Graduate Studies

 

First Advisor

Dena Abbott

Degree Name

Doctor of Philosophy (Ph.D.)

Department

Educational Psychology (Counseling Psychology)

Date of this Version

5-2024

Document Type

Dissertation

Citation

A dissertation presented to the faculty of the Graduate College of the University of Nebraska in partial fulfillment of requirements for the degree of Doctor of Philosophy

Major: Educational Psychology (Counseling Psychology)

Under the supervision of Professor Dena Abbott

Lincoln, Nebraska, May 2024

Comments

Copyright 2024, Jessica Ann Boyles. Used by permission

Abstract

Sex education in schools is a pivotal yet contentious aspect of adolescent development, with enduring impacts on individuals' sexual exploration and liberation. However, the types of sex education offered have varied over time, often disseminating misinformation, and reinforcing traditional gender norms. Particularly for women, sex education can perpetuate harmful stereotypes, limit sexual agency, and contribute to disparities in sexual and reproductive health. This qualitative study aims to address the gap of intersecting sex education and sexual identity by examining the relationship between women's sexual liberation and exploration in adulthood and the sex education they received. Drawing from a phenomenological approach, semi-structured interviews were conducted to explore how sex education influenced adult women's sexual identity development and sexual behaviors. The analysis provided the following six themes (a) Inadequacies in Formal and Informal Sex Education, (b) Misogyny/Negative Social Norms Within Sex Education, (c) Internalized Shame and Fear Surrounding Sex, (d) Developing Comfort Exploring One’s Sexuality, (e) Establishing One’s Sexual Identity, and (f) Desired Aspects of Sex Education. These themes offered valuable insights into the role of sex education in shaping women's sexual experiences and well-being, informing future efforts to promote sexual liberation and equity. The findings underscore the importance of adopting inclusive, comprehensive, and reflective approaches in sex education practices, policies, and curricula. It emphasizes the need to challenge harmful stereotypes, promote gender equity, and create supportive environments conducive to authentic sexual exploration. Furthermore, addressing internalized shame and fear surrounding sexuality and fostering positive attitudes towards sexuality are crucial for promoting sexual health and well-being. Moving forward, practitioners, policymakers, educators, and researchers must collaborate to enact meaningful change in sex education that prioritizes individual needs and experiences. By incorporating the insights from this analysis, stakeholders can strive towards promoting sexual health, well-being, and equity for all individuals.

Advisor: Dena Abbott

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