Class Notes for Human Sexuality, 4th Edition

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1
Chapter 1
Studying Human Sexuality
CONTENTS
CHAPTER-AT-A-GLANCE
LECTURE GUIDE
Historical Perspectives
Experiencing Human Sexuality
Human Sexuality
Methods for Studying Human Sexuality
Ethics and Sexuality Research
Your Sexual Philosophy
FULL CHAPTER RESOURCES
Learning Objectives
Chapter Overview
Key Terms
Lecture Launchers and Discussion Topics
Classroom Activities and Assignments

2
CHAPTER-AT-A-GLANCE
DETAILED
OUTLINE
INSTRUCTOR
RESOURCES
PROFESSOR
NOTES
Historical Perspectives p. 3
A Human Sexuality Time Line (inside front
cover)
Lecture Launchers and
Discussion Topics: 1
Classroom Activities
and Assignments: 1
Experiencing Human Sexuality p. 3
Enriching Self-Knowledge
Sex Is Emotional
Your Morals and Values
Focus on Your Feelings
Making Responsible Choices
Sex Is More than Intercourse
Enhancing Sexual Fulfillment
Learning Objective: 1.1
Review the key issues
people should be aware of
to enjoy a healthy
experience of human
sexuality.
Lecture Launchers and
Discussion Topics: 2–3
Classroom Activities
and Assignments: 2
Human Sexuality p. 7
Sex Education or Abstinence Only?
It’s More Complex than You Think
People Know a Lot About Sex—And Much
of It Is Wrong
Self-Discovery: Sexual Knowledge Self-
Test
Understanding and Respect for Sexual
Diversity
Sexuality and Culture: Sex Education in
China
What Is Sexually “Normal”?
Self-Discovery: Am I Sexually Normal?
Sexual Health
Parenting
In Touch with Your Sexual Health:
Physical, Emotional, and Psychological
Issues
Evaluating Sexual Research: How Could
This Happen?
The Ability to Evaluate Sexual Research
The Value of Studying Human Sexuality
Learning Objective: 1.2
Explain the knowledge
people need for a full
understanding of human
sexuality.
Lecture Launchers and
Discussion Topics: 4–10
Classroom Activities
and Assignments: 3–5

3
Methods for Studying Human Sexuality
p. 16
Surveys
Types of Surveys
Survey Participant Sample
Self-Selection of Participants
Evaluating Sexual Research: “What Men
and Women Really Want in Bed! Take Our
Reader’s Survey”
Observational Studies
Masters and Johnson’s Observational
Research
Evaluating Sexual Research: Evaluating a
(Flawed) Study: “Lost Your Sexual Gusto?
It’s in Your Feet!”
Correlational Research
Experimental Research
All Methods Require Reliability and
Validity
Learning Objective: 1.3
List and explain the
methods used by
researchers in the study of
human sexuality.
Lecture Launchers and
Discussion Topics: 11
Classroom Activities
and Assignments: 6–8
Ethics and Sexuality Research p. 28
Protection from Harm
Informed Consent
Freedom to Withdraw
Debriefing
Confidentiality
Learning Objectives: 1.4
Display a clear awareness
of the ethical rules that
researchers must follow
for all research into human
sexuality.
Lecture Launchers and
Discussion Topics: 12–
13
Classroom Activities
and Assignments: 9
Your Sexual Philosophy p. 30
Studying Human Sexuality
< Return to Chapter-at-a-Glance
< Return to Contents

