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The researchers suggest that maybe this is because not only are some religions against same-sex attraction, but they also encourage traditional roles for women and do not believe that women can carry out these roles as lesbians.

Schools may affect girls more than boys because strong emphasis is placed on girls to date boys, and many school activities place high importance on heterosexuality such as cheerleading.

The worry of conforming to gender roles did not inhibit girls from expressing their same-gender preferences as much, because society is generally more flexible about their gender expression.

Researchers such as Lisa Diamond are interested in how some adolescents depart from the socially constructed norms of gender and sexuality. She found that some girls, when faced with the option of choosing "heterosexual", "same-sex attracted" or "bisexual", preferred not to choose a label because their feelings do not fit into any of those categories.

Adolescents have the highest rates of sexually transmitted infections STIs when compared to older groups. Sexually active adolescents are more likely to believe that they will not contract a sexually transmitted infection than adults.

Adolescents are more likely to have an infected partner and less likely to receive health care when an STI is suspected.

They are also less likely to comply with the treatment for an STI. Coinfection is common among adolescents. An STI can have a large negative physiological and psychological effect on an adolescent.

The goal of the pediatrician is for early diagnosis and treatment. Early treatment is important for preventing medical complications and infertility.

Prevention of STIs should be a priority for all health care providers for adolescents. Modern media contains more sexual messages than was true in the past and the effects on teen sexual behavior remain relatively unknown.

A study on examining sexual messages in popular TV shows found that 2 out of 3 programs contained sexually related actions. Shows featured a variety of sexual messages, including characters talking about when they wanted to have sex and how to use sex to keep a relationship alive.

Some researchers believe that adolescents can use these messages as well as the sexual actions they see on TV in their own sexual lives.

The results of a study by Deborah Tolman and her colleagues indicated that adolescent exposure to sexuality on television in general does not directly affect their sexual behaviors, rather it is the type of message they view that has the most impact.

Girls felt they had less control over their sexuality when they saw men objectifying women and not valuing commitment. The study discussed the risk of women internalizing this message and spreading the idea that it is okay to be weak and answer to men all the time.

They were comfortable setting sexual limits and therefore held more control over their sexuality. Findings for boys were less clear; those who saw dominant and aggressive men actually had fewer sexual experiences.

However some scholars have argued that such claims of media effects have been premature. A study wanted to find out if there was any correlation between sexual content shown in the media and teenage pregnancy.

Research showed that teens who viewed high levels of sexual content were twice as likely to get pregnant within three years compared to those teens who were not exposed to as much sexual content.

The study concluded that the way media portrays sex has a huge effect on adolescent sexuality. Adolescent girls become fertile following the menarche first menstrual period , which normally occurs between age 11 to After menarche, sexual intercourse especially without contraception can lead to pregnancy.

The pregnant teenager may then miscarry , have an abortion , or carry the child to full term. Pregnant teenagers face many of the same issues of childbirth as women in their 20s and 30s.

However, there are additional medical concerns for younger mothers, particularly those under 15 and those living in developing countries.

For example, obstetric fistula is a particular issue for very young mothers in poorer regions. Worldwide, rates of teenage births range widely.

For example, sub-Saharan Africa has a high proportion of teenage mothers whereas industrialized Asian countries such as South Korea and Japan have very low rates.

In many jurisdictions, sexual intercourse between adolescents with a close age difference is not prohibited. Around the world, the average age-of-consent is 16, [51] but this varies from being age 12 in Angola , age 16 in Spain and Canada , and age in the United States.

In some jurisdictions, the age-of-consent for homosexual acts may be different from that for heterosexual acts. The age-of-consent in a particular jurisdiction is typically the same as the age of majority or several years younger.

The age at which one can legally marry is also sometimes different from the legal age-of-consent. Sexual relations with a person under the age-of-consent are generally a criminal offense in the jurisdiction in which the act was committed, with punishments ranging from token fines to life imprisonment.

