Class Notes for Human Sexuality, 4th Edition

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1Chapter 1Studying Human SexualityCONTENTSCHAPTER-AT-A-GLANCELECTURE GUIDEHistorical PerspectivesExperiencing Human SexualityHuman SexualityMethods for Studying Human SexualityEthics and Sexuality ResearchYour Sexual PhilosophyFULL CHAPTER RESOURCESLearning ObjectivesChapter OverviewKey TermsLecture Launchers and Discussion TopicsClassroom Activities and Assignments

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2CHAPTER-AT-A-GLANCEDETAILEDOUTLINEINSTRUCTORRESOURCESPROFESSORNOTESHistorical Perspectivesp.3AHumanSexualityTimeLine(inside frontcover)Lecture LaunchersandDiscussion Topics:1ClassroomActivitiesand Assignments:1ExperiencingHuman Sexuality p.3EnrichingSelf-KnowledgeSexIsEmotionalYourMoralsandValuesFocus on Your FeelingsMakingResponsibleChoicesSexIsMorethanIntercourseEnhancingSexualFulfillmentLearning Objective:1.1Review the key issuespeople should be aware ofto enjoy a healthyexperience of humansexuality.Lecture Launchers andDiscussion Topics:2–3ClassroomActivitiesand Assignments:2Human Sexuality p.7Sex Education or AbstinenceOnly?It’sMoreComplexthanYouThinkPeopleKnowaLotAboutSex—AndMuchofIt IsWrongSelf-Discovery:SexualKnowledgeSelf-TestUnderstandingandRespectforSexualDiversitySexualityandCulture:SexEducationinChinaWhatIs Sexually “Normal”?Self-Discovery:AmISexuallyNormal?SexualHealthParentingIn Touch with Your Sexual Health:Physical, Emotional, and PsychologicalIssuesEvaluatingSexualResearch: How CouldThis Happen?The Ability to Evaluate Sexual ResearchThe Value of Studying Human SexualityLearning Objective:1.2Explain the knowledgepeople need for a fullunderstanding of humansexuality.Lecture Launchers andDiscussion Topics:4–10ClassroomActivitiesand Assignments:3–5

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3Methods forStudying HumanSexualityp.16SurveysTypes of SurveysSurvey Participant SampleSelf-Selection of ParticipantsEvaluatingSexualResearch:“WhatMenand WomenReallyWantinBed!TakeOurReader’s Survey”ObservationalStudiesMasters and Johnson’s ObservationalResearchEvaluatingSexualResearch:Evaluating a(Flawed) Study: “Lost Your Sexual Gusto?It’s in Your Feet!”CorrelationalResearchExperimental ResearchAll Methods Require Reliability andValidityLearning Objective:1.3List and explain themethods used byresearchers in the study ofhuman sexuality.Lecture Launchers andDiscussion Topics:11ClassroomActivitiesand Assignments:6–8EthicsandSexualityResearchp.28ProtectionfromHarmInformedConsentFreedomtoWithdrawDebriefingConfidentialityLearning Objectives:1.4Display a clear awarenessof the ethical rules thatresearchers must followfor all research into humansexuality.Lecture Launchers andDiscussion Topics:12–13ClassroomActivitiesand Assignments:9YourSexual Philosophyp.30Studying Human Sexuality< Return to Chapter-at-a-Glance< Return to Contents

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4LECTURE GUIDEHISTORICAL PERSPECTIVESp. 4A Human Sexuality Timeline (inside front cover)> Lecture Launchers and Discussion Topics1.Have You Considered: A Talk About Human Sexuality to High School Juniors and Seniors> Classroom Activities and Assignments1. TimelineEXPERIENCING HUMAN SEXUALITY1.1Enriching Self-KnowledgeSex Is EmotionalYourMorals and ValuesFocus on Your FeelingsMaking Responsible ChoicesSex IsMorethanIntercourseEnhancingSexualFulfillment> Learning ObjectiveReview the key issues people should be aware of to enjoy a healthy experienceof humansexuality.> Lecture Launchers and Discussion Topics2. Have You Considered: High School Students Ask About Unusual Sex Situations on TV3. Have You Considered:Having Sexual Fantasies That Seem Unconventional and Strange> Classroom Activities and Assignments2. Sexual HealthHUMAN SEXUALITY1.2Sex Education or AbstinenceOnly?It's More ComplexthanYou ThinkPeople KnowaLotAboutSex—And Much of It Is WrongSelf-Discovery: Sexual Knowledge Self-TestUnderstanding and Respect for Sexual DiversitySexuality and Culture: Sex Education in ChinaWhat Is Sexually “Normal”?Self-Discovery: Am I Sexually Normal?Sexual HealthParentingIn Touch with Your Sexual Health: Physical, Emotional, and Psychological IssuesEvaluating Sexual Research: How Could This Happen?The Ability to Evaluate Sexual ResearchThe Value of Studying Human Sexuality> Learning ObjectiveExplain the knowledge people need for a full understanding of humansexuality.> Lecture Launchers and Discussion Topics4. Have You Considered: DoMoral Values and Principles Taught to You Still Apply?5. Have You Considered:Talking About Sex with Your Children6. Discussion on Changing Sexual Attitudes