4
LECTURE GUIDE
HISTORICAL PERSPECTIVES p. 4
A Human Sexuality Timeline (inside front cover)
> Lecture Launchers and Discussion Topics
1. Have You Considered: A Talk About Human Sexuality to High School Juniors and Seniors
> Classroom Activities and Assignments
1. Timeline
EXPERIENCING HUMAN SEXUALITY 1.1
Enriching Self-Knowledge
Sex Is Emotional
Your Morals and Values
Focus on Your Feelings
Making Responsible Choices
Sex Is More than Intercourse
Enhancing Sexual Fulfillment
> Learning Objective
Review the key issues people should be aware of to enjoy a healthy experience of human
sexuality.
> Lecture Launchers and Discussion Topics
2. Have You Considered: High School Students Ask About Unusual Sex Situations on TV
3. Have You Considered: Having Sexual Fantasies That Seem Unconventional and Strange
> Classroom Activities and Assignments
2. Sexual Health
HUMAN SEXUALITY 1.2
Sex Education or Abstinence Only?
It's More Complex than You Think
People Know a Lot About Sex—And Much of It Is Wrong
Self-Discovery: Sexual Knowledge Self-Test
Understanding and Respect for Sexual Diversity
Sexuality and Culture: Sex Education in China
What Is Sexually “Normal”?
Self-Discovery: Am I Sexually Normal?
Sexual Health
Parenting
In Touch with Your Sexual Health: Physical, Emotional, and Psychological Issues
Evaluating Sexual Research: How Could This Happen?
The Ability to Evaluate Sexual Research
The Value of Studying Human Sexuality
> Learning Objective
Explain the knowledge people need for a full understanding of human sexuality.
> Lecture Launchers and Discussion Topics
4. Have You Considered: Do Moral Values and Principles Taught to You Still Apply?
5. Have You Considered: Talking About Sex with Your Children
6. Discussion on Changing Sexual Attitudes

5
7. Discussion on Evolutionary Psychology Perspective
8. Introductory Activity and Creating a Good Learning Space
9. Value Discussion and Exploration
10. Value Clarification Exercise
> Classroom Activities and Assignments
3. Sex Test
4. Human Sexuality and the Internet
5. Debate: Should Sexual Content on the Internet be Restricted?
METHODS FOR STUDYING HUMAN SEXUALITY 1.3
Surveys
Types of Surveys
Survey Participant Sample
Self-Selection of Participants
Evaluating Sexual Research: “What Men and Women Really Want in Bed! Take Our Reader’s
Survey”
Observational Studies
Masters and Johnson’s Observational Research
Evaluating Sexual Research: Evaluating a (Flawed) Study: “Lost Your Sexual Gusto? It’s in
Your Feet!”
Correlational Research
Experimental Research
All Methods Require Reliability and Validity
> Learning Objective
List and explain the methods used by researchers in the study of human sexuality.
> Lecture Launchers and Discussion Topics
11. Have You Considered: Designing a Study of Sexual Intimacy in Dating Couples
> Classroom Activities and Assignments
6. Design Study
7. Is Research Valid/Reliable?
8. Find a Study
ETHICS AND SEXUALITY RESEARCH 1.4
Protection from Harm
Informed Consent
Freedom to Withdraw
Debriefing
Confidentiality
> Learning Objective
Display a clear awareness of the ethical rules that researchers must follow for all research into
human sexuality.
> Lecture Launchers and Discussion Topics
12. Have You Considered: Ensuring Ethical Considerations in a Study
13. An Historical Perspective on Research Ethics
> Classroom Activities and Assignments
9. Research Ethics

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FULL CHAPTER RESOURCES
Learning Objectives
Upon completion of the chapter, students should be able to:
Experiencing Human Sexuality
1.1. Review the key issues people should be aware of to enjoy a healthy experience of human
sexuality.
Human Sexuality
1.2. Explain the knowledge people need for a full understanding of human sexuality.
Methods for Studying Human Sexuality
1.3. List and explain the methods used by researchers in the study of human sexuality.
Ethics and Sexuality Research
1.4. Display a clear awareness of the ethical rules that researchers must follow for all research
into human sexuality.
< Return to Full Chapter Resources
< Return to Contents

