Why Kindergartners Need Sex Education

[Content note: mentions of sexual assault]

My latest piece for the Daily Dot takes “Princeton Mom” Susan Patton to task for her assertion that children do not need sex education, especially not in schools. 

College may be too late to effectively change the deep-seated attitudes that some people, especially men, learn about sex and other people’s bodies. That’s what makes early sex education so vital. Patton seems to draw a false distinction between sex education and teaching children not to touch people’s bodies without their consent:

I think what we’re talking about here is body awareness or bullying or verbal harassment or recognize what somebody else’s space is and don’t violate it and don’t touch it, and keep your hands to yourself. This isn’t sex ed, these are manners.

Teaching children about consent does not necessitate describing sex and rape to them in graphic detail, and nobody is actually suggesting that we do this. In fact, “developmentally appropriate” is a term that gets used a lot in these discussions, and while it can be a slippery concept to define, it’s clearly being taken seriously by advocates of early childhood sex education.

Teaching consent does necessitate explaining to children that only they get to say who can touch their body, and that it is wrong to touch someone else’s body without asking them first. Parents can model this in a number of ways, even with very young children—for instance, by asking them if they would like to be tickled, stopping immediately if the child says to stop, refraining from forcing their child to hug or kiss relatives, and reminding the child to ask other children before hugging or touching them.

However, it’s not enough to hope that parents will do this. Although Patton claims that this type of education has no place in schools, not all parents agree that they should teach it, either—and, crucially, not all parents have the capability to provide the frequent supervision and feedback that it might entail. Some parents are single parents. Some work two jobs.

This is where schools come in: teaching children the things they need to know to eventually become responsible, capable adults. In this regard, respect for consent and bodily autonomy is as important a lesson as reading and writing. Without it, there is no way to be an ethical person.

Read the rest here.

“Educate Me!” “Go Google It!”

A common dynamic online:

  • Person A is writing about or discussing Social Justice Things online.
  • Person B comes across Person A’s writing or discussions, perhaps on Twitter or Tumblr, and has a basic-level question about Social Justice Things–sometimes the particular ones under discussion here, or maybe just something else that Person A might know about.
  • Person B asks Person A a basic-level question, hoping to learn more about the topic.
  • Person A is annoyed at the request and responds angrily: “I’m not here to educate you!” “Go Google it!” “[link to Let Me Google That For You results]”
  • Person B feels embarrassed and hurt, and concludes that Person A doesn’t really care whether Person B understands Social Justice Things or not. Person B may develop a very negative opinion about Social Justice People and Social Justice Things, because that’s how cognitive bias works.

Here’s another common dynamic, perhaps an even more common one:

  • Person A has a blog or a Twitter account that they use to discuss Social Justice Things with like-minded folks. Person A posts something.
  • Person B comes across Person A’s writing or discussions. Person B is privileged relative to Person A on the issues being discussed–gender, race, class, etc. Person B feels annoyed at this discussion. They find all this Social Justice Stuff to be whiny and irritating and they don’t understand why people keep making such a big deal over such little things.
  • Person B asks Person A a basic-level question, perhaps worded in a way that reveals their irritation (“Yeah well, how are men supposed to meet women if we can’t even compliment a cute girl on the train?” “Okay so are you suggesting that white people just stop accepting job offers because a Black person should get them instead?”).
  • Person A is annoyed. They were just trying to discuss Social Justice Things with people they trust. They have answered these exact questions on their blog or Twitter dozens of times, as have many other writers. Maybe right now they don’t want to discuss basics like why street harassment is street harassment, or what affirmative action actually is. They are irritated at Person B’s entitled-sounding tone and the fact that Person B doesn’t seem to have done even the bare minimum to teach themselves about these issues.
  • Person A responds angrily: “I’m not here to educate you!” “Go Google it!” “[link to Let Me Google That For You results]”
  • Person B’s confirmation bias leads them to view this as yet another example of Social Justice People being awful rather than viewing this slightly rude response in the context in which it happened.

Here’s the problem: in practice, these dynamics can be almost indistinguishable.