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57. Discussion on Evolutionary Psychology Perspective8. Introductory Activity and Creating a Good Learning Space9. Value Discussion and Exploration10. Value Clarification Exercise> Classroom Activities and Assignments3. Sex Test4. Human Sexuality and the Internet5. Debate: Should Sexual Content on the Internet be Restricted?METHODS FOR STUDYING HUMAN SEXUALITY1.3SurveysTypes of SurveysSurvey Participant SampleSelf-Selection of ParticipantsEvaluating Sexual Research: “What Men and Women Really Want in Bed! Take Our Reader’sSurvey”Observational StudiesMasters and Johnson’s Observational ResearchEvaluating Sexual Research: Evaluating a (Flawed) Study: “Lost Your Sexual Gusto? It’s inYour Feet!”Correlational ResearchExperimental ResearchAll Methods Require Reliability and Validity> Learning ObjectiveList and explain the methods used by researchers in the study of human sexuality.> Lecture Launchers and Discussion Topics11.Have You Considered:Designing a Study of Sexual Intimacy in Dating Couples> Classroom Activities and Assignments6. Design Study7. Is Research Valid/Reliable?8. Find a StudyETHICS AND SEXUALITY RESEARCH1.4Protection from HarmInformed ConsentFreedom to WithdrawDebriefingConfidentiality> Learning ObjectiveDisplay a clear awareness of the ethical rules that researchers must follow for all research intohuman sexuality.> Lecture Launchers and Discussion Topics12.Have You Considered:Ensuring Ethical Considerations in a Study13. An Historical Perspective on Research Ethics> Classroom Activities and Assignments9. Research Ethics

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6YOUR SEXUAL PHILOSOPHYStudying Human Sexuality< Return to Lecture Guide< Return to Contents

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7FULL CHAPTER RESOURCESLearningObjectivesUpon completion of the chapter, students should be able to:Experiencing Human Sexuality1.1.Review the key issues people should be aware of to enjoy a healthy experience of humansexuality.Human Sexuality1.2. Explain the knowledge people need for a full understanding of human sexuality.Methods for Studying Human Sexuality1.3. List and explain the methods used by researchers in the study of human sexuality.Ethics and Sexuality Research1.4. Display a clear awareness of the ethical rules that researchers must follow for all researchinto human sexuality.< Return to Full Chapter Resources< Return to Contents

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8CHAPTEROVERVIEWTheHistorical Perspectives:Human Sexuality Time Linefound on the inside covers of the bookjourneys back over 150 years to illustrate how significant historical events have shaped ourpractices and views of human sexuality today.The chapter sectionExperiencing Human Sexualitydescribes the study of human sexuality as abasic foundation for living a healthy sexual life. Knowledge of individuals’ unique sexual selvesisvitalforanoverall understandingofourselvesandof othersinintimate relationships.Individuals’experiencesoftheemotions,morals,responsibilitiesandpracticesuniquetosexuality are discussed.The chapter sectionHuman Sexualityexplores sex education, common myths of sexuality,sexual diversity,and how to prevent contracting or spreading sexually transmitted infections. Itincludes a self-test of sexual knowledge.TheMethodsforStudyingHumanSexualitysectiondescribeshowsexresearchersusescientificmethodssimilartothoseusedinmedicineandpsychology,includingsurveys,observational research, correlational research and experimental research, which yield accurateand reliable information. Kinsey’s survey research and Masters and Johnson’s research arecovered.TheEthics and Sexual Researchsection describes the ethical practices to protect humansubjects from harm during research, including the issues of informed consent, volunteerism,debriefing and confidentiality.The sectionYour Sexual Philosophyencourages students to explore and to develop theirpersonal philosophy of sexuality. Critical thinking questions are included and are designed tohelp students build a foundation of sexual knowledge based on research. Personal sexualphilosophies will enable them to better know their sexual responses and those of others,critically evaluate information about sex and incorporate new information, and finally, to allowthem to make more responsible, satisfying and healthy choices in their relationships.TheSince You Askedsection of student questions appears in full at the beginning of eachchapter and also separately at each relevant topic throughout the chapter.< Return to Chapter Overview< Return to Contents

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9KEY TERMSabstinence-onlyapproachThe decision to avoid teaching adolescent students about sexualactivity, STIs, contraception, etc., based on the theory that such education is unnecessary ifstudents are taught to abstain from sexual behavior.celibateChoosing to forego all sexual activities.control groupThe participants in an experiment who receive no treatment and are allowed tobehave as usual, for the purposes of comparison to an experimental group; also known as thecomparison group.correlational researchA scientific research methodology that determines the extent to whichtwo variables are systematically related to each other (how they “co-relate”).debriefingExplanations of the purpose and potential contributions of the findings given toparticipants at the end of a study.dependent variableThe result of an experiment, evaluated to determine if the independentvariable actually caused a change in the experimental group of participants.experimental groupThe participants in an experiment who are subjected to a variable ofresearch interest.experimental methodA type of scientific research in which variables of interest are changedwhile all other unrelated variables are held constant to determine cause-and-effect relationshipsamong variables.gender identityThe sex (male or female) that a person identifies himself or herself to be.human sexualityAn area of research and study focusing on all aspects of humans as sexualbeings.independent variableThe variable of interest in an experiment that is allowed to changebetween or among groups while all other variables are held constant.informed consentAgreeing to participate in an experiment only after having been providedwith complete and accurate information about what to expect in the study.moralsA person’s individual, unique attitudes about what constitutes right and wrong.observational researchGathering behavioral data through direct or indirect observation usingscientific techniques.personalsexualphilosophyAperson’suniquefoundationofknowledge,attitudes,andactions relating to what the person wants and who he or she is as a sexual being.random samplingA method of selecting a sample of participants in such a way that eachmember of the population has an equal chance of being selected.

