My former employer has a lot of attention for a number of reasons. I think it is an interesting situation. A group of students were caught on camera phone singing racist song about lynching. The students were immediately expelled from the university of oklahoma. Is anyone troubled by the singular action . Is anyone troubled that University President has expelled students unilaterally . Yes . These things come up a lot. In our society, we have the right of the due process. Particularly in the university setting, i think anyone would be hardpressed to defend their actions but not to defend their right to due process. Prof. Chatelain it is a scary idea that there can be a student can make a choice that has an impact on the community and there are choices students make an university settings, and there can be such a quick response. One may argue if they had worked at the university of oklahoma perhaps the response may be a distraction to other issues that are happening on campus and this was a strategic decision in hopes that would not be deeper digging into the culture at the university that may yield other issues. But im not saying that. How do we handle a University Environment . The nature of the video itself. Im reminded of the Donald Sterling incident. Both incidences, they are inexcusable that the same time it is raising the question of if they didnt know they were being filmed where does your freedom of speech come into play. I dont agree with what the attorney did but it is troublesome that you could be saying something stupid, films randomly and expelled. Prof. Chatelain there are consequences to our speech public and private. Our expectations of privacy can have consequences in the public. The question of what does it mean when a group of students on a bus on the way to a party that part of their entertainment, part of them getting their head in the party game is to sing a racist song on a bus . What does that say . Thoughts about this . There was a reporter that made a comment about michelle obama. He made a very [inaudible] which is very offensive. He has commented on several things. Where does that come into play . Prof. Chatelain theres a sense of there is a standard as an employee that this is not ok. This reminds me of last semester. A professor at the university of illinois fired for a tweet, that some perceived as antisemitic or antiisrael. The university severed their relationship with him. What are the limits of speech and whether consequences . Can we hold each other to a standard of being reasonable and respectful but do we need these other mechanisms . It will be interesting to see the stuff that unfolds. The students working on the issues at the university of oklahoma are fantastic. Students are saying their deeper there are some deeper questions we have to ask area. We are also held to a standard on social media. It is not just tweets. Prof. Chatelain what else is going on . In the resurgence of black lives matter around the Police Brutality of the student, an honor student, and it made me think about our discussions surrounding who is a worthy victim and worthy face to take up a cause, and even when you google him you cant find with mike brown you cant find anything. We have a medieval to come up we have not been able to come up with anything negative and it seems like now is the time. Prof. Chatelain university of virginia, it has been a rough year. The question about, i think this is why i dont like millennial bashing. People who do it are mean and dumb. One of the things that we see throughout these different Campus Communities is a smart and very transparent way of thinking about these issues. One of the reasons why black lives matter and the Ferguson Movement has distinguished itself historically is that it didnt fall into this trap of this person was a bad victim and we are going to look for a good victim. There is a consistency of the question. If we say black lives matter to we have to bracket which lives . It does not matter peace smoked weed and listen to rap music. The question of the person is being treated with a level of respect. He was arrested by the alcohol abt and they said he was arrested for having a fake id. Even in the reports, if he did have a fake id prof. Chatelain no id has been recovered. There is no fake id or there might have been. But the question is what is a human life worth . Lets say he had 100 fake ids with him. The brutality of the experience and the scale of these things is giving people pause. A quick side note. Im doing a teacher training. One of the things that was powerful is that a number of teachers said they were not allowed to talk about ferguson until november. A woman who works and lives and is from ferguson said only talk about rebuilding trust we talk about rebuilding trust were not just talking about the police, we are talking but educators. Teachers let the community down. The importance of the engagement, and universities are being called into question, it isnt just about providing a quality education or providing access, it is a producer that represents itself on and off campus. We can use a lighter one. Before spring break there was an article online. These two twins. One was black and one was white. Prof. Chatelain the twins. We will talk about this when we talk about caucasian. Buzz feed did an article, and they had an entire article of people who are related but not the same racial group area the point is, we will talk about the object of looking like one race or the other in the dynamics of the family. The movie you saw on tuesday touched on it. The author of caucasian is in that movie. She pretended she didnt know her dad and her sister when she saw someone from school because she didnt know what the reaction was. The last one, you can go to starbucks and talk about race now. We will be canceling class the rest of the semester and going to starbucks to talk about race. Just kidding. For today, we are looking at the question of Sex Education. Susan freemans book is challenging our notions about the path as sexually repressed and conservative in the present as liberal and more open. I think what this text does, we talk about broader questions about the relationship between race and Sex Education, it