I’ve been mulling this issue over in my mind for a while, trying to keep my own privilege in mind but also trying to understand the perspectives of everyone in this situation–the person who innocently asks a 101-level question hoping to learn more, the person who asks a 101-level question hoping to derail the conversation, the Social Justice Person tired of being expected to serve as a free tutor for anyone who asks, the other Social Justice People who feel that we have a responsibility to be kind to newbies, the people who are observing this dynamic from the outside and, more often than not, handing down edicts that they want the Social Justice People to follow without necessarily understanding our perspectives and situations.

Thinking about all this has led me to make a number of observations, some of which contradict each other, and none of which are going to please everyone.

  • Not everyone who talks about Social Justice Things online is doing it for the purpose of educating others.

A common assumption made by those who ask these basic-level questions if that if someone is blogging or tweeting about social justice, they are there to educate. Here’s the thing, though–for some of us, it’s just our daily lives, and we share them with each other because it brings us comfort and connection. If I post a tweet about how I’m really shaken up after a guy followed me down the block screaming sexual obscenities, some men may see this as an invitation to ask me why this is harassment or what the guy should’ve done instead or how exactly I suggest we fix this problem, just throw all the men in jail or what? But I wasn’t posting to educate. I was posting because I’d just gone through a traumatic experience and wanted people to know what I was dealing with and support me.

  • Not all online public spaces actually function as public spaces.

Recently there’s been a lot of conversation about this. For example, one thread of the conversation concerns the use of people’s tweets in news stories without their permission. After a controversial Buzzfeed story collected sexual assault survivors’ tweets without asking the person who has started and was leading the conversation (though the journalist did ask the authors of the individual tweets), media types all over the internet insisted that “Yeah, well, Twitter is public.” Technically, yes, but what does this mean in practice?

In practice, many people use Twitter to connect with others that they might not know in person. That’s the power of Twitter. Making our accounts private wouldn’t do the trick. In a recent Pacific Standard interview, Mikki Kendall discusses the “fetishization” of Black Twitter, which is exactly what it sounds like–Black people on Twitter connecting with each other and discussing things that are relevant to them, whether it’s the Eric Garner shooting or the latest episode of Scandal. Sometimes, clueless white people stumble onto Black Twitter discussions and expect the participants of those discussions to educate them about racism. They don’t understand that those people are there mainly to interact with each other, not to teach white people.

Twitter and Tumblr are public, but that doesn’t mean that everyone is invited to the table–just like if you see a group of friends talking at a restaurant, that is not an invitation to barge in and ask them questions, even though you are able to see them and hear their conversation.

  • Even discussions meant to be educational happen on different levels.

If I’m trying to explain to someone how the fight for same-sex marriage is actually marginalizing more urgent queer causes and essentially demanding that queer folks assimilate and act as straight as possible in order to receive their rights, that may not be the time to show up and ask how I presume same-sex couples could possibly instill good morals in their children. If someone is discussing how laws and police officers and incarceration is not a good solution for street harassment because it doesn’t get at the underlying problem and will only serve to further oppress men of color, that may not be the time to demand to know what’s wrong with telling a hot girl that she’s hot.

To do so would be the equivalent of bursting into a Physics 301 classroom and demanding to be taught basic mechanics. But people don’t realize this because they don’t see social justice as a discipline, a method, a field of inquiry that has many levels and layers of knowledge.

This is why some people refer to basic-question-asking as a form of derailment. The folks who get told they’re derailing often find this difficult to understand–how can just asking questions possibly be derailing? It’s derailing in the sense that you’re trying to get the person to stop talking about what they want to talk about and instead talk about what you want to talk about.

  • The reason many marginalized people don’t want to answer basic questions is because those situations often turn confrontational and nasty.

Yes, it always starts the same–someone asking a basic question. Sometimes I answer and they say, “You’re right.” Sometimes I answer and they say, “I don’t agree, but thanks for taking the time to explain your view.” Sometimes they say, “Huh, I’ll think about that, thanks.” But a disturbingly large percentage of the time, instead, I get drawn into a horrid gaslighting argument that may or may not include the use of personal insults and slurs, or even threats of violence.

I explain this the same way I explain street harassment. If you’re a nice guy who just wants to tell me I’m pretty, you don’t understand–because you have the privilege of not dealing with this on the regular–that so many of the guys who came before you followed that up with FUCK YOU, YOU UGLY SLUTTY CUNT. (Or worse.) If you’re a nice person who just wants to get some answers about some stuff you don’t understand, you may not realize that a bunch of the people who asked me those questions before have turned out truly nasty. And I can’t tell from reading a single typed sentence from you which of those you are.