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10reliabilityThe extent to which a measurement is consistent over repeated administrations.respondentsIndividuals selected to respond to a researcher’s request for information.sampleA subset of the target population selected by researchers to represent the entirepopulation under study.self-selection biasThe effect of allowing members of a target population under study tovolunteer to participate in the study; it may compromise the randomness and validity of theresearch.sexualhealthAgeneralconceptreferringtophysical,emotional,psychological,andinterpersonal well-beingwith regard to a person’s sexuality.sexual orientationTerm specifying the sex of those to whom a person is primarily romantically,emotionally, and sexually attracted.surveyThe scientific collection of data from a group of individuals about their beliefs, attitudes,or behaviors.target populationThe entire group of people to which a researcher is attempting to apply astudy sample’s findings.treatmentThe action performed on or by a group in an experiment.validityThe extent to which a measurement accurately reflects the concept being measured.< Return to Key Terms< Return to Contents

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11LECTURE LAUNCHERS AND DISCUSSION TOPICS1. Have You Considered: A Talk About Human Sexuality to High School Juniors and Seniors2. Have You Considered: High School Students Ask About Unusual Sex Situations on TV3. Have You Considered:Having Sexual Fantasies That Seem Unconventional and Strange4. Have You Considered: DoMoral Values and Principles Taught to You Still Apply?5. Have You Considered:Talking About Sex with Your Children6. Discussion on Changing Sexual Attitudes7. Discussion on Evolutionary Psychology Perspective8. Introductory Activity and Creating a Good Learning Space9. Value Discussion and Exploration10. Value Clarification Exercise11. Have You Considered:Designing a Study of Sexual Intimacy in Dating Couples12. Have You Considered:Ensuring Ethical Considerations in a Study13. An Historical Perspective on Research Ethics1.Have You Considered:Imagine that you have been selected to give a talk about sexuality tohigh school juniors and seniors who probably think they already know it all. One of your goals isto convince them that they donotknow it all and that it is important for them to learn as much asthey can. What arguments would you use to convince them of the importance of being educatedabout human sexuality?Students could explore how they have learned a lot of ideas about sex from the media,theInternet and their friends,and how these ideas usually are not accurate. They could discuss themanyaspectsofsexualityincludingbiological,psychologicalandsocialcharacteristicsofsexuality.< Return to Lecture Launchers and Discussion Topics2.Have You Considered: In the question-and-answer portion of your talk to the high schoolstudents, several students ask you about unusual sexual situations and practices they havelearned about on TV talk shows. What would you want to tell them about drawing conclusionsabout sex based on this kind of information?Students could discuss how the sources of their information about sex may be based on mythsand erroneous information.< Return to Lecture Launchers and Discussion Topics3.Have You Considered:A friend confides in you that she has been having some sexualfantasies recently that she thinks are unconventional and strange. She is feeling a lot of anxietyabout these fantasies and is beginning to feel depressed about having them. She believes thatthese fantasies indicate that she is sexually abnormal. What would you say to try to help her?Studentscoulddiscusswhatisconsidered“normal”sexuallyandsomecommonsexualfantasies that many people have.< Return to Lecture Launchers and Discussion Topics

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124.Have You Considered:Do you feel that the moral values and principles taught to you by yourparents and others as you were growing up still apply to your life now as an independent adult?If so, are you comfortable living by them? If not, how have you and your values changed?Students reflect on how their values apply to the sexual part of their lives.< Return to Lecture Launchers and Discussion Topics5.Have You Considered:Do you think you will be comfortable talking about sex with yourchildren in the future? Why or why not?Students could role play how they would talk about sexual issues,including having babies,genitalia, inappropriate touching, and birth control.< Return to Lecture Launchers and Discussion Topics6. Discussion on Changing Sexual AttitudesDiscuss how various aspects of sexualityhavechanged over time. What important changeshave occurred in your students’ lifetimes (i.e., the past 20 years) and what are some of thefactors that might have led to these changes? Some questions to consider:▪Over the past 20 years, is there more or less sex portrayed on television? In the movies?Give examples.▪How have society’s views on sexuality changed with regard to age? Gender? Orientation?▪What events have led to changes in the way issues related to sexuality are viewed? Why didthese events cause these changes?< Return to Lecture Launchers and Discussion Topics7.Discussion of the Evolutionary Psychology PerspectiveMap out differences in male and female reproductive strategy for both long-term mating and forshort-term mating encounters. As an example, discuss the study by Townshend and Levy* on theeffects of status and attractiveness on female willingness to engage in romantic relationships.▪Discuss sociobiological explanations for the following phenomena:oThe differences in acceptance of promiscuity in males and in femalesoThe acceptability of relationships in which the man is much older than thewoman, but not the other way aroundoWomen wearing makeup▪How have society’s views on sexuality changed with regard to age? Gender? Orientation?▪What events have led to changes in the way issues related to sexuality are viewed? Why didthese events cause these changes?* Townsend, J. M., Levy, G. D. (1990). Effects of potential partners’ physical attractiveness andsocioeconomic status on sexuality and partner selection.Archives of Sexual Behavior, 19,149–164.< Return to Lecture Launchers and Discussion Topics

