Summary of Scholarly Article
Entitled “Condom Provision and Education in Minnesota Public Schools: A Telephone Survey of Parents,” this article resulted from the research conducted by Marla E. Eisenberg,
Debra H. Bernat, Linda H. Bearinger, and Michael d. Resnick. All of the authors have post- graduate degrees and they are affiliated with the University of Minnesota. The article was published in the Journal of School Health in September 2009. This research article was accepted by the journal in May 2009. The study was conducted to identify parents’ perceptions about sex education and school-based condom distribution. Telephone interviews with 1,605 parents of school-age children from Minnesota were conducted from September 2006 to March 2007. The survey questionnaire used by 23 interviewers had a total of 76 items relating to the perceptions of parents about school-based sexuality education, sexual health of adolescence, and communication between parents and their teenage children. The parents answered whether they strongly agree, somewhat agree, strongly disagree, and somewhat disagree to specific statements.
The survey showed that 62% of the respondents agreed to the statement “making condoms available in schools reduces the risk of unintended pregnancy among students who have sex.” Majority (60%) also agreed to the statement “condoms should be made available to high school students.” Most of the parents supported the schools’ educating their children about condom use. An overwhelming majority (86%) of respondents favored the statement “teenagers need information about how to correctly use condoms to prevent the spread of HIV and other sexually transmitted infections.” Another item, “high school classroom lessons about condoms should include actual condoms so students can see and touch them” was likewise strongly favored by 77% of the parents interviewed. Only 14% of those surveyed felt that condoms should not be brought to their children’s schools.
Summary of Article from Popular Media
The article by Meredith Melnick entitled “New York Mandates Sex Ed Classes for Public School Kids” appeared in the Health and Family section of the 10 August 2011 online issue of Time Magazine. The author reported the city’s new mandate which called for sex education in middle schools and high schools. Students during these classes will be informed on how to use the condom and at the same time they will be advised on how to avoid giving in to the pressure of having sex.
The article cited statistics such as those areas with highest incidence of teens with Chlamydia are among New York’s poorest neighborhoods. Similar low-income neighborhoods also have the highest rates of unplanned births. Data of another sexually-transmitted disease, gonorrhea points to poor settlements having the highest incidence. Officials from the city government related that the classes would have open discussions about birth control, unprotected sex, pregnancy, and other puberty topics. These sessions would include lectures which will present statistics. It would also be a venue to clarify some perceptions or myths. For example, the practice of older students bragging about sex, when in reality according to statistics not many of them have actually experienced it. There would be role-playing exercises to present potential scenarios that students may find themselves in. It would be a venue for them to learn how to resist unwanted advances and also how to protect themselves.
The author emphasized that there is a mixed reaction to this new mandate from the parents. Some still believe that discussing sex issues should be the responsibility of parents and that government should not intrude on this. The article ended with a quote from a parent who said that she wanted her daughter to distinguish right from wrong and that having more knowledge is better.
Similarities of the articles
Both articles from the scholarly journal and the popular magazine talked about an issue that is relevant, timely, and close to the heart of its readers. Educating students about sexuality has always been a controversial topic because this issue touches on individual beliefs and principles. It is also an issue that has implications on government authority and parental responsibility. In presenting the issue and the discussion of feasible solutions, both documents utilized statistics to add credibility to their claims. They also cited relevant offices and organizations.
Differences between the Articles
A scholarly article is very much different from the magazine article. The differences are shown in the (a) language used; (b) format and presentation; (c) statistics.
Language. A scholarly article tends to use its own jargon. The article uses words that require its readers to be of a certain educational level. In contrast, the article from the Time magazine uses short, easily understandable words. The sentences in the magazine are almost always in the active voice compared to the often passive voice of the scholarly article. The simple language used by the magazine article may be attributed to its wider readership and intended audience. In contrast to the academicians and peers of the scholarly article, the write-ups from the magazines are intended to the general public, young and old alike.
Format and presentation. The magazine article has all the important information right on its first paragraph. One gets details and more details as the reader moves to the next paragraphs. In contrast, the scholarly article has specific sections in its presentation. The details are separate and the reader, if interested to learn about a particular part of the research, then he/she will go to that specific section.
Evidence. A scholarly article publishes new information resulting from the research conducted by the authors. Unlike the popular media article that cites statistics from available statistics, a scholarly article generates new statistics. The evidence it uses to support its hypothesis come from the results of scientific methods. The scholars have to follow a set of procedures for their findings to be considered credible. They make use of statistical softwares to analyze their data, research tools such as questionnaires, and research methods, such as interviews. All these contribute to the scholarly articles’ being objective, valid, and credible.
Conclusion
Scholarly articles provide an objective view of a certain topic. This paper has mentioned that the research was done by credible individuals (all of them having post-graduate degrees and connected to a university), the procedures to generate evidence were clearly stated (parents were interviewed using questionnaires), and the conclusions were specific to a certain group. Thus, professors would require students to use the scholarly materials because the conclusions are the result of a standardized procedure unlike the popular media which can use just one interview.
Sex should also be studied in a formal setting to be able to understand the many different issues about it. Popular media tend to work on the emotions of its readers while scholarly articles present objective views and scientific evidence. The discussion of sex in an academic setting is a step towards looking at it from an objective perspective. Talking about sex will not diminish the joys the sexual act will bring to committed individuals. The open discussion about sex will enable teenagers to gain knowledge about it and in doing so would lead to a deeper understanding about their own sexuality.
References
Eisenberg, M.E., Bernat, D.H., Bearinger, L.H., & Resnick, M.D.(2009). Condom provision and education in Minnesota public schools: a telephone survey of parents. Journal of School Health,79: 416-424. Retrieved from http://web.ebscohost.com.
Melnick, M. (10 August 2011). New York City mandates sex ed classes for public school kids. Time. Retrieved from http://healthland.time.com/2011/08/10/new-york-city-mandates-sex-ed-classes-for-public-school-kids/.
