Impact of Sexual Identity on Perceptions of Sexual Education QualityAnsl
Abstract
Background: An increasing amount of young adults in the U.S. are self-identifying as lesbian, gay, bisexual, transgender, or something other than heterosexual. This variation in sexuality is not always explained or reflected in certain abstinence-only or abstinence-plus education. The purpose of this study was to determine LGBTQIA+ students are satisfied with the sexual health education received in high school and college. Methods: An online survey was distributed to students at a large southeastern university. Surveys were given out via QR code in several classes on campus, and strategic locations surrounding campus. The survey was completed by 314 undergraduate and graduate students. The demographic and gender profile of responses was representative of the student body at the university (66% White, 12% Asian, 7% Black, 8% Latino, 5% Bi or Multiracial) and most of the respondents were female (77% Female, 17% Male, 6% non-binary). Results: Of the 33% of students who identified as something other than heterosexual, 34% were very dissatisfied with their sexual health education, 31% were dissatisfied, 22% were neutral, 6% were satisfied, 3% were very satisfied, and 4% did not receive sex education. Heterosexual students reported 16% very dissatisfied, 26% dissatisfied, 28% neutral, 18% satisfied, 8% very satisfied, and 3% did not receive sex education. Overall, 23% more queer students were dissatisfied or very dissatisfied with their health education than heterosexual students.Discussion: Queer students are more likely to feel dissatisfied with their sexual health education than those who identify as heterosexual. Because many forms of sexual health education do not address topics like sexuality and alternative forms of sexual expression, these students are missing out on inclusive sexual information.
Keywords
sexual health, education, high school, LGBTQ+
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Impact of Sexual Identity on Perceptions of Sexual Education QualityAnsl
Background: An increasing amount of young adults in the U.S. are self-identifying as lesbian, gay, bisexual, transgender, or something other than heterosexual. This variation in sexuality is not always explained or reflected in certain abstinence-only or abstinence-plus education. The purpose of this study was to determine LGBTQIA+ students are satisfied with the sexual health education received in high school and college. Methods: An online survey was distributed to students at a large southeastern university. Surveys were given out via QR code in several classes on campus, and strategic locations surrounding campus. The survey was completed by 314 undergraduate and graduate students. The demographic and gender profile of responses was representative of the student body at the university (66% White, 12% Asian, 7% Black, 8% Latino, 5% Bi or Multiracial) and most of the respondents were female (77% Female, 17% Male, 6% non-binary). Results: Of the 33% of students who identified as something other than heterosexual, 34% were very dissatisfied with their sexual health education, 31% were dissatisfied, 22% were neutral, 6% were satisfied, 3% were very satisfied, and 4% did not receive sex education. Heterosexual students reported 16% very dissatisfied, 26% dissatisfied, 28% neutral, 18% satisfied, 8% very satisfied, and 3% did not receive sex education. Overall, 23% more queer students were dissatisfied or very dissatisfied with their health education than heterosexual students.Discussion: Queer students are more likely to feel dissatisfied with their sexual health education than those who identify as heterosexual. Because many forms of sexual health education do not address topics like sexuality and alternative forms of sexual expression, these students are missing out on inclusive sexual information.