challenges us to think outside of the box as a time in a dolt telling young people about sex it is necessarily oppressive. Anytime there is engagement about sex and sexuality it is always in a progressive lens. This complicates this idea. The first question i have, is Sex Education in the state interest . Why do we understand Public Schools having a responsibility to do Sex Education . Any thoughts . Yes . Considering rates of pregnancies, it is important if you are not getting education in the home, it is important the state educate you. Prof. Chatelain they have this preventative task. We understand there may be a correlation between unplanned early pregnancies and social consequences. If i were to tell you the teen pregnancy rate is the lowest it has been in decades, would that mean such education is working . Possibly, maybe . We have to wonder why. Is it in the states interest to do Sex Education . Yes. The state has an interest to make sure people are aware of things that could happen. That prevents having to deal with a major epidemic. Prof. Chatelain we understand it as a longterm investment. It is not just about pregnancy but section transmitted diseases, sexually transmitted diseases and we can extend it to healthy eating, benefits of exercise antismoking. The state has an interest in the health of its people. One of the thing that is interesting is when we look at where and how Sex Education is being done in comparison to these models in the books we find that perhaps the path had a more sophisticated understanding about the origins or the necessity of Sex Education than the present. The states in red do not require Sex Education at all. With the caveat in illinois there is some education that is not mandatory but you have to do health education. And you also have to provide medically Accurate Information on abstinence. In mississippi, localities may include contraception, only with permission from the state department of education. In tennessee, Sex Education is required if the pregnancy rate is 19. 5 or higher per 1000 teenage women. We see this thing that we may agree is in the state interest. The mechanisms in which it is applied are vastly different. They are shaped by a political climate. If we look at the states that dont require hiv education, this is interesting. Can we imagine education about hiv as mandatory but education about sex is not . Operating in the same place . Go further. States where hiv education and provided dont have to be medically accurate. You seem bewildered. What is that . Are they looking for the medically accurate, states that are sketchy with articles. Prof. Chatelain what does any about being medically accurate . Some states have taken a position about abstinence only education. One of the controversies about abstinence only education is the question about whether it is medically accurate. To say to the group of young people the only way to prevent unplanned pregnancy is abstinence. That is not medically accurate. It is a true statement. Abstinence is one mechanism. It is not necessarily medically accurate. Why do we have so many fine definitions about the nature of Sex Education . The last one, states were Sex Education if provided must include information on abstinence but not on contraception. We see the level of specificity in a way that when we look at these models that have the origins of the 1930s people are not thinking in terms of parsing what it means to provide Sex Education. They have a viewpoint and the perspective but they are not engaged in this type of definition because Sex Education had not become a political issue the way it is today. How many folks in the room went to a school in which abstinence only was the standard . Interesting. How many were to school where there was no Sex Education . How many went to school where you would say they had comprehensive sex and help education . How many went to school where there was any type of distribution of contraception . How many who raise their hand went to school in the u. S. Very interesting. The last one, states where Sex Education of provided must include negative information on samesex relationships. We see another layer. Dont be ashamed if you are from these states. We are all different. I saw some hiding. How did sex get into schools . The first question that we think about when we think about the past, we often suggest that people were compliant until the 1960s and all hell broke loose. That is a really dim view of humanity. That this idea that young people were so absorbed with the idea of conformity that they could just accept Sex Education as it was given to them until the sexual revolution. What she is saying is the relationships are more common. Complicated. Even as Sex Education was a method of thinking about gender rules, family life, and expectations, there were some signs of resistance or questioning these ideas. Sex education was a form of training. Informative relationships and heterosexuality. When i think about this book i think about a 1957 facts of life and love for teens. If you want to borrow it you can ask me privately. It is everything a teenager should know about life. One of the things that is interesting, it opens about sexual maturity and puberty and it ends with how much a wedding should cost. Adulthood isnt about the physical changes of puberty and managing a sexual relationship it is about the depth and quality of the family relationship which is the Building Block of a healthy nation. It challenges the notion of a path of conservatives in the present as liberal. When i was a young person in the 1980s, the aids crisis shaped a lot of the comprehensive hiv education that in some places doesnt exist anymore. People debated contents in school but there wasnt a people debated condoms in school but there wasnt a question about Sex Education. Abstinence only education was not something you would find in a Public School but it was considered only part of a religious education. The idea that entire states are using abstinence only education as the standard for Sex Education really does trouble this notion as a present is far more liberal than the past. Any questions or concerns or reflections . We will move on. Why Sex Education . At