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CHAPTER OVERVIEW
The Historical Perspectives: Human Sexuality Time Line found on the inside covers of the book
journeys back over 150 years to illustrate how significant historical events have shaped our
practices and views of human sexuality today.
The chapter section Experiencing Human Sexuality describes the study of human sexuality as a
basic foundation for living a healthy sexual life. Knowledge of individuals’ unique sexual selves
is vital for an overall understanding of ourselves and of others in intimate relationships.
Individuals’ experiences of the emotions, morals, responsibilities and practices unique to
sexuality are discussed.
The chapter section Human Sexuality explores sex education, common myths of sexuality,
sexual diversity, and how to prevent contracting or spreading sexually transmitted infections. It
includes a self-test of sexual knowledge.
The Methods for Studying Human Sexuality section describes how sex researchers use
scientific methods similar to those used in medicine and psychology, including surveys,
observational research, correlational research and experimental research, which yield accurate
and reliable information. Kinsey’s survey research and Masters and Johnson’s research are
covered.
The Ethics and Sexual Research section describes the ethical practices to protect human
subjects from harm during research, including the issues of informed consent, volunteerism,
debriefing and confidentiality.
The section Your Sexual Philosophy encourages students to explore and to develop their
personal philosophy of sexuality. Critical thinking questions are included and are designed to
help students build a foundation of sexual knowledge based on research. Personal sexual
philosophies 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 allow
them to make more responsible, satisfying and healthy choices in their relationships.
The Since You Asked section of student questions appears in full at the beginning of each
chapter and also separately at each relevant topic throughout the chapter.
< Return to Chapter Overview
< Return to Contents

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KEY TERMS
abstinence-only approach The decision to avoid teaching adolescent students about sexual
activity, STIs, contraception, etc., based on the theory that such education is unnecessary if
students are taught to abstain from sexual behavior.
celibate Choosing to forego all sexual activities.
control group The participants in an experiment who receive no treatment and are allowed to
behave as usual, for the purposes of comparison to an experimental group; also known as the
comparison group.
correlational research A scientific research methodology that determines the extent to which
two variables are systematically related to each other (how they “co-relate”).
debriefing Explanations of the purpose and potential contributions of the findings given to
participants at the end of a study.
dependent variable The result of an experiment, evaluated to determine if the independent
variable actually caused a change in the experimental group of participants.
experimental group The participants in an experiment who are subjected to a variable of
research interest.
experimental method A type of scientific research in which variables of interest are changed
while all other unrelated variables are held constant to determine cause-and-effect relationships
among variables.
gender identity The sex (male or female) that a person identifies himself or herself to be.
human sexuality An area of research and study focusing on all aspects of humans as sexual
beings.
independent variable The variable of interest in an experiment that is allowed to change
between or among groups while all other variables are held constant.
informed consent Agreeing to participate in an experiment only after having been provided
with complete and accurate information about what to expect in the study.
morals A person’s individual, unique attitudes about what constitutes right and wrong.
observational research Gathering behavioral data through direct or indirect observation using
scientific techniques.
personal sexual philosophy A person’s unique foundation of knowledge, attitudes, and
actions relating to what the person wants and who he or she is as a sexual being.
random sampling A method of selecting a sample of participants in such a way that each
member of the population has an equal chance of being selected.

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reliability The extent to which a measurement is consistent over repeated administrations.
respondents Individuals selected to respond to a researcher’s request for information.
sample A subset of the target population selected by researchers to represent the entire
population under study.
self-selection bias The effect of allowing members of a target population under study to
volunteer to participate in the study; it may compromise the randomness and validity of the
research.
sexual health A general concept referring to physical, emotional, psychological, and
interpersonal well-being with regard to a person’s sexuality.
sexual orientation Term specifying the sex of those to whom a person is primarily romantically,
emotionally, and sexually attracted.
survey The scientific collection of data from a group of individuals about their beliefs, attitudes,
or behaviors.
target population The entire group of people to which a researcher is attempting to apply a
study sample’s findings.
treatment The action performed on or by a group in an experiment.
validity The extent to which a measurement accurately reflects the concept being measured.
< Return to Key Terms
< Return to Contents

