Graduation Year

2023

Document Type

Ed. Specalist

Degree

*Ed.S.

Degree Name

Education Specialist (Ed.S.)

Degree Granting Department

Curriculum and Instruction

Major Professor

Jose Castillo, Ph.D.

Committee Member

Cheryl Vamos, Ph.D.

Committee Member

Jennifer Wolgemuth, Ph.D.

Keywords

LGBTQ-exclusive, abstinence, LGBTQ

Abstract

The purpose of this study was to analyze state policies related to sex education proposed between 2018 and 2022 to determine the extent to which sex education needs of LGBTQ youth were being addressed. Previous research has shown that, on average, both abstinence-only and comprehensive sex education curricula do not include information that is relevant to LGBTQ youth. Much of the information included in sex education curricula such as pregnancy prevention and the benefits and disadvantages of condoms are most relevant to youth who identify as heterosexual. Not receiving relevant and accurate sex education puts LGBTQ youth at risk for contracting diseases, engaging in unhealthy sexual relationships, and can contribute to the pathologizing of LGBTQ youth. Forty-nine State policies were reviewed and coded from 12 different states. Codes were used to create themes across selected state polices that relate to the extent to which sex education needs of LGBTQ youth are being addressed. An abstraction protocol was employed to elicit data related to proposed legislation containing LGBTQ-inclusive or exclusive language; proposed legislation being in support of comprehensive sex education or abstinence-only sex education; and whether proposed legislation was enacted into law. Additionally, three key informants (youth 14-21 years of age) were recruited from a community agency that provides services to LGBTQ youth and campus organizations at the University of South Florida to participate in semi-structured interviews to illuminate perceptions of the inclusivity of their sex education curricula.

This study found that proposed bills that contained LGBTQ-inclusive language required that sex education instruction be inclusive of LGBTQ individuals by defining terms such as gender identity and sexual orientation, providing information about same sex relationships, and by requiring instruction to be culturally sensitive to minoritized populations. Thirteen out of sixteen LGBTQ-inclusive bills reviewed for this study were not passed into law. Key informants perceived their sex education curricula to be cis-normative and hetero-normative based on the lack of instruction on topics such as safe sex practices between same sex partners. Additionally, key informants reported that content was missing from their sex education courses such as STD maintenance and treatment, sexual orientation and gender identity, sexual consent, and forms of STD and pregnancy prevention other than abstinence.

Youth who do not receive inclusive and comprehensive sex education in the and feel that their identities and experiences are excluded are at risk for making uniformed decisions related to sex. They may not be aware of the most appropriate form of pregnancy/STI prevention modalities for their identities and chosen sexual activities. Youth may be unable to advocate for their sexual boundaries and be uniformed about steps to take in the event they are sexually assaulted. Additionally, lack of instruction that recognizes LGBTG identities can contribute to the othering of those populations in school settings. Many practices in the public education system are based on state level education policy; the presence of inclusive sex education instruction and curricula implementation in schools starts with LGBTQ inclusive sex education legislation.

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