Many different terms exist for the charges laid and include statutory rape, illegal carnal knowledge , or corruption of a minor.

In some jurisdictions, sexual activity with someone above the legal age-of-consent but beneath the age of majority can be punishable under laws against contributing to the delinquency of a minor.

In some countries marrying a person under the age of consent may make sex with that person legal regardless of the age of consent.

The social constructionist perspective see social constructionism for a general definition on adolescent sexuality examines how power, culture, meaning and gender interact to affect the sexualities of adolescents.

Those who believe in the social constructionist perspective state that the current meanings most people in our society tie to female and male sexuality are actually a social construction to keep heterosexual and privileged people in power.

Researchers interested in exploring adolescent sexuality using this perspective typically investigates how gender, race, culture, socioeconomic status and sexual orientation affect how adolescent understand their own sexuality.

Because they are girls, they believe they ought to engage in sexual behavior in order to please their boyfriends. The developmental feminist perspective is closely tied to the social constructionist perspective.

It is specifically interested in how society's gender norms affect adolescent development, especially for girls. For example, some researchers on the topic hold the view that adolescent girls are still strongly affected by gender roles imposed on them by society and that this in turn affects their sexuality and sexual behavior.

Deborah Tolman is an advocate for this viewpoint and states that societal pressures to be "good" cause girls to pay more attention to what they think others expect of them than looking within themselves to understand their own sexuality.

Tolman states that young girls learn to objectify their own bodies and end up thinking of themselves as objects of desire. This causes them to often see their own bodies as others see it, which causes them to feel a sense of detachment from their bodies and their sexualities.

Tolman calls this a process of disembodiment. This process leaves young girls unassertive about their own sexual desires and needs because they focus so much on what other people expect of them rather than on what they feel inside.

Another way gender roles affect adolescent sexuality is thought the sexual double standard. This double standard occurs when others judge women for engaging in premarital sex and for embracing their sexualities, while men are rewarded for the same behavior.

They were afraid of being viewed negatively for enjoying their sexuality. Many girls were thus trying to make their own solutions like blaming their sexual behavior on something else or silencing their own desires and choosing to not engage in sexual behavior to a problem that is actually caused by power imbalances between the genders within our societies.

However, even these girls were strongly affected by societal gender roles and rarely talked about their own desires and instead talked about how "being ready" rather than experiencing desire would determine their sexual encounters.

O'Sullivan and her colleagues assessed girls between the ages of 12 and 14 on their perceptions on what their first sexual encounters would be like; many girls reported feeling negative emotions towards sex before their first time.

The researchers think this is because adolescent girls are taught that society views adolescent pre-marital sex in negative terms.

When they reported positive feelings, the most commonly listed one was feeling attractive. This shows how many girls objectify their own bodies and often think about this before they think of their own sexual desires and needs.

Researchers found that having an older sibling, especially an older brother, affected how girls viewed sex and sexuality.

Researchers believe this is because older siblings model gender roles, so girls with older siblings especially brothers may have more traditional views of what society says girls and boys should be like; girls with older brothers may believe that sexual intercourse is mostly for having children, rather than for gaining sexual pleasure.

Developing a sexual self-concept is an important developmental step during adolescence. This is when adolescents try to make sense and organize their sexual experiences so that they understand the structures and underlying motivations for their sexual behavior.

Sexual self-concept affects sexual behavior for both men and women, but it also affects relationship development for women.

Their views towards relationships show that they place high importance on romance, love and intimacy.

Girls who have a more negative view often say they feel self-conscious about their sexuality and view sexual encounters more negatively.

The sexual self-concept of girls with more negative views are highly influenced by other people; those of girls who hold more positive views are less so.

Boys are less willing to state they have negative feelings about sex than girls when they describe their sexual self-schemas. Boys who are sexually schematic are more sexually experienced, have higher levels of sexual arousal, and are more able to experience romantic feelings.