the core of Sex Education was this idea of gender, and how the content and methods are developed are these ideas about school as a place that has forms of gender imprinting. What are the mechanisms. What are the ways that schools reproduce ideas about gender and roles . By determining who can and cannot go to a school dance as a couple. Prof. Chatelain very good. Every so often there will be the students banned from going to a dance together. Usually a samesex couple. What else . The separation of boys and girls during Sex Education. When we look at the film clip of human growth that comes out of oregon, boys and girls together on the same information. We have this understanding of boys and girls needing to know different things. Prom king and queen. Prof. Chatelain the school dance. If i was elected princess or queen of all School Things i would abolish dances. Talk about pure terror. What is the purpose of a school sponsoring a dance . Anyone want to make a case . I will take a shot. It brings those relationships into the public sphere that can be observed and condone. The notion of some dancing that happens is frankly terrifying. You have chaperones who can leave room between couples and whatnot. It is instead of letting the couples go to their houses, it is putting in the public sphere where they can judge it. Prof. Chatelain it is this idea of mediating the social sphere. At the very least there can be , some type of monitoring of it. What else . We could invite our brother schools over. Leave room for the holy spirit leave room for jesus. It plays into what he said, it brings relationships into the public sphere and then condoning it. Prof. Chatelain it is a weird kind of role. It comes back to this conversation earlier about universities. Universities are not businesses. We are in the business of forming young minds to be better citizens for our democracy and we have to have rules and regulation. I think that there is this awkward space about is this different, but most of you are of legal age. You are 18 or older when you have this experience. We treat you like adults. For others, this is supposed to be a nurturing environment. Schools do the same role for young people as they are moving into critical spaces of maturity. Pre 1960 Sex Education had broad support. It was based in normative heterosexuality and the family. This idea that there could be this broadbased coalition against Sex Education doesnt emerge until the 1970s when conversations about local control and federal power start to become part of the discourse of school management. When we hear local control and federal crews and federal intrusion what comes to mind . I think of racism, Southern States trying to bring it down. Prof. Chatelain this idea of resisting brown versus board resisting federal approaches to School Integration by citing local control. Common core, banning of ap history in oklahoma. This intellectual and social battles waged in the schools show us the importance of schools as sites of conflict and investing in kids in order to make a better nation. What she highlights in this book is there was no retrenchment or Sex Education during cold war due to concerns about anticommunism. That you needed Sex Education in the schools, you need education about family life, or the communists would win. One of the ways communism was framed in the United States as negative or bad for business is that communists engaged in free love. There was this concern that communists allow for polygamy, the state allowed the family to allow the family structure. The children were wards of the state. The investment in Sex Education wasnt just about educating kids. It was about the idea that kids had to understand that this, that democracy, the u. S. Way of doing things was the normative and correct way of doing things. This is bound in Sex Education at this time. The question of Human Behavior and relationships shapes the 1930s approach where teachers were introducing sexuality as a Human Behavior and it was a part of good relationships. If you look through this book through the 1950s they talk about Sexual Satisfaction as a reasonable expectation of a relationship. That there has to be sexual compatibility within the confines of a strong marriage. This was important to make sure that people were normal. The 1950s discourse on normalcy was not only reaction to postworld war ii trauma, the expression of shell shock, ideas of posttraumatic stress disorder come out of the world war ii soldier experience, but the idea of being a normal person. What do normal people do in the confines of their relationship . There are various experiments she talks about these as quiet efforts. Very few communities wanted to publicize this. Like, we are doing Sex Education now. There are these movements that were able to be accepted and replicated, and passed throughout the state as communities took this on. The models we look at today are oregon, toms river, new jersey and san diego as three approaches of Sex Education infused with social concerns of the community, ideas of race and what happens when you engage young people about sex and sexuality. The secondary goals of Sex Education are also important to remember. It normalizes certain human relationships. People believe that sex and Relationship Education reduce familial decline pretty alarming divorce rate, even though some studies say it is not unusually high, that if you factor for level of education and waiting until a certain age to get married, the divorce rate plummets. Schools would be in the business to make sure that families are healthy and strong. It prevented the gendered impulses of mail, female roles malefemale roles. It helps regulate teen sexuality. The idea of the private relationships becoming public. That it could interfere in the confusion that a companys sexual maturity and expand the ability to voice their perspective with authority. Whats interesting about this time is that it is asking young people to talk about personal relationships with their teacher. How many people had a Sex Education class experience where a teacher who taught auto shop or a gym teacher had more than one role in Sex Education . How many found that weird . How many found Sex Education