First Advisor
Karlyn Adams-Wiggins
Date of Award
Winter 3-2022
Document Type
Thesis
Degree Name
Bachelor of Arts (B.A.) in Psychology and University Honors
Department
Psychology
Language
English
Subjects
Sex instruction -- Study and teaching, Transgender youth -- Education, Inclusive education, Gender identity, Gender nonconformity, Developmental psychology
DOI
10.15760/honors.1236
Abstract
Abstinence-only based sexual education has historically been the predominant form of school-based sexuality and sexual health education in the United States since the early 1900s. In recent years, there has been an emergence of more expansive and inclusive comprehensive education, however, both types of sexual education continue to affirm hetero- and cis-centric social and cultural norms around gender and sexual identity that leave transgender and non-binary youth at increased risk of poor psychological well-being and physical health outcomes compared to their peers. There have been considerable recommendations within the discourse community for the linguistic de-gendering of anatomy and anatomical processes, the addition of non-binary and transgender specific, non-judgmental information on risk prevention, and increased information delineating healthy relationships and the emotional aspects of sexuality. The effects of school-based victimization are long-lasting and far reaching, with possible implications on identity development and security in personal identity of adolescents who identify as transgender and non-binary. There is an overwhelming consensus that further research on these populations is necessary in the realms of both experienced school-based sexual education, and the intersection between school climates as a result of inclusive sexual education and identity development within Urie Bronfenbrenner's microsystems, as established in the Bioecological Model.
Rights
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Persistent Identifier
https://archives.pdx.edu/ds/psu/37206
Recommended Citation
Rise, Sol N., "Gender Does Not Equal Genitalia: A Review of the Implications of Inclusivity in School-Based Sexual Health Education on the Identity Development of Non-Binary and Transgender Adolescents" (2022). University Honors Theses. Paper 1170.
https://doi.org/10.15760/honors.1236
Included in
Developmental Psychology Commons, Lesbian, Gay, Bisexual, and Transgender Studies Commons