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LECTURE LAUNCHERS AND DISCUSSION TOPICS
1. Have You Considered: A Talk About Human Sexuality to High School Juniors and Seniors
2. Have You Considered: High School Students Ask About Unusual Sex Situations on TV
3. Have You Considered: Having Sexual Fantasies That Seem Unconventional and Strange
4. Have You Considered: Do Moral Values and Principles Taught to You Still Apply?
5. Have You Considered: Talking About Sex with Your Children
6. Discussion on Changing Sexual Attitudes
7. Discussion on Evolutionary Psychology Perspective
8. Introductory Activity and Creating a Good Learning Space
9. Value Discussion and Exploration
10. Value Clarification Exercise
11. Have You Considered: Designing a Study of Sexual Intimacy in Dating Couples
12. Have You Considered: Ensuring Ethical Considerations in a Study
13. An Historical Perspective on Research Ethics
1. Have You Considered: Imagine that you have been selected to give a talk about sexuality to
high school juniors and seniors who probably think they already know it all. One of your goals is
to convince them that they do not know it all and that it is important for them to learn as much as
they can. What arguments would you use to convince them of the importance of being educated
about human sexuality?
Students could explore how they have learned a lot of ideas about sex from the media, the
Internet and their friends, and how these ideas usually are not accurate. They could discuss the
many aspects of sexuality including biological, psychological and social characteristics of
sexuality.
< Return to Lecture Launchers and Discussion Topics
2. Have You Considered: In the question-and-answer portion of your talk to the high school
students, several students ask you about unusual sexual situations and practices they have
learned about on TV talk shows. What would you want to tell them about drawing conclusions
about sex based on this kind of information?
Students could discuss how the sources of their information about sex may be based on myths
and erroneous information.
< Return to Lecture Launchers and Discussion Topics
3. Have You Considered: A friend confides in you that she has been having some sexual
fantasies recently that she thinks are unconventional and strange. She is feeling a lot of anxiety
about these fantasies and is beginning to feel depressed about having them. She believes that
these fantasies indicate that she is sexually abnormal. What would you say to try to help her?
Students could discuss what is considered “normal” sexually and some common sexual
fantasies that many people have.
< Return to Lecture Launchers and Discussion Topics

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4. Have You Considered: Do you feel that the moral values and principles taught to you by your
parents 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 Topics
5. Have You Considered: Do you think you will be comfortable talking about sex with your
children 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 Topics
6. Discussion on Changing Sexual Attitudes
Discuss how various aspects of sexuality have changed over time. What important changes
have occurred in your students’ lifetimes (i.e., the past 20 years) and what are some of the
factors 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 did
these events cause these changes?
< Return to Lecture Launchers and Discussion Topics
7. Discussion of the Evolutionary Psychology Perspective
Map out differences in male and female reproductive strategy for both long-term mating and for
short-term mating encounters. As an example, discuss the study by Townshend and Levy* on the
effects of status and attractiveness on female willingness to engage in romantic relationships.
▪ Discuss sociobiological explanations for the following phenomena:
o The differences in acceptance of promiscuity in males and in females
o The acceptability of relationships in which the man is much older than the
woman, but not the other way around
o Women 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 did
these events cause these changes?
* Townsend, J. M., Levy, G. D. (1990). Effects of potential partners’ physical attractiveness and
socioeconomic status on sexuality and partner selection. Archives of Sexual Behavior, 19, 149–
164.
< Return to Lecture Launchers and Discussion Topics

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8. Introductory Activity and Creating a Good Learning Space
This is a good activity to do on the first day of class. Ask students to get a piece of paper and
pen/pencil and make a list of sexual topics that they think might be covered during the entire
course. Each student makes their own list.
▪ Ask them to shout out their topics. You can list each topic on the board or have students
write them up. Note the degree to which students use the word “sex” or “sexual” (e.g., do
they say “dysfunctions” or “sexual dysfunctions”?). Note any topics that students might be
forgetting—or topics/words that they might be avoiding.
▪ There might be laughter at the beginning of this activity, although this will taper off, and by
the end there shouldn’t be much laughter.
▪ After you have a good list, ask students to openly indicate what emotions might arise when
discussing these topics. List these emotions on the board in a new color. Consider having
students tie each emotion to a topic (e.g., “A person might experience anxiety when
discussing which topic?”).
▪ As a group, analyze the emotions listed. Some common themes are that most of the
feelings are “negative.” Discuss the meaning behind this. Also, note that two people can
have different emotions to the same topic.
▪ Explain to the class how this can make teaching a class in human sexuality challenging. Ask
them to make a list of rules that everyone in class can follow to create a good learning
space (e.g., “What can be done to make the class a safe place where people can make
comments and ask questions openly?”).
< Return to Lecture Launchers and Discussion Topics
9. Value Discussion and Exploration
This is another activity that is good for the first day of class. Reflect with your students on their
own values, attitudes, and experiences related to sex. Discussion questions:
▪ What are the top three things in your life that have most influenced your viewpoints (some
things 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 messages
religious or government institutions send about sexuality?
▪ Would you be able to stay friends with someone who held very different values related to
sexuality? Why or why not?
< Return to Lecture Launchers and Discussion Topics
10. Value Clarification Exercise
This is another activity that is good for the first day of class. Psychologists use value clarification
exercises to assist people with goal setting and decision-making. Specifically, the more clear
students are about what values and roles are core to their identity, the more they can evaluate
the decisions they make about sexuality. Present the following list (or have students generate
their own) to identify their top five values and roles:

