Abstract: Preferences for Sexual Orientation and Gender Identity Content In High School Sexuality Education (Society for Social Work and Research 31st Annual Conference)

Schedule:

Friday, January 22, 2027

Golden Gate 7 (Hilton San Francisco Union Square)

* noted as presenting author

Deirdre Shires, PhD, Associate Professor, Michigan State University, East Lansing, MI

Sterling Bentley, MSW, Doctoral Student, Michigan State University, MI

Yuan Xiong, MSW, PhD student, Michigan State University, East Lansing, MI

Hannah Boyke, MSW, Doctoral Student, Michigan State University, East Lansing, MI

Annabelle Beck, Doctoral Student, Michigan State University, MI

Sacha Klein, PhD, Associate Professor, Michigan State University, East Lansing, MI

Taryn Gal, Executive Director Michigan Organization on Adolescent Sexual Health, Michigan Organization on Adolescent Sexual Health, MI

Background and Purpose

Inclusion of content that recognizes the existence of diverse sexual orientations and gender identities (SOGI) are part of the Sexuality Information and Education Council of the United States (SIECUS)’s recommendations for comprehensive sexuality education in public schools. The inclusion of SOGI information is linked to both positive health outcomes and more welcoming school climates for LGBTQ+ youth. National studies suggest that parents, voters, and teachers generally support comprehensive sexual education, even in politically conservative states. However, sexuality education policies and curricula are set at the state and district levels and vary widely. The State of Michigan recently received a grade of “D-” from the SIECUS, in part due to lack of SOGI content. Yet, little is known about how Michigan high school graduates perceive their sexuality education experiences, or how those views may vary by sexual orientation and gender identity.

Methods

Undergraduate students at a public university in Michigan were surveyed to understand their experiences with, and content preferences for, high school sexuality education. Eligible participants graduated from a public Michigan high school in the prior four years. Participants were recruited through campus groups, email lists, and campus flyers between November 2023 and February 2024. We used descriptive statistics and chi-square tests to examine differences in sexuality education experiences and preferences between cisgender/heterosexual and LGBTQ+ students.

Results

Among respondents, 62.3% were women; 60.3% were white, 11.0% were Asian, and 6.0% were black (N=146). Participants were 55.5% heterosexual and cisgender and 44.5% LGBTQ+. Among LGBTQ+ participants, 21.5% were transgender, non-binary, or otherwise gender diverse. LGBTQ+ students were less likely to be satisfied with their overall high school sexuality education compared to cisgender heterosexual students (21.5% vs. 32.1%, p<.001). LGBTQ+ students were also less likely to be satisfied with how sexual orientation was addressed compared to their cisgender heterosexual peers (12.3% vs. 19.8%, p<.001). However, cisgender heterosexual students were less likely to be satisfied with how gender identity was addressed (8.6% vs. 12.3%, p<.001). LGBTQ+ students were more likely to agree that unbiased information about other sexual orientations, in addition to heterosexual identities, should be included (90.8% vs. 75.3%, p<.001). LGBTQ+ students were also more likely to agree that unbiased information about transgender and other gender diverse identities, in addition to cisgender identities, should be included (89.2% vs. 70.4%, p<.001).

Conclusions and Implications

LGBTQ+ students were less likely to be satisfied with their high school sexuality education overall, as well as how sexual orientation was addressed, compared to their cisgender heterosexual peers. Cisgender heterosexual students were less satisfied with gender identity content. LGBTQ+ students were more likely to endorse the need for unbiased SOGI content. However, the vast majority of students, regardless of sexual orientation and gender identity, were dissatisfied with SOGI content and endorsed the need for unbiased SOGI content in high school sexuality education.