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138. Introductory Activity and Creating a Good Learning SpaceThis is a good activity to do on the first day of class. Ask students to get a piece of paper andpen/pencil and make a list of sexual topics that they think might be covered during the entirecourse. Each student makes their own list.▪Ask them to shout out their topics. You can list each topic on the board or have studentswrite them up. Note the degree to which students use the word “sex” or “sexual” (e.g., dothey say “dysfunctions” or “sexual dysfunctions”?). Note any topics that students might beforgetting—or topics/words that they might be avoiding.▪There might be laughter at the beginning of this activity, although this will taper off, and bythe end there shouldn’t be much laughter.▪After you have a good list, ask students to openly indicate what emotions might arise whendiscussing these topics. List these emotions on the board in a new color. Consider havingstudents tie each emotion to a topic (e.g., “A person might experience anxiety whendiscussing which topic?”).▪As a group, analyze the emotions listed. Some common themes are that most of thefeelings are “negative.” Discuss the meaning behind this. Also, note that two people canhave different emotions to the same topic.▪Explain to the class how this can make teaching a class in human sexuality challenging. Askthem to make a list of rules that everyone in class can follow to create a good learningspace (e.g.,“Whatcan be done to make the class a safe place where people can makecomments and ask questions openly?”).< Return to Lecture Launchers and Discussion Topics9. Value Discussion and ExplorationThis is another activity that is good for the first day of class. Reflect with your students on theirown values, attitudes, and experiences related to sex. Discussion questions:▪What are the top three things in your life that have most influenced your viewpoints (somethings to consider: religion, friends, family, age, hometown, TV and movies, etc.)?▪How would you describe your values and attitudes toward sexuality?▪Do you have any prejudices regarding sexuality? Why do you feel you have these?▪What do you think of how the media portrays sexuality? What do you think of the messagesreligious or government institutions send about sexuality?▪Would you be able to stay friends with someone who held very different values related tosexuality? Why or why not?< Return to Lecture Launchers and Discussion Topics10. Value Clarification ExerciseThis is another activity that is good for the first day of class. Psychologists use value clarificationexercises to assist people with goal setting and decision-making. Specifically, the more clearstudents are about what values and roles are core to their identity, the more they can evaluatethe decisions they make about sexuality. Present the following list (or have students generatetheir own) to identify their top five values and roles:

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14▪Being a good student▪Loyalty▪Respectability▪Discipline▪Being a good parent, friend, daughter, son, etc.▪Responsibility▪Social consciousness▪Being a good Christian, Jew, Muslim, etc.▪Success▪Independence▪Vitality▪Integrity▪Being a good community member/responsible citizen▪Health conscious▪SpiritualityOnce students have identified their top five values and/or roles, use the following discussionquestions:▪How do these values and roles impact the sexual decisions you make?▪What values are compatible with your sexual decisions? What values conflict? How do youunderstand the discrepancies?▪What changes would you have to make to align your sexual decisions with your corevalues?▪How may your beliefs have to adjust to be consistent with your behavior?Alternatively, the questions can be posed generally: What are examples of ways that thesevalues and roles can impact sexual decisions? What are some examples of common conflictsthat people may experience between their apparent values and sexual attitudes and behavior?How do you understand the discrepancies? What do people experience when their behavior isin conflict with their purported values? What makes it difficult to align values to behavior?< Return to Lecture Launchers and Discussion Topics11.Have You Considered:Suppose you want to study the progression of sexual intimacy indating couples. You are interested in knowing how long, on average, the two people haveknown each other or have been dating when they first engage in various intimate behaviors(kissing, erotic touching, nudity, genital touching, oral sex, intercourse). What kind of studywould you propose? How would you obtain subjects? Exactly how would you go about gatheringyour data? What methodological problems do you think you might encounter?Students could design a survey study by choosing a type of survey, wording survey questions,deciding on a sample population and choosing where to give their questionnaires. Studentscould talk about potential problems in their research including sampling procedures, memoryrecall, respondent bias, volunteerism bias and low response rate.< Return to Lecture Launchers and Discussion Topics