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▪ 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
▪ Spirituality
Once students have identified their top five values and/or roles, use the following discussion
questions:
▪ 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 you
understand the discrepancies?
▪ What changes would you have to make to align your sexual decisions with your core
values?
▪ 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 these
values and roles can impact sexual decisions? What are some examples of common conflicts
that 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 is
in conflict with their purported values? What makes it difficult to align values to behavior?
< Return to Lecture Launchers and Discussion Topics
11. Have You Considered: Suppose you want to study the progression of sexual intimacy in
dating couples. You are interested in knowing how long, on average, the two people have
known 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 study

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12. Have You Considered: In your study of dating and sexual behaviors in question 6, how
would you ensure that your study does not violate ethical considerations?
Students should include protection from harm, informed consent, freedom to withdraw,
debriefing and confidentiality in the ethical safeguards in their sexuality study.
< Return to Lecture Launchers and Discussion Topics
13. An Historical Perspective on Research Ethics
When discussing the ethical treatment of human research participants in several “classic”
studies—which would be ethically questionable by today’s standards—use clear examples. For
instance, many instructors discuss Stanley Milgram’s studies of obedience, Philip Zimbardo’s
prison simulation, or Stanley Schachter’s studies of autonomic arousal and attribution. Students
often have mixed reactions to these examples. Some find them relatively innocuous, whereas
others have strong reactions to the treatments participants were asked to endure. The fact that
such studies took place within relatively recent times compounds the issue. Some students see
these 1960s experiments as “long ago and of a different time,” whereas others see them as
examples 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 hearing
about older examples of ethically questionable research. For example, Carney Landis, a noted
psychologist of the 1920s and 1930s, conducted a series of studies dealing with the experience
and expression of emotion. In one set of studies, he was particularly interested in capturing
facial expressions of emotion, and used strong elicitors of emotion to produce them. For
example, one situation involved dropping a lit firecracker underneath an unsuspecting subject’s
chair, while another involved showing participants pornographic (for their day) photographs and
photos of horribly disfiguring skin diseases.
Although these manipulations may seem harsh, Landis used stronger ones as well. For
example, participants were instructed in one situation to plunge their hand into a pail of shallow
water that, unbeknownst to them, contained three live frogs. (This manipulation was presumably
used to evoke disgust.) To quote Landis, however...“After the subject had reacted to the frogs
the experimenter said, ‘Yes, but you have not felt everything yet, feel around again.’ While the
subject was doing so he received a strong...shock from an induction coil, attached to the pail by
concealed wiring.”
And for the coup de grâce:
“The table in front of the subject was covered with a cloth. A flat tray and a butcher’s knife were
placed on the cloth. A live white rat was given to the subject. He (sic) was instructed, ‘Hold this
rat with your left hand and then cut off its head with the knife.’...In five cases where the subjects
could not be persuaded to follow directions, the experimenter cut off the head while the subject
looked on.”
Mention is also made of a final experiment involving shock, which “...varied from a just
noticeable intensity to a strength which caused the subject to jump from the chair,” as well as
other studies. Landis’ participants, in passing, included graduate students, a stenographer, a
school teacher, and a thirteen-year-old boy with high blood pressure.

