What I Wish I Would've Known: A Qualitative Analysis of Sexual Education From the Perspectives of Mexican American and White Adolescents

Background and Purpose: Fifty million dollars of federal support has recently been passed for five more years of abstinence-focused sexual education, although evaluations have demonstrated little efficacy in delaying initiation of sexual intercourse, lowering teen pregnancy rates, or reducing the prevalence of sexually transmitted infections. Fortunately, another twenty-five million for yet untested programs that “demonstrate promise” has also been allocated. Given that current programming separates biological aspects of sexuality from more encompassing socio-emotional factors integral to romantic relationships, the present study used a phenomenological study design and analytical approach to give voice to youth's lived experiences. Following an in-depth discussion about romance and sexuality, the following specific research question was posed to adolescents: What do you wish you would have known about dating relationships?

Methods: Mexican American (n = 41) and White (n = 34) adolescents (M = 16.04 years, SD = .83; n = 40 girls; grades 10-12) from 25 high schools in a large Southwest state were recruited to participate in 12 focus groups on adolescent romantic relationships. Groups were divided by gender and ethnicity and a total of ten questions derived from theory were asked, the last of which was analyzed for this paper. Data was coded via a form of inductive content analysis into themes, and weight was given to extensiveness, emotionality, frequency, and specificity of the responses. A third researcher coded the data to verify the reliability of the coding scheme (K = .78).

Results: Adolescents identified several thematic areas in which they had (or currently have) skill deficits and gaps in pertinent information that they would like to see schools and parents respond to in order to successfully navigate dating and sexual relationships. Specifically, they said that “don't have sex” classes often presented too little information too late. Adolescents viewed the protection of both their emotions and bodies as important in sexual education. Moreover, they would like for parents to provide emotional support and to share their wisdom with them to develop skill sets (e.g., emotion coping skills, conflict resolution skills).

Issues of gender also emerged: adolescents preferred that both genders be grouped together to discuss and be educated on physical and emotional aspects of sexuality, including topics concerning differing relationship expectations common among males vs. females. Negative generalizations about the other sex surfaced across both ethnicities and genders.

Implications: Adolescent dialogue revealed important implications for sexual health education programs. The formal education that teens receive regarding their sexuality does not address the psycho-social skills critical to navigate interpersonal experiences within a relationship context. Adolescents viewed schools and parents as the primary contexts through which they would like to develop the skills to have healthy dating relationships, however, the types of information they preferred to learn in each of these contexts varied (sexual/physical by schools, emotional by parents). Promising sexual education programming should be comprehensive, age appropriate, include peer and parental contexts, and should target negative other-sex appraisals towards the development of healthy relationship goals.