Prevention & Politics: An Investigation of Sex Education Policy in Pennsylvania
Open Access
- Author:
- Oster, Maryjo M
- Graduate Program:
- Educational Theory and Policy
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- March 03, 2010
- Committee Members:
- Kai Arthur Schafft, Dissertation Advisor/Co-Advisor
Kai Arthur Schafft, Committee Chair/Co-Chair
Gerald K Letendre, Committee Chair/Co-Chair
Dana Lynn Mitra, Committee Member
Eric Plutzer, Committee Member
Edward A Smith, Committee Member - Keywords:
- sex education
teen pregnancy
STIs
prevention
adolescents
morality policy
culture wars - Abstract:
- Sex education in the United States is a complicated and expansive issue. Its reach extends into many different public, political, and theoretical arenas and it serves multiple (and often competing) purposes, including, but not limited to, the prevention of adolescent pregnancy and HIV and sexually transmitted infection (STI) acquisition, the prevention or delay of adolescent sexual activity, and the promotion of critical thinking and healthy decision-making skills around sexuality. The content, duration, and approach of sex education programs and curricula vary considerably both within and across states as a consequence of the U.S.’s decentralized education system. This study employs survey and case study methods to respond to two research questions: what types of sex education policies and programs are currently in place across the state of Pennsylvania, and what factors influence their adoption or design? The methods of data collection and analysis are rooted in a culture wars theoretical framework, which purports that American attitudes on issues involving morality policies are not a function of individual material stakes, but rather of personal fundamental beliefs about right and wrong and about the source(s) of moral authority. The results of this investigation demonstrate a great deal of variation in program offerings across the state and suggest that time and resource constraints (due in large part to standardized testing demands) as well as the progressive or orthodox impulses of those responsible for sex education decisions are the most influential factors on these offerings. Implications for policy and theory are discussed.