Department of Human Development and Family Sciences, University of Texas at Austin.
Department of Social Science, University College London.
J Sex Res. 2021 May-Jun;58(5):648-658. doi: 10.1080/00224499.2020.1767024. Epub 2020 Jun 2.
Sexual minority people face greater risk for compromised sexual health than their heterosexual peers, yet school-based sexuality education often excludes them. Little is known about whether or how sexual minority people's sexuality education experiences have varied across sociohistorical contexts of rapid social change in both sexuality education and sexual minority visibility. Semi-structured qualitative interviews were conducted among 191 sexual minority people from three distinct sociohistorical generations (ages 18-25, 34-41, and 52-59, respectively) and four geographic regions of the United States. Data were analyzed using thematic content analysis following a consensual qualitative protocol. Fifty-one participants (i.e., 27%) discussed school-based sexuality education experiences despite the lack of an explicit question in the interview protocol prompting them to do so. Four distinct yet overlapping themes emerged in participants' experiences of sexuality education: 1) Silence; 2) The profound influence of HIV/AIDS; 3) Stigma manifest through fear, shame, and prejudice; and, 4) Comparing school-based experiences to sexuality education outside of school. The presence of themes varied across groups defined by sociohistorical generation. The implications of sexuality education experiences for the wellbeing of sexual minority people are discussed.
性少数群体面临更大的风险，因为他们的性健康受到损害，比他们的异性恋同龄人，但学校性教育往往将他们排除在外。人们对性少数群体的性教育经历在性教育和性少数群体可见性的快速社会变革的社会历史背景下是否有所不同，以及如何不同，知之甚少。对来自美国四个地理区域的三个不同社会历史世代（分别为 18-25 岁、34-41 岁和 52-59 岁）的 191 名性少数群体进行了半结构化定性访谈。采用共识定性分析协议，对数据进行主题内容分析。尽管访谈协议中没有明确的问题提示他们这样做，但有 51 名参与者（即 27%）讨论了基于学校的性教育经验。参与者在性教育方面的经验中出现了四个不同但重叠的主题：1）沉默；2）艾滋病毒/艾滋病的深远影响；3）通过恐惧、羞耻和偏见表现出的污名；以及 4）将学校内外的性教育经验进行比较。存在的主题因社会历史世代定义的群体而异。讨论了性教育经历对性少数群体福祉的影响。
