Timing of Receiving Sex Education Perceived By Chinese Preadolescents

Sex education programs (SEPs) aim to prevent sexually transmitted infections, unintended pregnancy, unhealthy lifestyle, sexual coercion, abuse and exploitation (UNESCO 2009; Tabatabaie, 2015; WHO Europe 2010). However, developing SEPs is challenging due to parental resistance and difficulties to evaluate prevention outcomes. Controversies around sex education remain unresolved: Should it be delivered in school, what age to start and which topics to cover (Kurtuncu, Akhan, Tanir, & Yildiz, 2015; Somers & Surmann, 2005). Since twenty percent of Chinese preadolescents have immigrant parents (Sanchez, 2009), for planning sex education programs for this new immigrant group, this study analyzes a secondary dataset to examine gender disparity among Chinese preadolescents on sex knowledge, particularly regarding the timing and learning sources of sex education.

Methods

The End Child Sexual Abuse Foundation (ECSAF) conducted a survey among fifth and sixth grade students in Hong Kong. Since these two grades are the final grades of elementary schooling in Hong Kong, they were representatives of prepubertal youth in transition from childhood to adolescence, parallel to the final elementary school year and beginning year in middle school in the U.S.

This dataset contains child and family characteristics and the child’s knowledge about sex as measured by a sex knowledge scale and a priority rating scale on sex education topics based on the Chinese context. Survey questions were tested for content validity with input from ECSAF staff and pilot-tested with elementary-age students before full implementation. Data collected were presented with a focus on gender differences among preadolescents from a Chinese culture.

Results

The survey was administered in 24 schools representing all school districts in Hong Kong. Respondents were 4,569 Chinese students, with 44% thought that sex was a dirty matter. Majority (63.6%) stated having sufficient knowledge about sex, and 83.5% reported that they knew what sexual behavior entailed. Yet, many disagreed that the following acts were sexual: touching one’s own private parts (74.3%), kissing (53.4%), or allowing another person to touch one’s own private parts (46.8%).

No gender differences in terms of wanting more knowledge about sex. The highest priority has been rated on sexual abuse prevention (5.19), STD prevention (3.99) and sexual organs (3.77). Most (78.4%) want to start receiving formal sex education in elementary school years. Older children sought information from school, peers and mother than younger ones (p<.001). More females (79%) than males (63.6%) have consulted teachers about sex education (p<.001). Gender differences were not found among the fewer respondents who obtained sex education from their father or the internet. More females (47.2%) than males (42.5%) actually learned about sex education from school (p=.002), while more males (3.4%) than females (1.1%) learned from pornographical materials (p<.001) even though it was not a typical information source.

Implications

There is a desire of preadolescents to participate in formal sex education in elementary school years, primarily learning more to prevent being sexually abused. Although these preadolescents feel that they have sufficient knowledge about sex, application of knowledge and understanding of sexual behaviors still need to be examined.