When seeking approaches for sex education, few look to the past for
guidance. But Susan K. Freeman's investigation of the classrooms of
the 1940s and 1950s offers numerous insights into the potential for
sex education to address adolescent challenges, particularly for
girls. From rural Toms River, New Jersey, to urban San Diego and
many places in between, the use of discussion-based classes
fostered an environment that focused less on strictly biological
matters of human reproduction and more on the social dimensions of
the gendered and sexual worlds that the students inhabited.
Although the classes reinforced normative heterosexual gender
roles that could prove repressive, the discussion-based approach
also emphasized a potentially liberating sense of personal choice
and responsibility in young women's relationship decisions. In
addition to the biological and psychological underpinnings of
normative sexuality, teachers presented girls' sex lives and
gendered behavior as critical to the success of American families
and, by extension, the entire way of life of American democracy.
The approaches of teachers and students were sometimes predictable
and other times surprising, yet almost wholly without controversy
in the two decades before the so-called Sexual Revolution of the
1960s. "Sex Goes to School" illuminates the tensions between and
among adults and youth attempting to make sense of sex in a society
that was then, as much as today, both sex-phobic and
sex-saturated.
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