SIECUS CURRICULUM REVIEW SUMMARY CHOOSING THE BEST LIFE A Fear-Based Abstinence-Only-Until-Marriage Program For High School Students

Return to Knowing the Opposition          Return to The Full Report

SUMMARY: SIECUS REVIEW OF CHOOSING THE BEST LIFE Choosing the Best LIFE is a fear-based, abstinence-only-until-marriage curriculum for high school students that relies on negative messages, distorted information, and biases to control young people’s sexual behavior. The following examples provide a brief understanding of this problematic curriculum. RELYING ON NEGATIVE MESSAGES Messages of Fear and Shame “Relationships often lower the self-respect of both partners—one feeling used, the other feeling like the user. Emotional pain can cause a downward spiral leading to intense feelings of lack of worthlessness.” (Choosing the Best LIFE, Student Workbook, p. 9) Q: Why could a sexually active teen tend to have lower self-esteem? A: May feel dehumanized or worthless, weak or powerless if partner is selfish or controlling.” (Choosing the Best LIFE, Leader Guide, p. 8) This focus on consequences is clearly designed to scare students rather than educate them. There is no scientific evidence to support the assertion that premarital sexual intercourse leads to everything from dehumanization to feelings of worthlessness. Forty-seven percent of all high school students have had sexual intercourse. It is inappropriate and potentially harmful for education programs to imply that these teens lack values and self-respect. DISTORTING INFORMATION Inaccurate Messages About STDs “Syphilis, which affects about 120,000 Americans each year…” (Choosing the Best LIFE, Student Workbook , p. 21) (In fact, according to the CDC, in 2002 approximately 32,000 cases of syphilis were reported by health officials in the United States.) “AIDS is currently the leading cause of death for people between the ages of 24 and 44.” (Choosing the Best LIFE, Student Workbook , p. 36) (In fact, according to the National Center for Health Statistics (NCHS) Vital Statistics System, HIV/AIDS is the sixth leading cause of death for people between the ages of 24 and 44.) Students need to be told that STDs are a serious public health issue, but it is never appropriate for an education program to misrepresent facts or statistics to prove a point. PROMOTING BIASES Fostering Gender Myths “Guys can focus more easily on the physical side of sex without necessarily being in a relationship. Girls tend to have a broader view of sex that emphasizes the total relationship rather than the physical aspect alone.” (Choosing the Best LIFE, Leader Guide, p. 7) “Guys think about sex so much more than girls do because of testosterone.” (Choosing the Best LIFE, Leader Guide, p. 7) “If Kendra respected herself, would she have given herself to Antonio without his commitment to her? (No)” (Choosing the Best LIFE, Leader Guide, p. 9) The curriculum reinforces societal myths and double standards that imply that young women who are interested in sex lack self-respect. It suggests that a girl’s life will be ruined by premarital sex while a young man will have few, if any consequences. These messages place all of the responsibility for refusing sexual activity on the shoulders of young women and are detrimental to all students by limiting their options and coloring their opinions for future relationships. Ignoring Gay and Lesbian Students “Hormones cause a progression, because sex is designed for growing intimacy, to bring a married couple closer.” (Choosing the Best LIFE, Leader Guide, p. 48) “What do guys talk about in the locker room? (Girls) What do girls talk about at sleepover parties? (Guys).” (Choosing the Best LIFE, Leader Guide, p. 47) The curriculum consistently ignores gay and lesbian students. All references to sexual activity and arousal within the curriculum are specific to male-female couples. In addition, the focus on marriage ignores the fact that gays and lesbians cannot legally marry in this country. Curricula written exclusively for heterosexual students are not appropriate for a classroom setting in which some students are likely to be gay, lesbian, bisexual, or questioning their sexual orientation. Such curricula will only further marginalize and alienate these students.

copyright © 2005, SIECUS