  • However, people who don’t know much about social justice are unlikely to know/understand much of what I just wrote.

In that way, social justice is very, very unlike physics. If you don’t know much about social justice, you won’t know how ostensibly public platforms are functioning for marginalized people. If you don’t know much about social justice, you won’t know why I need support from people to process an incident of street harassment, or why a person of color might be looking for support to process a recent police shooting. If you don’t know much about social justice, you might not think those things are even a “big deal” in the first place. If you don’t know much about social justice, you might not know about the harassment and abuse that less-privileged people have to deal with online from people who initially come across just like you.

So when we get angry at people who ask basic questions because we think it’s obvious that the questions are not appropriate for the situation, we might be overestimating how much they really understand about what’s going on. Just like I might get angry at an American who shows me the middle finger, but maybe not at a foreigner who does the same. The foreigner might not realize that it’s a very rude gesture. Social justice spaces bring their own culture shock.

  • Meanness to newbies isn’t a Social Justice Problem. It’s a Human Problem.

Perhaps it’s people with an overinflated opinion of Social Justice People who assume that we are somehow magically immune to the flaws that plague the rest of humanity. But every bad thing you find in any group of people–sloppy thinking, meanness, tribalism, abuse, self-centeredness, sexism, racism, any other -ism–also exists among Social Justice People. Maybe slightly less for some of those, maybe slightly more for others–but it’s our virtually-universal human flaws that contribute to all of these issues.

Have you ever tried to post a basic question on a tech or gaming forum? Ever got told to “go read the fucking manual, idiot”? I have! That’s why I don’t post on tech forums when I need help with Python or HTML. Ever asked a professor a basic question and gotten snarked at? I have! I asked a psychology professor in college–a respected expert in her field–a question about APA citations, and got in response, “Are you even a psych major?” Ever posted a question on Facebook or Twitter and had your own friends condescendingly tell you to Google it? I have! And so it goes.

Are you also upset about tech forum admins telling newbies to “go read the fucking manual”? If so, great. If not, you are being hypocritical. And keep in mind that tech forums, unlike someone’s random Tumblr, often are explicitly meant for teaching and learning.

Anyway, I don’t think that being mean to newbies is a Tech Problem or a Gaming Problem or a Psychology Problem or a College Problem or a Miri’s Friends Problem; I think it’s just a problem. I think the irritation we feel when someone wants basic answers is understandable; I also think we should try to think rationally about whether or not it’ll help anyone–our own selves included–to express it.

That said, I’m extraordinarily unsympathetic to people who seem to have made it their mission to root out every example of Human Problems in social justice circles as though we are somehow exceptional in this regard. (The phrase “get your own house in order,” while admittedly unkind, comes to mind.) And while some might argue that we have some sort of “responsibility” to be better than others–well, I think we try. I think we often fail, because being a human is hard.

  • Googling is unlikely to yield a good social justice education.

That, I think, is the central problem of telling people to “go Google it.” The social justice information that is easily found through Googling is likely to be written by and for straight white able-bodied American middle-class people. We, as Social Justice People, know this and understand why it’s a problem; Hypothetical Newbie does not. Unless you want Hypothetical Newbie to receive their entire social justice education through Jezebel and white male writers, I’d advise against telling them to Google their question. (Remember, too, that Googling certain issues is also likely to land them on MRA sites. Nobody wants that.)

If you don’t know what you’re missing anything, you won’t know to look for what you’re missing.

  • Unfortunately, the response to being angrily told to educate yourself will rarely be to educate yourself.

(With the huuuuge caveat that a lot of what gets interpreted as “anger” when coming from women or people of color or women of color in particular is not actually anger, or wouldn’t be interpreted as anger when coming from white men. It would be considered being direct. But sometimes it really is.)

Anger can be absolutely 100% justified and still cause people to shrink and shut down and go away. That is, in fact, one of its purposes. For most people, getting yelled at is not conducive to the sort of mood–hopeful, curious, alert–that is conducive to learning. Many of us have had awful grade school teachers who yelled at us; some of us might still remember what that was like. I do. I didn’t learn squat-diddly-doo in that class, so focused was I on making myself small and unnoticeable and calming myself down.

