The Need for Community-Responsive and Flexible Sex Ed for Historically Marginalized Youth

Isabella Caruso; Elizabeth Salerno Valdez; Camille Collins Lovell; Jazmine Chan; Elizabeth Beatriz; Aline Gubrium

doi:10.1007/s13178-022-00717-8

The Need for Community-Responsive and Flexible Sex Ed for Historically Marginalized Youth

Sex Res Social Policy. 2023;20(1):94-102. doi: 10.1007/s13178-022-00717-8. Epub 2022 Apr 26.

Authors

Isabella Caruso¹, Elizabeth Salerno Valdez¹, Camille Collins Lovell¹, Jazmine Chan¹, Elizabeth Beatriz², Aline Gubrium¹

Affiliations

¹ Department of Health Promotion and Policy, School of Public Health and Health Sciences, University of Massachusetts Amherst, 305 Arnold House, 715 North Pleasant Street, Amherst, MA 01003 USA.
² Massachusetts Department of Public Health, 250 Washington St, Boston, MA 02108 USA.

Abstract

Introduction: When it is offered, sexuality education in the USA is far from standardized. While studies have explored differences in delivery and type of sexuality education across the USA, sexual and reproductive health inequities persist among historically marginalized groups (Latino/a/x, Black, African American, LGBTQ +). There is a critical need to better understand the systemic barriers to receiving effective sexuality education in these communities.

Methods: Participatory research methods were used in working with a community advisory board (CAB)-consisting of emerging adults and service providers from community-based organizations (CBOs) serving youth-to examine how structural barriers contribute to adolescent sexual and reproductive health (ASRH) inequities in Massachusetts. CAB meetings and semi-structured interviews were conducted in the cities of Springfield (n = 14) and Lynn (n = 9) between December 2020 and May 2021.

Results: Inflexible funding guidelines, a related evidence-based curricular mandate, and a lack of community-responsive sexuality education fail to meet the sexual and reproductive health (SRH) needs of these youth.

Conclusions: Current evidence-based mandates must be revisited to improve young people's access to quality sexuality information in public schools. To guarantee sexuality education curricula is centered in the context of the community and population in which it is implemented, collaboration between youth-serving CBOs and school districts could improve students' overall experience and social-emotional growth by providing comprehensive, positive, and community-responsive curricula.

Policy implications: Funders and programming should prioritize community responsiveness by financially supporting and developing and/or adapting evidence-based curricula to better match the community's needs, which can be completed through culture-centered training and community-based partnership.

Keywords: Evidence-based curricula; Marginalized youth; Public school system; Sexuality education; Systemic barriers.