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Sex Education and Support of LGB Families: a Family Impact Analysis of the Personal Responsibility Education Program

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Abstract

The authorization of the Personal Responsibility Education Program (PREP) represents a significant legislative shift in how social policy in the United States implements school-based sexual health education to address concerns for youth health. In contrast to its abstinence-based predecessors, this federally funded program provides a more comprehensive approach to sex education that includes content on contraception, is evidence-based, and emphasizes diversity and service to vulnerable populations. Yet, despite these improvements to how sex education policy facilitates the healthy development of youth, the design and implementation of PREP do not provide substantial support of lesbian, bisexual, and gay (LGB) populations. This paper applies a family impact analysis framework to further explore this policy limitation and demonstrates how PREP perpetuates the heteronormative legacy of sex education in a way that continues to marginalize and harm LGB families.

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Notes

  1. It is recognized that similar issues exist regarding people who identify as queer (Q) and/or transgender (T) within the larger LGBTQ acronym representing sexual and gender minorities. However, for the sake of parsimony, these related populations are not addressed in this analysis.

  2. A promotion or valuing of heterosexuality over non-heterosexuality that systematically privileges heterosexuals while oppressing those who identify/are perceived as gay, bisexual, or lesbian

  3. Any family containing a lesbian, bisexual, or gay member

  4. A live seminar conducted over the internet

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McCarty-Caplan, D. Sex Education and Support of LGB Families: a Family Impact Analysis of the Personal Responsibility Education Program. Sex Res Soc Policy 12, 213–223 (2015). https://doi.org/10.1007/s13178-015-0189-6

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