Thetopic chosen for this paper is the event on the development andrelease of National Teacher Preparation Standards on SexualityEducation. The event took place in the United States, whereby sexeducators came together, prepared, and released the sex educationstandards. The event was published on ScienceDaily on June 15, 2014.The aim of the report was to address policy and support to promotesexuality education in order to lessen risky sexual acts amongst theteenagers.
Accordingto current findings by the Centers for Disease Control (CDC), 80percent of young people aged between 15 and 17 years lack recognizedsex education prior to engaging in first time sexual intercourse. Thefinding represents an overlooked chance for community members as wellas sex educators in providing teenagers with the required instrumentsand skills to formulate efficient decisions regarding sex. Accordingto the report, it is significant to prepare tutors efficiently asthis would help them in providing superior sexuality education.Provision of quality education is essential in lessening teenagepregnancy and the contraction of sexually transmitted diseases (STDs)which have become rampant in the current time. In addition to this,it enhances relationships, communication, as well as sexual health.The sexuality education standards are seen as a platform of anexceptional cohesion attempt in preparing undergraduate studentspursuing health and physical education to offer premium and inclusivesexuality education which is culturally, developmentally, and ageappropriate.
Sexualityeducation in the United States is offered at high school levels andit is incorporated in the health curriculum. Both America’s tutorsand parents participate greatly in offering teenagers with therequired information to safeguard both the future and their health.Some of the professional areas addressed by the standards encompasscontent knowledge, professional disposition, and assessment andimplementation amongst others. The standards would enable preparationprograms for the teachers to guide instruction, curriculum, as wellas evaluation decisions amongst students pursuing degree programs whoin turn would undertake the role of instructing sexuality education.
Theevent took place in the United States and it was the initial timewhen particular standards for tutors were developed with the aim ofteaching matters related to sexuality. The development of thestandards is an element of the continuing Future of Sex EducationInitiative. It is a countrywide project aimed at enhancing sexeducation of the teenagers. The persons involved were sex educatorswho were responsible in developing the standards.
Analyzingthe in terms of Sociological Concepts
Socialconstructionism is a sociological theory that scrutinizes thedevelopment of equally created knowledge regarding the world(Macionis, 2012). According to the theory, implication, meaning andunderstanding are developed in coordination with other persons(Macionis, 2012). A major element of social constructionism is thatlanguage plays a major role in assisting individuals constructreality. The topic under investigation can be analyzed in terms ofsocial constructionism considering that it is a social issueaffecting the entire society. Developing standards on sexualityeducation entails creating knowledge on how the young persons wouldobtain quality and relevant information to help model sex behavior.Social constructionism focuses on how such knowledge can be createdjointly.
Socialstratification entails classifying persons into groups on the basisof common socio-economic conditions (Macionis, 2012). It is a systemthrough which individuals are ranked in hierarchy by the society. Inthis case, it has been shown that a large percentage of the teenagersaged between 15 and 17 years lack the knowledge of sex educationprior to engaging in their initial sexual act. Classifying this groupof persons and ranking it as a first priority triggered the need todevelop preparation standards for teachers which would assist themteach sexuality education more effectively (Barr et al. 2014).
Socialcontrol is the political and societal systems which standardize groupand personal behavior (Macionis, 2012). As a result, individuals areable to abide by the rules formulated by a certain social group,state, as well as the society in general. In this case, formulatingthe National Teacher Preparation Standards for sexuality educationcan be said to be a societal mechanism in controlling and preventingteenage pregnancies as well as STDs.
Valuesare delineated as an extensive preference regarding suitable guidingprinciples (Macionis, 2012). They mirror an individual’s sense ofwhat is wrong or right. There are various kinds of valuesencompassing moral, ethical, ideological, aesthetic, and socialvalues. In this case, values are significant in explaining sexualityeducation. Certainly, values play a major role when teenagers engagein early sexual behaviors. The development of standards on sexualityeducation is key in encouraging moral values among the teenagers.
Structuralfunctionalism is defined as a structure of generating theory thatperceives the society as a multifaceted structure with various partsworking together with the aim of enhancing stability (Macionis,2012). The society is addressed in terms of its various constituentcomponents including customs, norms, institutions and traditions. Thesociety in general is shaped by these social structures. Certainly,the development of the standards would enable teaching institutionsto effectively offer sexuality education to teenagers and this wouldcontribute greatly in shaping the society (Barr et al. 2014).
Socialstructure is delineated as the social arrangements which emerge anddetermine individual behaviors in a society (Macionis, 2012). In thiscase, the emergent of National Teacher Preparation Standards can beseen as a framework of shaping teenage behaviors in the Americansociety.
Barr,E.M., Goldfarb, E. S., Russell, S., Seabert, D., Wallen, M. &Wilson, K. L. (2014). Improving sexuality education: The developmentof Teacher-Preparation Standards. Journalof School Health, 84 (6): 396.
Macionis,J. J. (2012). Sociology(14th Ed.). Boston: Pearson.
Universityof North Florida. (2014, June 9). Both teens, teachers not gettingsex-ed training: New standards needed?. ScienceDaily.Retrieved June 15, 2014 fromhttp://www.sciencedaily.com/releases/2014/06/140609093612.htm