In the article, “More Schools to Teach Abstinence-Plus,” as seen on page A21A of the September 16, 2011 issue, author Morgan Smith tells her readers about new programs being introduced in West Texas to tech teenagers about not only abstinence, but additional how to practice safe sex. The article explains how teenage pregnancy rates in West Texas continue to spike despite the effort to push abstinence on teens. It explains in detail of a new sexual education program where teens are encouraged to choose abstinence but are educated in effective contraception as well. It covers schools in Midland, Texas and how endeavor to switch policy’s is embraced by the majority of community members as an active approach to decrease teen pregnancy. (Smith 1)
Sociological imagination is an awareness of the relationship between an individual and the wider society, both today and in the past. (Schaefer 5) In other words we must look at social issues both directly and indirectly without bias to fully see and understand every point of view. Macrosociology is a sociological investigation that concentrates on large scale phenomena or entire civilizations. (Schaefer 12) A viewpoint that focuses on broad social structures and looks at society as a whole, it basically focuses on the big picture. Microsociology is a sociological investigation that stresses the study of small groups, often through experimental means. (Schaefer 12) A viewpoint that looks at social interaction in specific situations basically focuses on the center point of the picture.
When examining the article through broader lenses, sociological imagination is used to look at the piece of writing in different ways. Although teaching kids about sex and contraceptives is con...
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...want something that works.” (Smith 1) This program emphasizes abstinence first but gives additional options to teens thinking about having or already having sex. As my high school sex ed teacher said, “nobody wants their kids to drive before they’re ready but when they do we want them to wear their seatbelts!”
Works Cited
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Smith, Morgan. "More Schools Choose to Teach Abstinence-Plus." The New York Times 16 Sept. 2011, National ed.: A21A. The New York Times. 15 Sept. 2011. Web. 10 Oct. 2011.
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Dillon, Michele. Introduction to Sociological Theory: Theorists, Concepts, and Their Applicability to the Twenty-first Century. Chichester, U.K.: Wiley-Blackwell, 2010. Print.
It has been almost thirty three years since the first federal funding was put to use in “. . . sex education programs that promote abstinence-only-until-marriage to the exclusion of all other approaches . . .” according to the article “Sex education” (2010) published by “Opposing Viewpoints in Context;” a website that specializes in covering social issues. Since then a muddy controversy has arisen over whether that is the best approach. On one hand is the traditional approach of abstinence (not having sex before marriage), and on the other is the idea that what is being done is not enough, and that there needs to be a more comprehensive approach. This entails not only warning against sex, but also teaching teens about how to have “Safe Sex” (“Sex Education,” 2010).
Reflective of the predominantly conservative mindset of the early to mid 1900s, the sex education programs in the Florida education system seem to focus primarily on “abstinence-only-until-marriage” (Support SIECUS). In other words, these programs preach that completely abstaining from any sexual activity is the only way to avoid potentially devastating consequences, such as teen pregnancy and sexually transmitted diseases (STDs). Although this idea may be true, it is based on the faulty premise that all teens will adhere to such a policy, therefore, eliminating the need to educate them on other precautionary measures, such as contraceptives. Unfortunately, such hopes have proven to be unrealistic, resulting in the need for these programs to be readdressed.
Since the HIV/AIDS epidemic began in the U.S. in the early 1980s the issue of sex education for American youth has had the attention of the nation. There are about 400,000 teen births every year in the U.S, with about 9 billion in associated public costs. STI contraction in general, as well as teen pregnancy, have put the subject even more so on the forefront of the nation’s leading issues. The approach and method for proper and effective sex education has been hotly debated. Some believe that teaching abstinence-only until marriage is the best method while others believe that a more comprehensive approach, which includes abstinence promotion as well as contraceptive information, is necessary. Abstinence-only program curriculums disregard medical ethics and scientific accuracy, and have been empirically proven to be ineffective; therefore, comprehensive sex education programs which are medically accurate, science-based and empirically proven should be the standard method of sex education for students/children in the U.S.
Kendall, Diana. 2012. Sociology in Our Times: The Essentials, Edited by M. Kerr. Belmont, CA: Wadsworth.
Those who disagree think providing birth control promotes promiscuity and premarital sexual activity. In the article “At Issue: Birth Control Availability,” the author argues that access to birth control and other contraceptives for teens would make them think their behavior is acceptable. The author states, “Providing free condoms and other birth control methods sends the message that premarital sexual activity is acceptable” (“ProQuest”). The opposition believes birth control would promote promiscuity and make it seem acceptable. Although some believe that birth control encourages promiscuity, the fact that teens are sexually active has not changed; therefore, access to birth control can only encourage safe sex. Kim Grundy, author of “The Teens and Birth Control Debate,” argues that teaching abstinence wastes time. Wendie Howland, editor of Journal of Nurse Life Care Planning, declares, “Abstinence hasn’t worked for thousands of years as a reliable way to avoid teen pregnancy” (qtd. in Grundy). Howland and Grundy argue that abstinence has not worked in the past, and will continue not to, therefore; birth control should become available to teens.
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The United States is notoriously known for having the highest rate of teen pregnancy and sexually transmitted diseases among developed countries. To reduce these rates, the U.S government funded abstinence-only programs for the youth. Many have speculated whether abstinence programs are the best approach to lowering teen pregnancy and sexually transmitted diseases. Although there is enough data and research showing that comprehensive sex education is best, Kathrin F. Stanger-Hall and David W. Hall continued to provide data on how abstinence-only education affects the youth.
Schaefer, R.T. (2009). Sociology: a brief introduction, 8th edition. New York, New York, USA: McGraw-Hill.
We live in a time of heightened sexual activity. The United States has suffered a great increase in sexually transmitted diseases and teenage pregnancy. One out of every ten teenage girls in the United States between the ages of 15-19 become pregnant. As a result, five of every six pregnancies are unintended. Ninety-two percent of all these “unintended” pregnancies are conceived premaritally. There is such a high rate of teenage pregnancy because of two main things: one, teenagers believe that conception is rare and two, they never anticipated intercourse to occur, therefore they never use any type of contraceptives. Research has shown that only one in every three teenagers use contraceptives. These are only a few examples that support the need for sexual education to be taught to young people as early as elementary school through high school.
[10] Kendall, Diana, et al. Sociology in Our Times. ITP Nelson and Co. Toronto, 1997. 126.
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