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1512.Have You Considered:In your study of dating and sexual behaviors in question 6, howwould you ensure that your study does not violate ethical considerations?Studentsshouldincludeprotectionfromharm,informedconsent,freedomtowithdraw,debriefing and confidentiality in the ethical safeguards in their sexuality study.< Return to Lecture Launchers and Discussion Topics13. An Historical Perspective on Research EthicsWhen discussing the ethical treatment of human research participants in several “classic”studies—which would be ethically questionable by today’s standards—use clear examples. Forinstance, many instructors discuss Stanley Milgram’s studies of obedience, Philip Zimbardo’sprison simulation, or Stanley Schachter’s studies of autonomic arousal and attribution. Studentsoften have mixed reactions to these examples. Some find them relatively innocuous, whereasothers have strong reactions to the treatments participants were asked to endure. The fact thatsuch studies took place within relatively recent times compounds the issue. Some students seethese 1960s experiments as “long ago and of a different time,” whereas others see them asexamples of the “unethical treatment psychologists still foist on people to this day.”To provide a context for these types of issues, your students might be interested in hearingabout older examples of ethically questionable research. For example, Carney Landis, a notedpsychologist of the 1920s and 1930s, conducted a series of studies dealing with the experienceand expression of emotion. In one set of studies,he was particularly interested in capturingfacial expressions of emotion, and used strong elicitors of emotion to produce them. Forexample, one situation involved dropping a lit firecracker underneath an unsuspecting subject’schair, while another involved showing participants pornographic (for their day) photographs andphotos of horribly disfiguring skin diseases.Althoughthesemanipulationsmayseemharsh,Landisusedstrongeronesaswell.Forexample, participants were instructed in one situation to plunge their hand into a pail of shallowwater that, unbeknownst to them, contained three live frogs. (This manipulation was presumablyused to evoke disgust.) To quote Landis, however...“After the subject had reacted to the frogsthe experimenter said, ‘Yes, but you have not felt everything yet, feel around again.’ While thesubject was doing so he received a strong...shock from an induction coil, attached to the pail byconcealed wiring.”And for thecoup de grâce:“The table in front of the subject was covered with a cloth. A flat tray and a butcher’s knife wereplaced on the cloth. A live white rat was given to the subject. He (sic) was instructed, ‘Hold thisrat with your left hand and then cut off its head with the knife.’...In five cases where the subjectscould not be persuaded to follow directions, the experimenter cut off the head while the subjectlooked on.”Mention isalso made ofa finalexperimentinvolvingshock,which “...varied froma justnoticeable intensity to a strength which caused the subject to jump from the chair,” as well asother studies. Landis’ participants, in passing, included graduate students, a stenographer, aschool teacher, and a thirteen-year-old boy with high blood pressure.

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16Although Landis has been singled out for examination here, there certainly are no lack ofexperiments from the 1920s through 1960s work mentioned above that can provide examples ofethicallydubiousresearch.Discussingsuchstudies,especiallyinlightofcurrentAPAstandards, should produce spirited discussion among your students.Landis, C. (1924). Studies of emotional reactions II: General behavior and facial expression.Comparative Psychology,4, 447–509.< Return to Lecture Launchers and Discussion Topics< Return to Contents

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17CLASSROOM ACTIVITIES AND ASSIGNMENTS1. Timeline2. Sexual Health3. Sex Test4. Human Sexuality and the Internet5. Debate: Should Sexual Content on the InternetBe Restricted?6. Design Study7. Is Research Valid/Reliable?8. Find a Study9. Research Ethics1. Timeline: Divide the class into small groups and ask them to explore the timeline located inthe front cover of the text. Ask students to note and discuss themes that exist throughout thetimeline.< Return to Classroom Activities and Assignments2. Sexual Health: Divide the class into small groups and ask them to define sexual health andwhat it means to be a sexually healthy adult. Compare responses to the “Life behaviors of asexuallyhealthyadult” developedbySIECUSinGuidelinesfor ComprehensiveSexualityEducation(http://www.siecus.org/_data/global/images/guidelines.pdf,pp.16–17),andthedefinitionofsexualhealthprovidedbytheWorldHealthOrganization(http://www.who.int/reproductive-health/gender/sexual_health.html).< Return to Classroom Activities and Assignments3. Sex Test: Have the students take the “sex test America failed” (found inThe Kinsey InstituteNew Report of Sexby J.M. Reinisch). Compare their scores to the national sample. Askstudents to turn in their results anonymously. If this assignment is required for an online or web-enhanced course, have students respond and discuss on the discussion board anonymously.< Return to Classroom Activities and Assignments4. Human Sexuality and the Internet:This activity can be done in pairs, small groups, or outsidethe classroom. Students should take an inventory of what they have learned about sexualityfrom the Internet. Have they used the Internet as a source of information about any sexualtopics? Have they used the Internet to explore sexuality? How many hours does each studentspend on the Internet for sex-related purposes? What messages about sexuality does theInternet give them? How does it shape their knowledge or values? What are the advantagesand disadvantages of using the Internet for sexual information or experiences? What are someguidelines that should be used to evaluate the content of information found on the internet aboutsexuality? What are some of the particular hazards that the internet poses related to sexuality?How has the internet impacted sexual norms and values? Rules of confidentiality should bereviewed for this activity.< Return to Classroom Activities and Assignments

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185. Debate: Should Sexual Content on the Internet Be Restricted? You can hold a series ofdebates throughout the semester. An excellent resource isTaking Sides: Clashing Views onControversial Issues in Human Sexuality. William J. Taverner, Ed. (McGraw-Hill. 2006).< Return to Classroom Activities and Assignments6. Design Study: Have students select an area of sexuality for research and then design thestudy. Discuss which method they would use for collecting the data and why. Discuss how theycould avoid the problems that many sex researchers face.< Return to Classroom Activities and Assignments7.Is Research Valid/Reliable? Discuss whether or not sexuality research is as valid and reliableas other areas of research.< Return to Classroom Activities and Assignments8. Find a Study: Find a recent sex survey in a magazine or newspaper. Evaluate the quality ofthe study, using in your critiquetheinformation presented in the chapter.< Return to Classroom Activities and Assignments9.ResearchEthics:Inacomputerlaborwebequippedclassroom,visithttp://www.tuskegee.edu/Global/Story.asp?s=1207598andotherwebsitesthatdiscusstheTuskegee Syphilis Study. Ask students to listtheethical obligations researchers have to theirsubjects and ethical violations that occurred when this study was conducted.< Return to Classroom Activities and Assignments< Return to Contents