(That class, by the way? It was English. The grade? Seventh. That was the year I started getting really, really into writing. I am thankful every day that out of all the ways that teacher wrecked me, destroying my love of writing wasn’t one of them.)

So there’s sometimes a difference between behaving in ways that are absolutely understandable and justifiable, and behaving in ways that are likeliest to get us the results we want to see. When I think about how to respond to someone online, I think about what I want to happen here, and how I can best make that happen. It sucks that we can’t always express ourselves fully if we are to achieve certain goals, but that’s part of being realistic and goal-oriented.

Where do we go from here? How do we resolve these tensions? If educating others is important to us, how do we do it without burning out, giving in to entitled expectations from others, or demanding that Social Justice People be stronger and smarter and better and kinder than everyone else at all times?

My only two suggestions are that if you ever feel like yelling at someone for asking you a question, first consider one of these alternatives: 1) ignoring the message, or 2) linking them to a good resource that might answer it for them.

To that end, it might help to start amassing a database of links for common questions. One incredible example is Aida Manduley’s Ferguson masterpost. Shakesville’s Feminism 101 is also great, though perhaps not entirely 101. Another, much more general one is my own. If you know of others, please link to them.

I try to encourage people to have compassion for each other. This means, fellow Social Justice People: I know it feels impossible, but we need to try to remember that not everyone who cannot be discerned from an asshole is an asshole. Not being willing to take the risk is perfectly okay, but I think it’s better to not take that risk in a way that minimizes hurt to people who did nothing wrong. For instance: ignoring/blocking. And, not-Social Justice People: try to remember that when we’re hurting and angry, it’s because of lifetimes of death by a thousand cuts that you can’t see because you haven’t learned to see them yet. I hope you find a way to learn, but in the meantime, try to cut us some slack for being upset.

To close, I’ll link to Ozy Frantz’s excellent post, “Certain Propositions Concerning Callout Culture.” Their piece is sort of about the general case of what I’ve discussed here, and I echo many of their views, caveats, and recommendations.

~~~

Here is a great article about a very similar problem plaguing another great community: Wikipedia. Although the situation is not analogous in many ways, hopefully it will serve as an example of both the harms and the occasional inevitability of Newbie Hate/Fear.

Official policies tell editors to tolerate newcomers’ innocent mistakes (“Please do not bite the newcomers”), but active editors often reverse newbies’ contributions without explanation. “Activists have been at it five and 10 years and don’t tolerate little mistakes,” says Jensen, an editor since 2005. He recalls running a workshop in which a well-known expert on Montana history tried to add a paragraph to the site, only to see it immediately erased.

Editors distrust newcomers for a reason: bitter experience. “Trolls come,” Jemielniak tells me in an interview. “If you spend time reviewing recent changes, after an hour or two you will have a feeling that the world is composed mostly of primary school students and cranks.” Some vandals simply replace an article’s text with random characters: destruction for its own sake. Instead of improving article content, editing often means acting as a human spam filter. Jemielniak and others may decry Wikipedians’ emphasis on edit numbers, but valuing lots of small changes, even out of testosterone-fueled competitiveness, has an unsung benefit: It encourages editors to discover and repair damage. Eternal vigilance keeps the site’s contents from decaying.

Trigger Warnings Are Not “Censorship”

In unrelated news, I have a post up at the Daily Dot today about trigger warnings. Excerpt:

Students at various universities have been trying to take trigger warnings offline by requesting them in certain educational materials. Predictably, even professional and reasonable writers and journalists have responded to this by unleashing a hysteria about “censorship,” “dumbing down,” “suppression of discourse,” “hand-holding,” and other terrible things that will happen if we choose to warn students about potentially triggering material before they read it.

First, a clarification: nobody, to my knowledge, has asked that students be exempted from reading material that they find emotionally difficult. If a professor assigns reading and a student chooses not to do it, that student’s grades will probably suffer. Even if they don’t, though, universities function on the presumption that students are adults who must be allowed to make their own decisions about things like time management, amount of effort put into schoolwork, and so on. Trigger warnings on syllabi do not change any of this.

Much of the panic about trigger warnings in classrooms also focuses on the fear that privileged students will avoid material that makes them uncomfortable. So if you put “TW: misogyny, sexual violence” on a syllabus next to an assignment, male students might think, “Ugh, I don’t want to read about that” and avoid it.

But privileged students already avoid material that makes them uncomfortable; that may be one reason you see way too few white students in courses on African-American literature. Trigger warnings might make this slightly easier, but it doesn’t fix the larger, systemic problem of people choosing not to engage with material that challenges their worldview.

Further, avoiding trigger warnings for the sake of tricking privileged students into reading material on racism, sexism, and other unpleasant topics means potentially triggering underprivileged students by refusing to warn them that the upcoming reading assignment concerns traumatic things they may have experienced. People who lack privilege relative to others are constantly being asked to sacrifice their mental health and safety for the sake of educating those others, and this is just a continuation of that unjust pattern.

Read the rest here.