classes were places were young people could talk and be open about expressing themselves about sexuality . How many had that experience in a mixed gender classroom . Interesting stuff. We will see how it was done before the 1960s. It embraces the notion that sexuality was important. It was part of the school day. Young people got a sense that their feelings, their commitment to their relationship, their ideas of connection for also an interval part of their education. Any questions . Any thoughts . Now we will look at the different models. The oregon model of Sex Education was to put Sex Education in the framework of health and science questions. The focus is on the sexual organs and functions within a biological framework. They try to do animal sexuality to stand in and they said no we have to focus on the human person. Emphasize reproduction and personal hygiene. It provided a model for the film human growth, which in 1947 was a pioneering experiment in using film to not only teach a Sex Education but model how Sex Education was supposed operating supposed to operate in classrooms. Theres another one called the story of menstruation that disney produced. It is this idea of using film representations about talking about the body, using cartoons in order to illustrate these issues. When we think of the oregon model, it is a move from social welfare to Sex Education. We talked about the antivenereal disease campaign. A lot of what oregon does in terms of Sex Education comes from their Public Health department. Initially it was based in the social hygiene society. They were doing the work we saw with other groups, awareness about venereal disease antiprostitution, held broadly defined. They entered into a partnership with the American Social hygiene association. Organizations concerned about not only the medical impact of sexual transmitted diseases but the morale impact it would have on a nation of people were unwell. Through a gift from a benefactor , they created the brown trust. It is focused on the role of medical professionals and Sex Education. Unlike previous models they wanted to start with doctors and train Public Health practitioners to do this kind of work. It was too important, too scientific, too technical to leave to teachers to do. Here you see a partnership with the university of oregon. You see the University Community having an impact on the way secondary and primary education functions. This brown trust is able to bring Sex Education to a large audience. The film human growth was a nationally acclaimed Sex Education movie produced by lester back. It is an incredible way of thinking about the different places were Sex Education move. We will watch a clip from it. It starts with the family talking about taking a Sex Education class to showing a Sex Education class, this teacher showing the movie to the audience, and at the end showing young people asking questions of a teacher about a film they all just watched. It is all about time people how to do this. It depicts the ideal white family of midcentury u. S. The mom is in the role of him in the hemming the daughters dress. Dad is doing dad things which involve the brain. The young son is inquisitive about the history of native peoples, and the daughter is a little mixed up because that is what girls are like. It shows these ideas of what the family is and how these young people as a product of the family enter the Public School to engage in discourse about sex. Curtis avery becomes the head of the alice brown trust and he advocated for the family life approach. The family life approach is you focus on relationships, how to go on a date, how to introduce your parents to the person you are dating, avoiding too much sexual contact in the early years of a relationship. Getting engaged. This book, it is so specific. It talks about the dates you should go one, buying gifts, what is it mean when you get pinned, what does it mean when you get engaged. It is about a series of middleclass expectations for how you are supposed to conduct yourself at various stages of your life. What are the different ways we see today where you learn this type of training . Where do you learn this type of stuff . How do you know how to bring gifts to your boyfriend or girlfriend . How do you know about getting engaged . You did not learn it in this class. Television. The bachelor has taught me to date 25 grows at the same time. I didnt get you a rose today so it is over. Prof. Chatelain you know how to end relationships with the holding of a rose. You identify the qualities of good relationships. It is this idea we have conversations, the Culture Shift in the idea that one personal relationship can be instructive for others. Im sure my single friends appreciate the feedback i provide about relationships. Cosmo magazine. What you should do on your first date, or what you should get your significant other on christmas. They have a lot of stuff for other things. Prof. Chatelain the industry. Womens magazines are all about a certain type of modeling of information. It is done in the context of just between us girls. Im going to tell you whats really going on. Yes . Jewelry places like jared restaurants will playoff the getting engaged thing. Prof. Chatelain right. No one has done anything interesting until they get engaged. Then you watch these there is an entire industry where people hide in garbage dumpsters to take engagement pictures. It is creepy. A student sent me pictures. I said congratulations. , she showed me a link. I didnt understand what i was watching. I was watching to people talk, i thought they were posed. There was a creeper in a tree with a photo lens. The idea that we capture these things and share them, i think there is an interesting question that is embedded in where we learn this information. Schools during this time felt like they were the best that to make sure that everyone was learning the same thing. It created a model for how to use question and answer approach to Sex Education. The film is trying to teach you how to ask your teacher about sex. I dont know how effective it is. From her archive we see young people coming up with their own questions, reflecting about the experience of talking to teachers about