. Relationship between Types of Sex Education and High Risk Sexual Behavior Andrea M. Anderson & Kaitlyn Harlander Advised by: Susan Wolfgram, Ph.D. University of Wisconsin-Stout Hypothesis: 1. A positive correlation would be found between individuals having participated in a sex education class and not participating in high risk sexual behavior. 2. A positive correlation would be found between individuals who received no sex education or abstinence-only training and high risk sexual behavior. Research Question: What is the relationship between sex education or abstinence- only training during adolescence and high risk sexual behavior in early adulthood? Purpose: 1. Examine the relationship between sex education and abstinence-only training during adolescence and high risk sexual behavior in young adulthood. 2. To develop a reliable survey instrument to measure the relationship between sex education and abstinence-only training. 3. Collect data that indicates whether sex education or abstinence-only training programs were most productive in preventing high risk sexual behavior.. Theoretical Framework: Family Ecological Theory (Chibucos, Leite, &Weis,2005) Assumes that individuals develop and change due to environmental interactions. As applied to this study, predicts that an individual’s perception and ability to make decisions about their sexual practices is influenced by experiences and interactions with their teachers, families, and friends in different systems. As well as that those individuals who had sex education or abstinence-only training would have more knowledge and experience in making healthy decisions concerning their sexual practices Literature Review: Kirby and Laris (2009) Found several characteristics of sex education programs that enable their success as well as indicating some of the possible limits to abstinence-only training on changing sexual behavior. Denny and Young (2006) Supported that an abstinence-only sex education program was more successful than a regular health class with a sex education component because the Sex Can Wait curriculum more thoroughly engaged and informed students. Somers and Surmann (2005) Found that limited sex education in high school and learning from any source later in life predicted more sexual activity. Zanis (2005) indicated that Sexual Safety Awareness Curriculum (SSAC) did not reduce sexual activity in sexually active adolescents. Pearson Correlation Matrix Demographic Variables : GEN (gender) AGE (age) Independent Variables : Received sex education Received abstinence-only training Received neither sex education or abstinence-only training Dependant Variables: REP (I understand how the male and female reproductive systems work.) PRE (I know how to prevent pregnancy.) STD (I know how to prevent sexually transmitted diseases.) HIV (I know how to protect myself against HIV.) CON (I understand how to use a condom.) UNS (I know the risks of unprotected sex.) MSP (I understand the risks associated with having multiple sex partners.) VAL (I know my values relating to sex.) COM (I understand how to communicate my feelings or concerns about sex to my partner.) SRD (My sex education class or abstinence-only training adequately prepared me to make sexually responsible decisions.) Method: Participants: 45 male and female college students from a university in Northwestern Wisconsin Research Design: non-random pilot study, cross-sectional, purposive sampling design. Data Collection Instrument: IRB approved, informed by literature & theory, implied consent. Self administered surveys with one independent variable, two demographic questions, and ten closed ended questions based on the Lickert Scale. Procedure: Administered surveys to male and female college students in general education courses. Explained implied consent and confidentiality. Data Analysis Plan: Cleaned & coded surveys, analyzed data using Statistical Package for the Social Sciences (SPSS),frequencies, cross- tabulations, mean-comparisons, independent t-tests, and a reliability analysis: Cronbach’s Alpha *After deciding to not compare groups, cross- tabulations and mean comparisons were not used. Results: 2 Respondents of the 45 surveyed had received abstinence- only training, making it difficult to compare groups based on having received sex education or abstinence-only training. Strong support that individuals who have had sex education would be less likely to participate in high risk sexual behavior with significant correlations in 9/10 p< 0.01 ; see table. Reliability Analysis::Cronbach’s Alpha : Implications: Sex education adequately prepares individuals to make sexually responsible decisions. Implications for educators, curriculum writers, board of education members, community members, and parents are to continue teaching sex education Future Research: Large random national sample supplemented with qualitative interviews, sample should focus on the influence of family and the media on reproductive/sexual knowledge and values in relation to sexual behaviors as well as the relation of race and ethnicity on these, and compare male and female experiential differences. Conclusion: Sex education does an effective job of preparing individuals to make sexually responsible decisions Further studies and more information about abstinence-only training is needed. As Family Ecological Theory asserts, everything individuals learn in each aspect of their life affects who they are, their values, and the decisions they make. It is imperative in the world today that youth understand their bodies and can protect themselves against risk and unwanted parenthood; without the necessary tools available to them, they cannot be prepared for this.