~~~

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Unpaid Internships Are Exploitative

It’s that time of year when many people my age are starting to desperately look for summer internships so that they can eventually be qualified for an entry-level job and aren’t screwed and broke forever.

Too real? Maybe a little.

In many fields–journalism, politics, film, social services, and even many areas of academic research–paid summer internships are the exception, not the rule. Being paid to work full-time is the exception.

It is very difficult, almost impossible sometimes, to explain this situation to people in different fields, people who had paid summer internships starting with their freshman year of college, who got recruited and hired in the middle of their senior year, who started with a comfortably middle-class salary and good benefits in their first full-time job. “Just find a paid internship, then!” they advise me, unhelpfully.

Those of you who have never had to navigate this hell will just have to believe those of us who have.

People who otherwise support living wages (or, at least, wages) bend over backwards to justify unpaid internships. One frequent justification is that they provide valuable experience that looks very good on one’s resume. While that’s true, so do most (paid) jobs. Jobs look excellent on a resume and you often learn a lot from doing them. That doesn’t mean it’s reasonable to ask you to do them for no pay.

Unpaid internships are exploitative. I won’t go as far as some do and call them slavery or indentured servitude, but they’re exploitative all the same. Sure, nobody’s “forcing” people to intern without pay, but if you can’t get a job in the field without it, you’re as good as forced.

“Just choose another field” isn’t an answer. An excellent writer who can’t get a job in journalism because they can’t afford to work for free doesn’t necessarily have the skills to get a job in computer science. And why should only rich people be able to work in journalism, politics, activism, entertainment, or social services? (Don’t even get me started on the dangers of having only rich people working in journalism and social services.)

Sometimes people defend unpaid internships by saying that they did one and found it very fun and educational. That’s nice. I don’t mean that sarcastically; it really is. But that doesn’t make it non-exploitative. Enjoying something–finding it useful, even–does not mean that thing is not part of a system that devalues young people’s work and shuts the gates to certain professions to all but those with lots of resources.

I’ve also had people tell me that unpaid internships are great because that’s how they got jobs afterwards. Right, that’s the problem.

Unpaid internships, at least when run legally, can easily be rationalized as “fair.” The idea is that your supervisors expend a lot of time on educating you and don’t really benefit from your being there, at least not nearly as much as you benefit from being there. What does that sound a lot like? Yup, college, which most people who have to do unpaid internships have already done or are doing (and paying a lot for). Except that college students are often eligible for federal financial aid or scholarships from their schools. Very few sources of aid are available to unpaid interns. (College, by the way, is still vastly unaffordable and exclusionary.)

Sometimes unpaid internships offer academic credit in lieu of payment. However, it seems pretty rare that this credit can replace coursework and facilitate early graduation, and as I just noted, the financial support available during the academic year is often unavailable during the summer.

Regardless, in many cases unpaid internships are illegal–anytime there isn’t a substantial educational component. (Anecdotally, that seems to be most of the time.) I’ve heard people be like “Yeah well internships like that are illegal,” as though that matters. (It’s similar to how people try to use “Yeah well rape’s illegal” as an argument against rape culture.) What intern is going to completely destroy their career prospects and spend a fortune they don’t have on suing their employer? Nobody*. Employers know this.

Unpaid internships don’t just suck because it sucks to work without pay. They also suck because they keep important professions full of the sorts of people who can afford to not have to support themselves until their mid- to late-20s. That also means that they’re a self-perpetuating problem, because until more politicians, journalists, activists, social scientists, and social service workers take on this issue, it’s not going to get better, and the people who succeed in these fields tend to be people who didn’t have all that much difficulty working for free.