sex. This is a picture from a feature about human growth. It is a classroom watching a classroom of a movie about classrooms and they are looking at ovaries in this picture. They are showing how you do this. This is a still from human growth. We will watch a clip from this film. In this tribe the hair was cut in a special style when the boy he reached adolescence. Dont bother george. Almost finished with that report . Just about. Hes reading about indian boys. Why dont you grow up . I am just as grownup as you are. Says who . Mrs. Baker. She says girls mature earlier than boys. If she said you were a genius you would believe her. Yes i would. She is a lovely person and a very good teacher. The kids at school like her. Dad, here is something from my report. Whats that . Only the grown people have clothes on. Can i wear this skirt tomorrow . Yes. I have almost finished hemming it. The children wore no close at cltothes at all. Thats interesting. It ties into the film josie was telling us about. We saw that last year. Im on the preview committee. Im going to tell the class what to look for in the film. Have you decided what to say . The most important thing to look for are the changes that take place in our bodies and feelings when we grow up. Grow up . When we become adolescence. Prof. Chatelain powerful filmmaking. [laughter] what is happening in this film . It makes you want to watch more and it is available on youtube. What is happening in this movie . What is going on in this family . Everyone is moved by the acting, i know. Collect your thoughts. They are establishing what a normal family should look like and what are they talking about . They are talking about sexuality and growing up in an abstract way. Prof. Chatelain there is a sense of abstraction about growing up in this movie that is all the rage. What are the visual images they are looking at . What other narrative is happening . They are learning about native americans in their culture to discuss growing up instead of using a book about their own coulter to discuss growing up which would make more sense to me. Prof. Chatelain it is an interesting segue into this culture about who in this culture. Who wears clothes, and who doesnt. Even as they are representing the normalized family they are pushing up against this other type of people that even though they are different, they have similarity of understanding that one covers the body is sexual maturity. The only way they have an access to this idea is by looking into this book. This is a powerful set of images, a set of ideas about primitive and refined cultures that get reproduced in this conversation about the most human impulse, sexuality. Why is the daughter such a disaster . This is mid century representations of girls and young women as being unable to pull it together and meeting the family to help her through things. It is interesting. Going to new jersey, the new jersey approach is very different. It focuses on the role of human relationships and families over the physiology of facts. It is the opposite. It is focused on High Schoolers learning on dating, child care adult responsibilities of family life. That this is not about having a medical or a biological origin of understanding adulthood. Adulthood is about making a series of good choices for the family and the community. One of the reasons why toms river takes this approach is that educators are concerned about my preparedness in the community. They are concerned about the divorce rate, a rapidly changing city moving from rural to midsized towns. They are concerned about juvenile delinquency. Just like gender structures, and a lot of these ideas of Sex Education, anxieties of juvenile delinquency will play a major role in having sex information. If you remember the book we looked at a problem women and falling girls and the maternal home movement, there is this preocular action preoccupation with adolescence and what is it mean that young people are acting out . Also an interesting backdrop to , this story, in this town in new jersey it is starting to form a de facto segregated School System despite africanamerican resistance to separate schools. When we talk about the acceptable family there is a racial framework that is embedded in this idea of white families as normative, interracial marriages as a incompatible with happiness. My book talks about the importance of being similar to your future spouse, but it also talks about the dangers of samesex attraction, a frame samesex attraction as something that happens in adolescence, but something that has to be fought and resisted. Again, it is an instruction about what will be the standard for evaluating the person in society . They modeled after this idea of Home Economics. Does anyone take a Home Economics course . Interesting. Does that still exist . I think it is only on television. You learn the basic skills for life. No one in this room was at a school where Home Economics was only for girls. That doesnt happen anymore. It was modeling about this preparation to be over your own home. One of the goals of Sex Education was toward happier homes. More stable, harmony harmonious homes. You understand family relationships. Very little Sex Education, rather the examination of behavior. These were about the growth of psychology of playing a role in people becoming more self actualize and better people internally. It was psychological function of the relationship to challenge you to be a better person. They wanted to correct family instability. The divorce rate was unusually high. They believed starting with education would prevent that. It would offer a critique to Popular Culture as well. The rise of rock n roll music teen culture, rooted in africanamerican culture was a source of great concern for a lot of white families and towns like toms river. One of the ways they address this was to talk about reducing your influence on suggestive music. All of this grinding at dances that kids do today, no one would have any of that. It was this idea of resisting Popular Culture negative effects on you. Comic books get looped into this as one of the causes of juvenile delinquency. It handles sex on a casebycase basis. It feared parental resistance. If a student