Back to Annual Meeting Page		American Public Health Association 133rd Annual Meeting & Exposition December 10-14, 2005 Philadelphia, PA

Abstract #102362

Lisa L. Lindley, DrPH, MPH, CHES, Department of Health Education and Behavior, University of Florida, PO Box 118210, Room 5 FLG, Gainesville, FL 32611, 352-392-0583 x1415, llindley@hhp.ufl.edu and Ning Lu, PhD, MPH, Public Health, Western Kentucky University, Western Kentucky University, One Big Red Way, Bowling Green, KY 42101-3576.

Comfort with sexual language and content is an important prerequisite for teachers of sexuality education to be effective. Moreover, teachers' attitudes toward different sexuality issues can influence what is included in their classroom instruction. While it has been recommended that all teachers and teacher candidates receive a comprehensive course on sexuality education methodology and pedagogy, no study has been conducted to measure the impact of such a course on students' attitudes toward and comfort teaching a variety of sexuality topics. Utilizing a prospective case-control study design, matched pre- and post-test surveys among undergraduate students enrolled in a sexuality education (n=46) and sociology (sexuality and society) course (n=46) at one regional, Midwestern university were examined and compared. Positive attitudes toward teaching a variety of sexuality topics in public school were reported among students in both courses. However, students in the sexuality education course reported a significant increase in comfort teaching about 33 of the 36 sexuality topics listed in the survey, compared to seven topics among sociology students. In addition, students in the sexuality education course were significantly more likely than sociology students to report that certain sexuality topics be taught at earlier grade levels in school and that abstinence should not be the only method taught for the prevention of unintended pregnancies and sexually transmitted diseases. Results suggest that exposure to a course in sexuality education methodology and pedagogy can significantly increase students' positive attitudes toward and comfort teaching about a variety of sexuality topics.

Learning Objectives: At the conclusion of this session, participants will be able to

• Identify college students' attitudes toward school-based sexuality and abstinence-only education programs before and after taking a sexuality education versus sociology course;
• Determine the extent to which students' comfort teaching about 36 different sexuality topics changed after taking a sexuality education versus sociology course; and
• Recognize the value of providing a course in sexuality education methodology and pedagology to current and future sexuality teachers/educators.

Keywords: Sexuality, Training

Presenting author's disclosure statement:

I wish to disclose that I have NO financial interests or other relationship with the manufactures of commercial products, suppliers of commercial services or commercial supporters.