Boys who are not schematic have fewer sexual partners, a smaller range of sexual experiences and are much less likely than schematic men to be in a romantic relationship.

When comparing the sexual self-concepts of adolescent girls and boys, researchers found that boys experienced lower sexual self-esteem and higher sexual anxiety.

The boys stated they were less able to refuse or resist sex at a greater rate than the girls reported having difficulty with this.

The authors state that this may be because society places so much emphasis on teaching girls how to be resistant towards sex, that boys do not learn these skills and are less able to use them when they want to say no to sex.

They also explain how society's stereotype that boys are always ready to desire sex and be aroused may contribute to the fact that many boys may not feel comfortable resisting sex, because it is something society tells them they should want.

Many boys feel lower self-esteem when they cannot attain these hyper-masculine ideals that society says they should.

Additionally, there is not much guidance on how boys should act within relationships and many boys do not know how to retain their masculinity while being authentic and reciprocating affection in their relationships.

This difficult dilemma is called the double-edged sword of masculinity by some researchers. Hensel and colleagues conducted a study with female participants between the ages of 14 and 17 and found that as the girls got older and learned more about their sexual self-concept , they experienced less anxiety, greater comfort with sexuality and experienced more instances of sexual activity.

The researchers stated that this may indicate that the more sexual experiences the adolescent girls have had, the more confidence they hold in their sexual behavior and sexuality.

Additionally, it may mean that for girls who have not yet had intercourse, they become more confident and ready to participate in an encounter for the first time.

Sex education , also called "Sexuality Education" or informally "Sex Ed" is education about human sexual anatomy , sexual reproduction , sexual intercourse , human sexual behavior , and other aspects of sexuality , such as body image , sexual orientation , dating , and relationships.

Common avenues for sex education are parents, caregivers, friends, school programs, religious groups, popular media, and public health campaigns.

Sexual education is not always taught the same in every country. For example, in France sex education has been part of school curricula since Schools are expected to provide 30 to 40 hours of sex education, and pass out condoms to students in grades eight and nine.

In January, , the French government launched an information campaign on contraception with TV and radio spots and the distribution of five million leaflets on contraception to high school students.

In Germany , sex education has been part of school curricula since Since sex education is by law a governmental duty. The birth rate among German to year-olds is In America, not only do U.

American parents are less prone to influencing their children's actual sexual experiences than they are simply telling their children what they should not do.

Generally, they promote abstinence while educating their children with things that may make their adolescents not want to engage in sexual activity.

Almost all U. In Asia the state of sex education programs are at various stages of development. Indonesia , Mongolia , South Korea and Sri Lanka have a systematic policy framework for teaching about sex within schools.

Malaysia , the Philippines and Thailand have assessed adolescent reproductive health needs with a view to developing adolescent-specific training, messages and materials.

India has programs that specifically aim at school children at the age group of nine to sixteen years. These are included as subjects in the curriculum and generally involved open and frank interaction with the teachers.

Bangladesh , Nepal and Pakistan have no coordinated sex education programs. Some educators hold the view that sexuality is equated with violence.

These educators think that not talking about sexuality will decrease the rate of adolescent sexuality. However, not having access to sexual education has been found to have negative effects upon students, especially groups such as adolescent girls who come from low-income families.

Not receiving appropriate sexual health education increases teenage pregnancy, sexual victimization and high school dropout rates. Researchers state that it is important to educate students about all aspects of sexuality and sexual health to reduce the risk of these issues.

The view that sexuality is victimization teaches girls to be careful of being sexually victimized and taken advantage of. Educators who hold this perspective encourage sexual education, but focus on teaching girls how to say no, teaching them of the risks of being victims and educate them about risks and diseases of being sexually active.

This perspective teaches adolescents that boys are predators and that girls are victims of sexual victimization.