had a question about sexuality they had to talk to their teacher directly who would refer them to a medical professional or someone else. The goal is not have a Group Discussion about sex but to talk about relationships and groups. Different for the doctors deferring to the doctors authorities on sexual matters allowed the school to have a sanitized vision of what family life was. Family life is used as a euphemism for sex. In Catholic School it was Family Life Education. It was about what the family is all about. Like i said before, it emphasized homogeneity. You want to be with someone who is similar to you. That reduced any type of question about crossing racial boundaries. Does anyone have a question about Family Life Education . Did you have a question. Not about family life. Some of us, it makes room for rape culture and Sexual Assault but it doesnt like it ever comes out. Before college. Prof. Chatelain where does that come from . I cant hear you. Talk about proper behavior, critiquing popular behavior, it sounds like it makes room for rape culture and Sexual Assault but it seems like it is never present before college. Then it is too late. Do you think it is going to be included . Prof. Chatelain currently they dont talk about Sexual Assault or rape . Not the same way as college. Prof. Chatelain this is an interesting point you raise. This loops back to the conversation about universities and how universities struggle with certain things. Sexual assault is one of them. The question about where does the education around sexual boundaries, abuse and tatian the idea they begin at the moment that a young person goes to college ignores the very real problem of Sexual Assault and abuse within the confines of the family and home. In a lot of ways that we see ourselves as beyond this moment, we laugh at some of these ideas being reproduced in schools because we think differently about the family, but one of the questions is how we frame Sexual Assault as an issue of young people in this environment and in no other places. We dont talk about it in any meaningful way in the workplace or the community. If a person is not on a College Campus and doesnt attend college, or never attend college, how do we attend to the fact that sexual abuse happens in a number of contexts . This does not open there are few spaces in which that happens because a lot of the activism around Sexual Assault and sexual abuse emerge from College Campus feminism. What happens when that activism is contained in one place and it doesnt attend to these other places . That is an excellent point. Do they talk about unhealthy behaviors or was it just the positive of what you should do . Prof. Chatelain the unhealthy stuff is like having not being enthusiastic. There is a positive way of framing behavior pretty negative behaviors are being a social outcast, being too shy, not going to the dance, not participating, not being a joiner. There is a clear understanding of not only to be normal but being a creature contributing member of your society. It is also a conversation about Mental Health. Since they made it so broad. I feel like that would even more so be forgotten and ignored than it is today. Prof. Chatelain the question Mental Health is attitude. They talk about the way that he puberty makes you moody. How to have emotional regulation to make it through adolescence so that you can be like attractive to other people that want to get together with you. If you look at the story of menstruation it was all about girls not having a bad attitude about having their period. Still complain, full yourself together and put some makeup on and go out there. It was this idea of not allowing the biological process to have an emotional impact. What is interesting is that we understand adolescence as a deeply emotional period of one slide. There are all these conflictive messages. I think Mental Health then gets put within the frame of having a good attitude and shaking it off. The last one is the san diego experiment. It focuses on education about procreation and guidance for personal adjustment. Those are the terms used for normalcy. It included physical aspects of sexuality and interpersonal relationships, and group counseling, talking about sex, and expanded the grade instruction from six to 12th grade. Like toms river new jersey, san diego was going through an incredible shift in racial demographics and it was also deeply shaped by the budding military industry in states like california. San diego is confronting all of these changes demographically and they wanted to make sure Sex Education had not only a biological component but also this idea of what the right thing to do is similar to new jersey. The rise of the population of color and anxieties about race and gender shaped the messages the young people would get about actuality. It was shaped by wartime industries and postwar industrialization. You have the loss of jobs that has a disproportionate effect on africanamericans and latinos. One of the things that is interesting, if you are member the posters about venereal disease, and a lot of it is tied to this idea that you got are so overwhelmed by soldiers. They wanted to become pick up girls. They called it khaki fever. When they saw soldiers they lost their inhibition and engaged in sex with soldiers. There was an emphasis on racialized stereotypes, mexican girls in particular and mexican girlhood. One of the examples in the book is the idea that mexican girls engaged in sex or sexual maturity earlier than white girls. What is interesting is those discourses stay with us today when we look at the approaches to reducing unplanned pregnancy or asking questions about how to use a racially sensitive lens when talking about sex. There is an assumption girls of color will engage in Sexual Activity or reach sexual maturity earlier. Some of that is based on issues of diet and access to health care. Others are a series of dynamics in the home. About a decade ago there was literature that said africanamerican girls had their first period earlier because they didnt have fathers in the home. This became part of the literature about race and Sex Education. The presence of the father at home helps slow down sexual maturity. Now