(We spend a lot of time in my social work program talking about how it’s still not diverse enough, especially not socioeconomically. Of course it’s fucking not. The cost of attending Columbia’s MSW program is $70,000 a year, plus all the unpaid internships it took to get accepted in the first place.)

I don’t know how to fix this problem. Right now, all the parties involved are acting pretty rationally. Of course organizations, especially non-profits, will opt out of paying their interns, cash-strapped as they often are. Of course interns will accept unpaid internships, knowing that’s their only shot at a job someday, although it’s often still not enough. Of course graduate programs and employers will choose applicants who have relevant work experience, even if it was unpaid, over those who spent their summers working as baristas and lifeguards and babysitters. Of course, of course, of course.

I do know that fixing a problem begins with recognizing that it exists. Recognize that unpaid internships are exploitative.

~~~

* Not actually strictly true anymore. Some interns have been filing lawsuits. Unfortunately, this seems to lead employers to stop offering internships altogether rather than to start offering paid ones.

Also, read Sarah Kendzior’s fantastic take on unpaid internships.

Also also, I’m going to give a shout-out to two organizations that offer paid summer internships despite being nonprofits: the Secular Student Alliance and the Center for Inquiry. If you know of other secular/progressive organizations that do the same, leave them in the comments.

How Sex Education Can Combat Sexual Violence

[Content note: sexual assault]

I have a post up at Secular Woman for their sex ed series! Here’s a preview.

Comprehensive, evidence-based sex education is usually framed as a remedy for the usual culprits: STI transmission, teenage pregnancy, having sex “too early” or with “too many” different partners, and so on. Although this sex-positive feminist bristles at the fact that one of the goals of comprehensive sex ed is to delay sexual initiation and reduce teens’ number of sexual partners, overall these programs are extremely important to promote, and they are effective at reducing STIs and pregnancy in teens—unlike abstinence-only sex ed.

However, I would argue that the goals of secular, scientific sex education should not end there. I believe that we have the responsibility to teach young people sexual ethics and to use education to challenge a culture that too often excuses or even promotes sexual violence.

How do we accomplish such a monumental task? The same way as we teach kids to do school projects: by breaking it down into smaller, more manageable parts.

Rape culture is an ideology that consists of a number of interrelated but distinct beliefs about gender, sexuality, and violence. These beliefs are spread and enforced by just about every source of information that a child interacts with: parents, friends, teachers, books, movies, news stories (on TV, in magazines and newspapers, online), music, advertising, laws, etc..

Traditional, abstinence-only sex education promotes a number of these beliefs in various ways. Here are a few messages that these programs send to teens either implicitly or explicitly, along with how these messages support rape culture:

1. It is a woman’s job to prevent sex from happening.

Abstinence-only sex ed is full of religious ideology, and one example is the idea that women are “clean” and “pure” and must safeguard their own chastity before men can strip them of it. This idea suggests to women that 1) men who keep pushing them for sex are not doing anything wrong, and 2) if they eventually get pressured into having sex, that’s not rape—that’s just the woman not being strong-willed enough.

2. Men always want sex.

A corollary to the previous message, the “men always want sex” meme implies that men who use coercion and/or violence to get sex are only doing what’s natural for them. It also erases male victims of sexual assault, because if men want sex all the time, how could they possibly be raped?

Here’s the rest.

Making the Normal Abnormal

Much of progressive activism focuses on making things that seem weird, abnormal, and wrong to many people seem more ordinary, normal, and acceptable. For instance, activists have tried to show that being attracted to someone of the same gender is no different from being attracted to someone of the opposite gender, that eating vegetarian or vegan is no big deal, and that abortion is just another medical procedure that everyone should have access to.

Making the abnormal seem normal is a crucial part of activism, but so is the opposite, which is less talked about: making the normal seem abnormal.

Here is a “normal” thing in our society: a young woman walks down the street at midnight, one hand clutching her keys and the other holding her pepper spray with her finger poised on the trigger. Her heart pounds and she walks as fast as possible. Few other women are still out, but plenty of men hang around, walking freely down the street. A few of them shout sexual comments at the woman just for shits and giggles.

This is our normal. This is okay to many people. Not only do they think this is normal, but they might even advise this woman to do this whole keys/pepper spray/avoid certain streets/don’t show skin charade. They might even consider her stupid or foolish if she does not perform the charade well enough.