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19Chapter 2SexualAnatomyCONTENTSCHAPTER-AT-A-GLANCELECTURE GUIDEHistorical PerspectivesThe Male Sexual BodyThe Female Sexual BodyMenstruationYour Sexual PhilosophyFULL CHAPTER RESOURCESLearning ObjectivesChapter OverviewKey TermsLecture Launchers and Discussion TopicsClassroom Activities and Assignments

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20CHAPTER-AT-A-GLANCEDETAILEDOUTLINEINSTRUCTORRESOURCESPROFESSORNOTESHistorical Perspectivesp.35AnatomyintheDarkAgesLecture Launchers andDiscussion Topics:1ClassroomActivitiesand Assignments:1–2TheMaleSexualBody p.36Male ExternalStructuresThe PenisPenis SizeSexualityandCulture:MaleCircumcisionin theUnitedStatesThe Scrotum and TesticlesEvaluating Sexual Research: Self-Reports of Penis SizeThe AnusMaleInternalStructuresThe Vas DeferensSelf-Discovery:TesticularSelf-ExaminationSemenThe Seminal VesiclesThe Prostate GlandThe Urethral BulbThe Cowper’s GlandsLearning Objective:2.1Describe thecharacteristics, functions,and health issues relatingto male external andinternal sexual anatomy.Lecture Launchers andDiscussion Topics:2–5ClassroomActivitiesand Assignments:3–5TheFemaleSexualBodyp.47FemaleExternalStructuresThe Mons VenerisThe Labia MajoraThe Labia MinoraThe Clitoral Glans and HoodThe ClitorisFemale Genital MutilationSexualityandCulture:FemaleGenitalMutilationThe Urethral OpeningThe Hymen and the Vaginal OpeningInTouchwithYourSexualHealth:Urinary TractInfections:Causes,Treatment,and PreventionThe AnusThe BreastsFemaleInternalStructuresThe VaginaSelf-Discovery:BreastSelf-AwarenessThe CervixThe UterusThe Fallopian TubesThe OvariesLearning Objective:2.2Describe thecharacteristics, functions,and health issues relatingto female external andinternal sexual anatomy.Lecture Launchers andDiscussion Topics:6–10ClassroomActivitiesand Assignments:6–7

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21Menstruationp.64TheMenstrualCycleMenstrualProblemsPremenstrualSyndromeIn Touch With Your Sexual Health:Menstrual Problems: When To Call TheDoctorInTouchwithYourSexualHealth:PMSor PMDD?Learning Objective:2.3Explain the onset ofmenstruation (menarche)and review the problemsassociated with themenstrual cycle includingPMS and PMDD.Lecture Launchers andDiscussion Topics:11–14ClassroomActivitiesand Assignments:8–15YourSexual Philosophy p.68Sexual Anatomy< Return to Chapter-at-a-Glance< Return to Contents

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22LECTURE GUIDEHISTORICAL PERSPECTIVESAnatomy in the Dark Ages> Lecture Launchers and Discussion Topics1. Discussion on Drawing Your Knowledge via Pictionary> Classroom Activities and Assignments1. Make a List of General Beliefs About Human Sexual Anatomy2. Pros and Cons About Knowing the Biology of SexTHE MALE SEXUAL BODY2.1Male External StructuresThe PenisPenis SizeSexuality and Culture: Male Circumcision in the United StatesThe Scrotum and TesticlesEvaluating Sexual Research: Self-Reports of Penis SizeThe AnusMale Internal StructuresThe Vas DeferensSelf-Discovery:TesticularSelf-ExaminationSemenThe Seminal VesiclesThe Prostate GlandThe Urethral BulbThe Cowper’s Glands> Learning ObjectiveDescribe the characteristics, functions, and health issues relating to male external and internalsexual anatomy.> Lecture Launchers and Discussion Topics2. Have You Considered: Worries and Embarrassment Over Penis Size3. Have You Considered: Deciding on Circumcision4. Discussion on Male Hormone Replacement Therapy5. Discussion Questions on Disorders of the Male Urogenital System> Classroom Activities and Assignments3. Sexual Health Care4. What Is Life Like for the Penis?5. Write a Letter About Men’s Sexual HealthTHE FEMALE SEXUAL BODY2.2Female External StructuresThe Mons VenerisThe Labia MajoraThe Labia MinoraThe Clitoral Glans and HoodThe ClitorisFemale Genital MutilationSexuality and Culture: Female Genital Mutilation