they are virgins forever. Jane the virgin, the idea that is based on the notion that it is progressive in a sense, that latina women, they are supposed to be married. Prof. Chatelain the structure of the family, it is a critique, it can be a veiled critique of what people talk about with machismo, the mexican fathers have the control over their family. Other fathers dont and it prevents early sexual maturity. You see these reprised in Popular Culture or in what people say our commonsense approaches to Public Health. It looks to the support of the Parent Teacher association. It used to be one of the most powerful organizations in the United States. They were able to usher in sexual education in san diego. They called it human relations. I dont know if it is more euphemistic or less. Human relations was spread across the grade level. It is an interesting idea that you start young and you continue talking about it at every stage. A lot of the earlier models waited until high school. They wanted to do the education from sixth to 12th grade because it would be most relevant at those stages. It focused on the idea of growing up and education around puberty. One of the things that is interesting about a lot of this language about growing up, it assumes the power and the importance of adolescence as a very distinct stage. Those of you interested in the history of childhood and youth and popular coulter, you hear about the 1950s as this time where the teenager emerges as a separate category of person because affluence allows for more young people to go to high school, delayed responsibilities of marriage and the family, it allows the teenager to emerge as a separate person. We take it for granted now that we have these periods of time where people are growing up. How many of you feeling you are in full adulthood . Like this is as adult as you will ever be . Not a Single Person . How many of you feel like they are still enjoying the wonderful extension of adolescence . Your use is endless. Hands up high . How many of you trapped between the alike you are trapped between a teenager and adult . And essentially you have no meaning because of it . Ok, good. We have a mixed feelings. For those of you who dont feel like you are quite adult, what is the most adult and you are adult think you are going to do . When does it start . When you to pay your own bills. Youre responsible for yourself. Prof. Chatelain all of the bills. All of the bills. You will be in charge of your friends, you have to make a budget, decisions about how to invest. Prof. Chatelain may i suggest you could do these things right now . You could be technically an adult now. For myself prof. Chatelain when all of the bills come to your house. We understand adulthood as a series of financial liabilities. It makes adulthood sound depressing. When we think about adulthood, what are we talking about . Yes . Taxes. [laughter] prof. Chatelain timeout. Your taxes. So you are no longer dependent on someone else . Im going to leave that right there. We are not going to engage that. I am not a tax professional. But i will tell you this. Pay your taxes and Student Loans and you will appreciate the feedback i gave you. When do you believe that you as an individual will be an adult . At a more interpersonal level, but when i stop calling my mom every time something bad happens. When i start dealing with things independently. When i only call her once a week that would be adulthood for me. Prof. Chatelain there is this tether to parents. A lot of this human relations Family Life Education is about how to articulate yourself as an adult but not sever your ties. This becomes important for understanding the nuclear family. Do you have a sense of it . You seem slightly bewildered. I would like to think im still very useful but similar to that point, i think it of me remaining in contact with my parents, but being able to relate them on a adult level. And not necessarily remaining tethered to them in a financial standpoint. Prof. Chatelain so you are just two adults engaging in the world. And your parents help divided provide the frame for dependent or independent. Which i think is interesting because this is where we see the intersection of technology in personal life. In my day, no one had cell phones. You had to call them once a week because longdistance calling was expensive. Hey, mom, im good. Bye. Talking with your parents with a was a financial commitment. So you just didnt do it. Just the mechanism of assets access allows for the type of intimacy that i think, for a lot of people your age, i think its sweet. And on the other hand, when does that shift . Interesting. Anyone want to make the case for your adulthood being right now . [laughter] all the hands go down. Ok, who is going to make a case for, you are currently an adult . Yes. I think for me, i grew up in los angeles. So when i started coming over here for college it was, like oh, i am on my own. If something went terribly for me, my parents are a fivehour plane ride away. When i started college, i felt like more an adult when i started college in the sense that i had to be independent. That concept of dependence on your parents, having to call them, do i have permission to do this, i had to start doing that myself and relying on the people around me. Prof. Chatelain thats a good point. This idea of distant and forming new bonds. At the heart of growing up education, it is about the ability to have relationships. Not just a romantic relationship, it is about managing friendship and other responsibilities. The initial experiment happened at an elementary school, and it illustrates the nature of racialized education. One of the assumptions with that africanamericans did not have a good role models in their early community. Part of the education what to do was to do the modeling that was absent. We still see these impulses today sometimes. Like mentoring, someone to look up to. We do this in communities that are traditionally underserved because we just assume there was no role model, or nothing stable for kids to look at. But it makes an ascension about an assumption about what makes a person a valuable asset in a society, and why someone has to aspire to be like them. But