So what I want to do is to get people to look at this differently. I want them to see how weird, how artificial, how bizarre this actually is. I want them to imagine a sentient alien species visiting Earth and furrowing their brows (if they have brows) and wondering, “Wait, so, you divide your species in half and one half can’t walk down the block without getting harassed or threatened by the other half? And your solution to this is not for the ‘men’ to stop harassing and threatening, but for the ‘women’ to stop walking alone?!”

I want them to see how utterly fucking weird it is that one half of humanity has a socially-imposed curfew every evening because we won’t teach the other half to leave them the hell alone.

Here’s another normal thing. An 8-year-old boy likes the color pink, so he brings a pink lunchbox to school. He gets bullied mercilessly. People might agree that this is sad–the more liberal among them might even say that they wish things weren’t this way–but many will agree that responding to a little boy wearing pink by bullying him is normal, understandable, “natural.”

No. It’s not. It’s really fucking weird. Wearing or possessing something of a certain color makes you a target for abuse? And our solution to this is to teach children not to have or wear things of certain colors?

We created pink as a signifier of femininity. Girls are not born swaddled in pink blankets (and neither are boys in blue ones). This is not some all-powerful, hurricane-like force of nature that we just have to live with and plan our lives around.

But we throw our hands up and let children be abused by other children because of their aesthetic preferences.

One more example. In this country, unlike in many others, you have to pay inordinate sums of money to get an education that will allow you to have a job that you can actually support yourself and your family with (unless you’re Bill Gates, but most of us are not). And unless you are lucky to have a family with tons of money, you have to take out loans with horrible interest rates to get this education. Sometimes these loans will be 3 or 4 times what your starting salary will be. People will tell you that this is a “bad idea,” but you don’t really have much of a choice. No, being born into a rich family is not a choice.

Isn’t that kind of weird? We need people trained in all kinds of professions (not just business, finance, and engineering) in order to have a functioning society. But rather than making this training affordable to those who want it, we either discourage people from getting it or make them take out huge loans that they may default on. We shoot ourselves in the foot, and we wonder where all the good teachers and therapists and so on are.

When you start to see how abnormal many aspects of our day-to-day existence are, you realize that changing them is not optional.

People have a vested interested in seeing injustice as “normal,” not only because that frees them from the obligation to fix the injustice, but also because it spares them from the despair of realizing–really realizing, not just in the abstract, platitudinous, “yeah well life’s not fair” sort of way–that injustice exists.

Always remember that. And know that most people do not do this intentionally. Most people do not maliciously decide to treat terrible things as okay because they want others to suffer. And although intent matters when assessing an individual’s character, it doesn’t really matter when it comes to the consequences of that individual’s actions, especially not when viewed in the aggregate: many individuals making many little choices that all add up to create a society in which it’s viewed as “normal” that, for instance, a teenage girl should expect to be brutally gang-raped if she decides to hang out with some male classmates.

Whether or not anyone intended to create this society, it is nevertheless the one that we created. Debating intent diverts attention from the more important question: how do we fix it?

When someone says that rape is “just a thing that happens” or that “it’s only natural” for poor people not to be able to have healthy food and a safe home, what they’re doing is normalizing injustice. They’re constructing injustice as a regular, expected, run-of-the-mill fact of life, to be met not with anger and collective action, but with a resigned shrug of the shoulders.

Don’t let them.

Viewing History Skeptically: On Shifting Cultural Assumptions and Attitudes

I’ve been reading Odd Girls and Twilight Lovers, Lillian Faderman’s sweeping social history of lesbians in 20th century America (this is the sort of thing I do for fun). At the beginning of the chapter on World War II, Faderman makes this insight:

If there is one major point to be made in a social history such as this one, it is that perceptions of emotional or social desires, formations of sexual categories, and attitudes concerning “mental health” are constantly shifting–not through the discovery of objectively conceived truths, as we generally assume, but rather through social forces that have little to do with the essentiality of emotions or sex or mental health. Affectional preferences, ambitions, and even sexual experiences that that are within the realm of the socially acceptable during one era may be considered sick or dangerous or antisocial during another–and in a brief space of time attitudes may shift once again, and yet again.