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23The Urethral OpeningThe Hymen and the Vaginal OpeningIn Touch with Your Sexual Health: Urinary Tract Infections: Causes, Treatment, and PreventionThe AnusThe BreastsFemale Internal StructuresThe VaginaSelf-Discovery: Breast Health AwarenessThe CervixThe UterusThe Fallopian TubesThe Ovaries> Learning ObjectiveDescribe the characteristics, functions, and health issues relating to female external and internalsexual anatomy.> Lecture Launchers and Discussion Topics6.Discussion on: The Practice of Female Genital Mutilation (FMG)7. Have You Considered: Reducing the Incidence of FMG8. Discussion on Self-Investigation9. Discussion: Write a Letter to the Female Genitals10. Breast Discussion Topics> Classroom Activities and Assignments6. Draw and Label Male and Female Anatomy7. Debate: Should Female Genital Mutilation Be Banned?MENSTRUATION2.3The Menstrual CycleMenstrual ProblemsPremenstrual SyndromeIn Touch With Your Sexual Health: Menstrual Problems: When To Call The DoctorIn TouchWithYour Sexual Health: PMS or PMDD?> Learning ObjectiveExplain the onset of menstruation (menarche) and review the problems associated with themenstrual cycle including PMS and PMDD.> Lecture Launchers and Discussion Topics11. Have You Considered: Discussing Help with PMS12. Have You Considered: Discussing Opinions on Breast Enlargement13. Discussion on Societal Views on Menstruation14. Discussion on Student’s Expectations and Experiences> Classroom Activities and Assignments8. Myths and Facts about Menstruation9. Gynecologist/Urologist Speaker10. Cancer Survivor Speaker11.The Vagina Monologues12. Views of Menstruation13. Menstruation14. Debate: Should Post-Menopausal Women Receive Estrogen?15. Debate: Is PMS a Physiological or Psychological Condition, or May PMS be a Culturally-bound Syndrome?

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24YOUR SEXUAL PHILOSOPHYSexual Anatomy< Return to Lecture Guide< Return to Contents

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25FULL CHAPTER RESOURCESLearning ObjectivesUpon completion of the chapter, students should be able to:The Male Sexual Body2.1. Describe the characteristics, functions, and health issues relating to male external andinternal sexual anatomy.The Female Sexual Body2.2. Describe the characteristics, functions, and health issues relating to female external andinternal sexual anatomy.Menstruation2.3. Explain the onset of menstruation (menarche) and review the problems associated with themenstrual cycle including PMS and PMDD.< Return to Full Chapter Resources< Return to Contents

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26CHAPTER OVERVIEWHistorically, sexual anatomy was considered an embarrassing subject of discussion resulting inmany erroneous ideas.The male sexual body exterior structures are covered, including the penis, scrotum, testiclesand anus; and interior structures including the prostate gland, seminal vesicles, urethral bulb,bladder, Cowper’s glands, ejaculatory ducts and urethra. These are discussed as they relate tosperm production and function of ejaculation.The chapter details the history, practice and current controversy of male circumcision. Alsocovered are the topics of penis size and testicular self-examination.The female sexual body exterior structures are covered, including components of the vulva, themons veneris, the labia majora, the labia minora, the urethral opening, the clitoral glans (or tip)of the clitoris, the vaginal opening, the hymen, the perineum, and the anus. Also covered arefemale breasts and nipples as they are sensitive to sexual stimulation.The practice of female genital mutilation and World Health Organization education regarding itshealth concerns are covered.Next in the chapter are the causes, treatment and prevention of urinary tract infections andbreast health awareness.The female sexual body interior structures are covered, including the vagina,G-spot, cervix,uterus, endometrium, fallopian tubes, and ovaries.Health issues are covered on pap smears to detect cervical cancer, endometriosis, ectopicpregnancy, and ovarian cysts.Menstruation, its function, and potential problems ofDysmenorrhea, Abnormal Uterine Bleeding,Toxic Shock Syndrome, Premenstrual Syndrome, and Premenstrual Dysphoric Disorder aredetailed. Next covered is the process of menopause.The importance of being educated about male and female sexual anatomy and function isdiscussed in relation to developing a healthy sexual philosophy.< Return to Chapter Overview< Return to Contents

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27KEY TERMSanusThe end of the digestive tract and outlet for bodily excretions. It is also a sexuallystimulating area for some people.areolaThe darker skin encircling each nipple; actually part of the skin of the nipple.cervixThe lower end of the uterus that connects it to the vagina.circumcisionRemoval of the foreskin of the penis.clitoral glansThe outer end or tip of the clitoris.clitoral hoodTissue that partially or fully covers the clitoral glans.clitorisAn erectile sexual structure consisting of the clitoral glans and two shafts (crura) that isprimarily responsible for triggering orgasm in most women.coronaThe raised edge at the base of the penile glans.corpora cavernosaTwo parallel chambers that run the length of the penis and becomeengorged with blood during erection.corpus spongiosumA middle chamber running the length of the penis into the glans thatengorges with blood during erection.Cowper’s glandsSmall glands near the penile urethra that produce a slipperymucus-likesubstance during male sexual arousal (also referred to as the bulbourethralglands).ectopic pregnancyA pregnancy complication in which a fertilized ovum attaches and begins togrow outside the uterus, most commonly in the fallopian tube;called a tubal pregnancy.ejaculationExpulsion of semen through the penis.ejaculatory ductA continuation of the tube that carries semen into the urethra for ejaculation.endometriosisA potentially painful and dangerous medical condition caused by endometrialcells migrating outside the uterus into the abdominal cavity.endometriumThe tissue lining the uterus that thickens in anticipation of pregnancy and issloughed off and expelled during menstruation.epididymisA crescent-shaped structure on each testicle where sperm cells are stored as theymature.episiotomySurgical cutting of the perineum during childbirth, a procedure that was believed toallow for easier passage of the infant and less tearing of the vaginal opening. Found to beineffective, it is rarely performed today.erectionRigidity of the penis or clitoris resulting from an inflow of blood during sexual arousal.