Researchers state that this perspective does not address the existence of desire within girls, does not address the societal variables that influence sexual violence and teaches girls to view sex as dangerous only before marriage.

In reality, sexual violence can be very prevalent within marriages too. Another perspective includes the idea that sexuality is individual morality; this encourages girls to make their own decisions, as long as their decision is to say no to sex before marriage.

This education encourages self-control and chastity. Lastly, the sexual education perspective of the discourse of desire is very rare in U.

Researchers state that this view would empower girls because it would place less emphasis on them as the victims and encourage them to have more control over their sexuality.

Research on how gender stereotypes affect adolescent sexuality is important because researchers believe it can show sexual health educators how they can improve their programming to more accurately attend to the needs of adolescents.

For example, studies have shown how the social constructed idea that girls are "supposed to" not be interested in sex have actually made it more difficult for girls to have their voices heard when they want to have safer sex.

Brain imaging and behavioral correlation studies on teenagers that characterize them as immature have been criticized for not being causative, thus possibly reaffirming cultural biases.

Robert Epstein argues that "teen turmoil," which is blamed on differences in brain structure and function between adolescents and adults, is a relatively recent western phenomenon that is largely absent in pre-industrial societies and is a result of infantilization of teenagers rather than inherent brain differences.

He reasons that if such incompetence and irresponsibility were truly a result of inherent brain differences, then it would be present in all societies and cultures.

The researchers designed the study to capture data on a national sample of 24, youth from the seventh to the eleventh grade. One month after the approval start date of the study, Secretary Louis Sullivan of Health and Human Services HHS cancelled the research study after having been questioned and berated by those that did not believe that research on adolescent sexual behaviors would be beneficial.

According to Charrow , this may have been the first time that a previously awarded amount of funding had been revoked.

Center for Disease control show that the age of first intercourse for American girls began to decrease from Moreover, it was found that the utilization of condoms by teenagers may decrease when they have multiple sexual partners.

The transmission of a sexually-transmitted disease such as HIV will depend on the sexual behaviors of individuals, their personal safety practices when engaging in sexual intercourse, and how often they are in contact with sexual partners.

The second factor is the number of uninfected individuals that are in the population. At the beginning of an epidemic, a sexually-transmitted disease spreads when the uninfected partner of an infected person becomes highly sexually-active within the population, leading to an increase in the amount of those infected.

As the population becomes more infected, an infected person will be less likely to encounter an uninfected one, leading to a decline in new infections.

However, although the rate of new infections of HIV among older gay males has decreased, it is dangerous to say that the same pattern has been observed for gay adolescents.

The statistics suggest that there is an increasing need for research on the sexual risk-behaviors of adolescents. The first is that the research studies need to have large samples and thorough designs to cover the diverse populations of adolescents that range from various genders, sexual orientations, ethnicities, races, and cultures.

Lastly, it would be necessary for repeated longitudinal studies on the sexual behaviors of adolescents as behaviors are constantly changing and may be open to different interpretations.

The American Teen Study would have been utilized to conduct the type of research that would be needed to investigate the increasing rate of sexually-transmitted diseases among adolescents.

Without data from the study, it can be difficult for scientists to monitor the spread of sexually-transmitted diseases such as HIV and to develop techniques to decrease the increasing rate of infections.

From Wikipedia, the free encyclopedia. Main article: Teenage pregnancy. Main articles: Age of consent and Statutory rape.

See also: Marriageable age and Teen marriage. Main article: Theoretical Perspectives on Gendered Sexuality. The Sex Lives of Teenagers.

New York: Dutton. Archived PDF from the original on Developing Person Through Childhood and Adolescence.

Macmillan Higher Education. Developmental Review. Chapman Scientific American. Archived PDF from the original on September 6, Retrieved September 2, Discovering the life span.

Boston: Pearson. Nelson essentials of pediatrics. Journal of Adolescent Health. Gender and Society. Arch Pediatr Adolesc Med.

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