A sexualized society has shaped the way children are raised. Think of how many times people see a baby boy, so young that he cannot yet speak, and call him a lady’s man. Or how about yogurt commercials? John Stamos and seductive female stares make up the majority of yogurt commercials out there. These are just a fraction of examples in which sexualization may be taken too far. Though likely meant to be interpreted playfully, the impact these examples have on the American people, when paired with the of lack basic sex education in school, makes for a harmful combination (Sanoff). As a result, age groups from pre-teen to teen are stuck between school taught sexual taboo and advertisement depicted sexual excess or inaccuracy. The opposition between society’s depiction and the school’s disregard pushes actual, helpful, sex education to a thin and ineffective margin (Sanoff). Teaching is meant both to spread information, and to help students learn how to think for themselves. So what is the result of treating a topic as important as sexuality so ambiguously? Well, people will find a way to learn, and pornography becomes the main outlet in which this type of learning occurs (Morczek 26). It can be argued that porn has positive and negative implications.
…show more content…
However, the reason it should be taught in sex education is not due to either implication, but because it is a topic that affects many people both directly and indirectly, confirming the importance it should have within the curriculum. Pornography actresses and actors (referred to as “workers”) arguably deal with the bulk of their work’s direct effects, yet the negative aspects may extend further than other, more socially accepted careers. …show more content…
Sexually explicit websites, such as Pornhub.com, get over 10 million views per day, yet despite the popularity they have, stereotypes surrounding the workers remain predominantly negative (Morczek 24). For example, Griffith, et al. specifies that those judgmental towards the workers make assumptions regarding worker related childhood issues, and social and economic statuses (167). After informing readers aware of this issue, Griffith, et al. strives to eliminate some of the stereotypes that exist, by dividing the research into three categories: likes, dislikes, and reasons for becoming a pornography worker. The simplicity of these categories makes it clear to the audience that this job is broken down the same as any other, despite the stigma that society relates to it. Furthermore, the results determine that (relative to the 176 person sample size) less than one percent of women feel coerced into working in the pornography industry (Griffith et al. 170). This means, despite what many assume, most people choose the profession, rather than being forced or deceived into it. Should that not, then, erase the weak and vulnerable stereotype many associate with porn actors, and actresses in specific? Perhaps, including these statistics in sex education could lessen not only the backlash of stereotypes surrounding those within the industry, but the way sexuality is viewed altogether. Even then, as unconventional as working for a porn company seems, Robert Evans and Lance Hart highlight five reasons the job of a male porn star is less enjoyable than videos allude to (Evans, Hart). Though the article’s perspective is clearly meant for an audience drawn to the sexual regularity benefit
However, the reason it should be taught in sex education is not due to either implication, but because it is a topic that affects many people both directly and indirectly, confirming the importance it should have within the curriculum. Pornography actresses and actors (referred to as “workers”) arguably deal with the bulk of their work’s direct effects, yet the negative aspects may extend further than other, more socially accepted careers. …show more content…
Sexually explicit websites, such as Pornhub.com, get over 10 million views per day, yet despite the popularity they have, stereotypes surrounding the workers remain predominantly negative (Morczek 24). For example, Griffith, et al. specifies that those judgmental towards the workers make assumptions regarding worker related childhood issues, and social and economic statuses (167). After informing readers aware of this issue, Griffith, et al. strives to eliminate some of the stereotypes that exist, by dividing the research into three categories: likes, dislikes, and reasons for becoming a pornography worker. The simplicity of these categories makes it clear to the audience that this job is broken down the same as any other, despite the stigma that society relates to it. Furthermore, the results determine that (relative to the 176 person sample size) less than one percent of women feel coerced into working in the pornography industry (Griffith et al. 170). This means, despite what many assume, most people choose the profession, rather than being forced or deceived into it. Should that not, then, erase the weak and vulnerable stereotype many associate with porn actors, and actresses in specific? Perhaps, including these statistics in sex education could lessen not only the backlash of stereotypes surrounding those within the industry, but the way sexuality is viewed altogether. Even then, as unconventional as working for a porn company seems, Robert Evans and Lance Hart highlight five reasons the job of a male porn star is less enjoyable than videos allude to (Evans, Hart). Though the article’s perspective is clearly meant for an audience drawn to the sexual regularity benefit