D500 Rev3 2 041208

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These complexities point to the inadequacies of advocates’ and educators’ assumptions about and presentations of sexual knowledge. I conclude with thoughts on how educators might respond differently and acknowledge the ways that sexual knowledge is rife with questions of sexual identity, desires, and practices. At the center of Risky Lessons is the conviction that school-based sex education has a role to play in promoting social and sexual justice. In the concluding chapter, I argue sex education’s aim need not be limited to reducing rates of adolescent pregnancies, disease, and sexual activity.

The increasing social autonomy and the visible changes that boys experience during puberty—for example, hair growth, muscle development, and deepening voices—are markers of strength and power for many (Martin ). However, those boys who do not achieve those markers often suffer sanctions, including violence, from peers and others for failing to adequately embody masculinity (Kimmel and Mahler ; Pascoe ). The dichotomous conceptions of gender at the core of these sexual norms also offer little support and guidance to high school students who identify as transgendered or whose gender experiences do not conform to a binary girl-or-boy system.

Leading newspapers feature stories of a crisis of young women performing oral sex on young men and young people hooking up for frequents acts of meaningless sex (Denizet-Lewis ; Stepp ). org ). S. high school students report having had sexual intercourse, and teens in this country report more sexual partners and lower levels of condom use than their peers in other industrialized countries (Alan Guttmacher Institute ). However, research also shows that things have not changed all that much: in the last half of the twentieth century, premarital sex was a social norm (Finer ).

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