it also considers change in gender roles during war. It was thinking about the role that women played while men were fighting in world war ii, and how that impacted the family. When you look at literature on families in the 1960s and the vietnam war, one of the things that happened, especially for women advocating for the husband their husband who were prisoners of war, they started to find a new source of power for themselves, either economically or with their family. Because they became the disciplinarian or breadwinner. When their husbands returned to them, it was a very difficult transition. Even though they had been advocating for the husband to return, they were different people. Similarly, for those who spend time at home after graduation, for a short while or long while, you will find that the dynamic has changed, right . You are now a grownup who has had a series of experiences, and now you are in your parents home. And managing those different human relationships was integral, again, to providing a stable society. The story of how we become alive, the strangest title, is how they frame Sex Education in a san diego. The emphasis upon correct anatomy to encourage disclosure. One of the examples was the word labia. Thinking, if this woman knew what the word labia was, she could diagnose her std and get help but because she didnt, she couldnt, she just didnt. Which is sort of a slippery slope argument. But nonetheless, the notion that knowing ones own body is a Public Health concern because someone can seek help. It did use the birds and the bees as instructive. While oregon didnt want this nonsense of animal reproduction, to stand in for human reproduction, they actually used plant life and the great Animal Kingdom to talk about mating to use a metaphor for reproduction. Initially resisted questions and answers, they didnt want to get involved in having teachers answer questions about sex. As the q a approach became popular, it started to adopt that model. And it moved towards group counseling. The idea of peers talking to each other about an issue. We still see that today. Many College Campuses use the idea of peer education or peer menotoring as an effective tool to elicit change on an issue or inspire advocacy. The idea that your peers are a source of not only support, but information, becomes a powerful tool moving forward. So with all that being said, is Sex Education in the states interest . After understanding the roots of it, would anyone like to make and argument that Sex Education should not be in the schools . Why do we not trust parents and communities or peers to do this work . Yes . Nothing is standardized. Prof. Chatelain ok, nothing is standardized. We cant assume everyone has sexual knowledge. You also cant control the conversation between children and parents. Prof. Chatelain its an assumption that you dont even know if it is happening. What else . What are some of the cases for this . Yes . I think it brings up a bigger idea about the family being sort of a considered sort of a traditional conservative avenue, whereas School Education is considered more progressive despite banned ap history and all that stuff. I think that is traditionally that is how those areas are framed. The school wants to be on the forefront of modern education. As opposed to the family, which would be living in an older idea. Prof. Chatelain dont schools reflect the wills of families now . It is an idea that the school can provide something that the family cannot. What happens when the value of the school and family are deeply aligned . Does it detract from the idea of education as an opportunity to broaden or expand ones perspective . Did you have a comment . Yeah, i was going to say that i think that it has become an issue when the state believes that certain cultures and families have entangled path ologies. The idea that they need to intervene to teach people things that they dont already know. Prof. Chatelain right, and there is this question of contact and intervention. Is it the roles of schools to correct processes that the school deems negative or bad . This is where we see the racial ization of Sex Education. The last item for you i will leave you with these images. The state of wisconsin, in order to make an intervention about Sex Education, started this campaign called baby can wait. It seems like the target is young people of color. The message of this, which i think is interesting, in light of the history of Sex Education, is that kids kind of ruin everything, so do you want to put yourself in a position to have a kid . Now, the information doesnt really say anything about preventing early pregnancy, just talking about the condition of being a parent. Have a baby too young, and it will ruin your life. It is about it is about delaying parenthood. The question is is this necessarily about delaying sexual experience or premarital sex . Is it the framing of what it is like to be a parent . Here the baby has you like a puppet. Have a baby too young, it can control your life. And this one again, where the young person is now under the babys thumb. Something about this that is very possible is that there is no movement that says baby room babies ruin your life. Its just an interesting thing that in light of a sexual Education Movement that is about the primacy of family, preparing you to be the best parent in order to be the best citizen here we have a corrected that is saying, well, babies are difficult and it will not be that awesome, but one wonders when it is actually awesome to have children. I will leave you with that question. I will see you next week. Have a good weekend and be good. Goodbye, folks. [captions Copyright National cable satellite corp. 2015] [captioning performed by the national captioning institute, which is responsible for its caption content and accuracy. Visit ncicap. Org] you are watching American History tv, all weekend, every weekend on cspan3. To join the conversation, like us on facebook. Coming up next, the Supreme CourtHistorical Society hosts brenda hale for a commemorative lecture on the 800th anniversary of the magna carta. Justice hale explains how the magna carta influenced the legal histories of both the u. K. And the united