................................................................34