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Although Landis has been singled out for examination here, there certainly are no lack of
experiments from the 1920s through 1960s work mentioned above that can provide examples of
ethically dubious research. Discussing such studies, especially in light of current APA
standards, 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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CLASSROOM ACTIVITIES AND ASSIGNMENTS
1. Timeline
2. Sexual Health
3. Sex Test
4. Human Sexuality and the Internet
5. Debate: Should Sexual Content on the Internet Be Restricted?
6. Design Study
7. Is Research Valid/Reliable?
8. Find a Study
9. Research Ethics
1. Timeline: Divide the class into small groups and ask them to explore the timeline located in
the front cover of the text. Ask students to note and discuss themes that exist throughout the
timeline.
< Return to Classroom Activities and Assignments
2. Sexual Health: Divide the class into small groups and ask them to define sexual health and
what it means to be a sexually healthy adult. Compare responses to the “Life behaviors of a
sexually healthy adult” developed by SIECUS in Guidelines for Comprehensive Sexuality
Education (http://www.siecus.org/_data/global/images/guidelines.pdf, pp. 16–17), and the
definition of sexual health provided by the World Health Organization
(http://www.who.int/reproductive-health/gender/sexual_health.html).
< Return to Classroom Activities and Assignments
3. Sex Test: Have the students take the “sex test America failed” (found in The Kinsey Institute
New Report of Sex by J.M. Reinisch). Compare their scores to the national sample. Ask
students 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 Assignments
4. Human Sexuality and the Internet: This activity can be done in pairs, small groups, or outside

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5. Debate: Should Sexual Content on the Internet Be Restricted? You can hold a series of
debates throughout the semester. An excellent resource is Taking Sides: Clashing Views on
Controversial Issues in Human Sexuality. William J. Taverner, Ed. (McGraw-Hill. 2006).
< Return to Classroom Activities and Assignments
6. Design Study: Have students select an area of sexuality for research and then design the
study. Discuss which method they would use for collecting the data and why. Discuss how they
could avoid the problems that many sex researchers face.
< Return to Classroom Activities and Assignments
7. Is Research Valid/Reliable? Discuss whether or not sexuality research is as valid and reliable
as other areas of research.
< Return to Classroom Activities and Assignments
8. Find a Study: Find a recent sex survey in a magazine or newspaper. Evaluate the quality of
the study, using in your critique the information presented in the chapter.
< Return to Classroom Activities and Assignments
9. Research Ethics: In a computer lab or web equipped classroom, visit
http://www.tuskegee.edu/Global/Story.asp?s=1207598 and other websites that discuss the
Tuskegee Syphilis Study. Ask students to list the ethical obligations researchers have to their
subjects and ethical violations that occurred when this study was conducted.
< Return to Classroom Activities and Assignments
< Return to Contents

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FULL CHAPTER RESOURCES
Learning Objectives
Upon completion of the chapter, students should be able to:
The Male Sexual Body
2.1. Describe the characteristics, functions, and health issues relating to male external and
internal sexual anatomy.
The Female Sexual Body
2.2. Describe the characteristics, functions, and health issues relating to female external and
internal sexual anatomy.
Menstruation
2.3. Explain the onset of menstruation (menarche) and review the problems associated with the
menstrual cycle including PMS and PMDD.
< Return to Full Chapter Resources
< Return to Contents

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CHAPTER OVERVIEW
Historically, sexual anatomy was considered an embarrassing subject of discussion resulting in
many erroneous ideas.
The male sexual body exterior structures are covered, including the penis, scrotum, testicles
and 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 to
sperm production and function of ejaculation.
The chapter details the history, practice and current controversy of male circumcision. Also
covered are the topics of penis size and testicular self-examination.
The female sexual body exterior structures are covered, including components of the vulva, the
mons 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 are
female breasts and nipples as they are sensitive to sexual stimulation.
The practice of female genital mutilation and World Health Organization education regarding its
health concerns are covered.
Next in the chapter are the causes, treatment and prevention of urinary tract infections and
breast 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, ectopic
pregnancy, and ovarian cysts.
Menstruation, its function, and potential problems of Dysmenorrhea, Abnormal Uterine Bleeding,
Toxic Shock Syndrome, Premenstrual Syndrome, and Premenstrual Dysphoric Disorder are
detailed. Next covered is the process of menopause.

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