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28estrogenThe female hormone responsible for regulating ovulation, endometrial development,and the development of female sexual characteristics.fallopian tubesThe tubes that carry the female ovum from the ovaries to the uterus and inwhich fertilization occurs.female genital mutilation (FGM)Removing part or most of the vulva to prevent sexualstimulation or pleasure; a cultural practice in many countries, especially in Africa.follicle-stimulating hormone (FSH)A hormone that stimulates the development of a matureovum.foreskinA layer of skin covering the glans of the penis.frenulumThe band of tissue connecting the underside of the penile glans with the shaft of thepenis.gonadsOrgans that produce cells (ova or sperm) for reproduction.G-spotIn some women, an area of tissue on the anterior (upper) wall of the vagina that, whenstimulated, may cause a woman to experience enhanced sexual arousal and more intenseorgasms.human papilloma virus (HPV)A sexually transmitted virus that is typically characterized bywarts in the genital or anal area and that may lead to some forms of cancer; also known asgenital warts.hymenA ring of tissue surrounding, partially covering, or fully screening the vaginal opening.hymenorraphyA medical procedure, common in some cultures, to reconstruct or repair thehymen to allow a woman to appear “virginal”; also known as hymenoplasty.labia majoraFolds of skin and fatty tissue that extend from the mons down both sides of thevulva, past the vaginal opening to the perineum.labia minoraThe smooth, hairless, inner lips of the vulva.luteinizing hormone (LH)A hormone that acts in concert with follicle-stimulating hormone tostimulate ovulation and the release of estrogen and progesterone.mammogramLow-dose X-ray of the breast to detect tumors.menarcheThe beginning of menstruation during puberty; a girl’s first period.menopauseThe normal, gradual change in a woman’s life, typically occurring between ages45and 55, when the ovaries produceadecreasing amount of female hormones andthemenstrualperiod ceases.menstrual cycleThe hormone-controlled reproductive cycle in the human female.

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29mons venerisA slightly raised layer of fatty tissue on the top of a woman’s pubic bone, usuallycovered with hair in the adult.orgasmThe peak of sexual arousal.osThe very narrow passageway through the cervix,from the vagina to the uterus.ovarian cystA fluid-filled sac on the surface of the ovary, formed during normal ovulation;sometimes cysts may swell and cause pain and abnormal bleeding.ovariesThe female organs that produce sex hormones such as estrogen and progesterone andwhere follicle cells are stored and mature into ova.ovulationThe release of an egg, or ovum, from the ovary into the fallopian tube.ovumThe female reproductive cell stored in the ovaries; usually, one ovum is releasedapproximately every 28 days between menarche and menopause. The plural is ova.Pap testA routine test in which cells from the cervix are examined microscopically to examinethem for potentially cancerous abnormalities.penile glansThe end or tip of the penis, its most sexually sensitive part.penile shaftThe area of the penis between the glans and the abdomen.penisThe primary male anatomical sexual structure.perimenopausal changesThe physical and psychological changes many women experienceduring the decade leading up to menopause.perineumThe area of skin in the female between the vulva and the anus and in the malebetween the scrotum and the anus.pre-ejaculateThe fluid produced by the Cowper’s glands.premenstrual dysphoric disorder (PMDD)A significantly more intense and debilitating form ofPMS.premenstrual syndrome (PMS)A set of symptoms that may occur during the days just beforeand during the start of a woman’s period, including irritability, depressed mood, and feelings ofphysical bloating or cramping.progesteroneThe female hormone responsible for the release of ova and implantation of thefertilized egg in the uterine wall.prostate glandA gland in males surrounding the urethra that produces the largest proportion ofseminal fluid (ejaculate).prostatitisAn uncomfortable or painful inflammation of the prostate gland, usually caused bybacteria.

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30scrotumThe sac of thin skin and muscle containing the testicles in the male.semenThefluidproducedprimarilybytheprostateglandandseminalvesiclesthatisejaculated with the sperm cells by men during orgasm.seminal vesicleA structure that produces fluid that becomes part of the semen that is expelledduring ejaculation.seminiferous tubulesTightly wound microscopic tubes that comprise the testicles in the male,where sperm cells are generated.spermaticcordsSupportingeachtesticleandencasingthevasdeferens,nerves,andmuscles.testiclesOval structures approximately 1.0 to 1.5 inches in length made up of microscopictubes in which sperm cells and testosterone are produced in the male.testosteroneThe male sex hormone responsible for male sexual characteristics and theproduction of sperm cells.urethraThe tube extending from the bladder to the urethral opening, which carries urine out ofthe body in both women and men, and semen as well in men.urethral bulbThe prostatic section of the urethra that expands with collected semen just priorto expulsion, creating the sensation of ejaculatory inevitability.urethral openingAn opening in the midsection of the vulva, between the clitoral glans and thevagina, that allows urine to pass from the body.urinary tract infection (UTI)An infection of the urethra, bladder, or other urinary structure,usually caused by bacteria.uterusA very flexible organ with strong muscle fibers where a fertilized egg implants and anembryo and fetus grow,from a few days after fertilization until birth.vaginaA flexible, muscular canal or tube, normally about 3 to 4 inches in length, that extendsinto the woman’s body at an angle toward the small of the back, from the vulva to the cervix.vas deferensA tube extending from the testicle (epididymis) into the male’s body for thetransport of mature sperm cells during ejaculation.vulvaThe female external genitals.< Return to Key Terms< Return to Contents

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