This is probably the single most important thing I’ve learned through studying history and sociology in college. For many reasons that I’ll get into in a moment, many people assume that the cultural attitudes and categories they’re familiar with are that way “for a reason”: that is, a reason that can be logically explicated. This requires a certain amount of reverse engineering–we note our attitudes and then find reasons to justify them, not the other way around. We don’t want gay couples raising kids because that’s bad for the kids. We don’t want women getting abortions because fetuses are human beings. We don’t want women to breastfeed in public because it’s inappropriate to reveal one’s breasts. We don’t want women to be in sexual/romantic relationships with other women because that’s unhealthy and wrong. That last idea is the one Faderman addresses in the next paragraph (emphasis mine):

The period of World War II and the years immediately after illustrate such astonishingly rapid shifts. Lesbians were, as has just been seen [in the previous chapter], considered monstrosities in the 1930s–an era when America needed fewer workers and more women who would seek contentment making individual men happy, so that social anger could be personally mitigated instead of spilling over into social revolt. In this context, the lesbian (a woman who needed to work and had no interest in making a man happy) was an anti-social being. During the war years that followed, when women had to learn to do without men, who were being sent off to fight and maybe die for their country, and when female labor–in the factories, in the military, everywhere–was vital to the functioning of America, female independence and love between women were understood and undisturbed and even protected. After the war, when the surviving men returned to their jobs and the homes that women needed to make for them so that the country could return to “normalcy,” love between women and female independence were suddenly manifestations of illness, and a woman who dared proclaim herself a lesbian was considered a borderline psychotic. Nothing need have changed in the quality of a woman’s desires for her to have metamorphosed socially from a monster to a hero to a sicko.

“Nothing need have changed in the quality of woman’s desires”–and neither did lesbianism need a PR campaign–in order for love between women to gain acceptance during the war. All that needed to happen was for lesbianism to become “useful” to mainstream American goals, such as manufacturing sufficient military supplies while all the male factory workers were off at war. And since having a male partner simply wasn’t an option for a lot of young women, the idea that one might want a female lover suddenly didn’t seem so farfetched. And so, what was monstrous and anti-social just a few years before suddenly became “normal” or even good–until the nation’s needs changed once again.

Once I got to college and learned to think this way, I quickly abandoned my socially conservative beliefs and got much better at doing something I’d always tried to do, even as a child–questioning everything. I also started seeing this phenomenon all over the place–in the labels we use for sexual orientation, in the assumptions we make about the nature of women’s sexuality, in the  way we define what it means to be racially white.

Unfortunately, though, the way history is usually taught to kids and teens isn’t conducive to teaching them to be skeptical of cultural assumptions. (That, perhaps, is no accident.) The history I learned in middle and high school was mostly the history of people and events, not of ideas. In Year X, a Famous Person did an Important Thing. In Year Y, a war broke out between Country A and Country B.

When we did learn about the history of ideas, beliefs, and cultural assumptions, it was always taught as a constant, steady march of progress from Bad Ideas to Better Ideas. For instance, once upon a time, we thought women and blacks aren’t people. Now we realize they’re people just like us! Yay! Once upon a time we locked up people who were mentally ill in miserable, prison-like asylums, but now we have Science to help them instead!

Of course, it’s good that women and Black people are recognized as human beings now, and we (usually) don’t lock up mentally ill people in miserable, prison-like asylums. But 1) that doesn’t mean everything is just peachy now for women, Black people, and mentally ill people, and 2) not all evolutions of ideas are so positive.

This view of history precludes the idea that perhaps certain aspects of human life and society were actually better in certain ways in the past than they are now–or, at least, that they weren’t necessarily worse. And while very recent history is still fresh in the minds of people who may be wont to reminisce about the good ol’ days when there weren’t all these silly gadgets taking up everyone’s time and wives still obeyed their husbands, nobody seems to particularly miss the days when a man could, under certain circumstances, have sex with other men without being considered “homosexual,” or when people believed that in order for a woman to get pregnant, she had to actually enjoy sex and have an orgasm.

Societal factors, not objective physical “reality,” create social categories and definitions. I believe that understanding this is integral to a skeptical view of the world.

In a followup post (hopefully*), I’ll talk about some specific examples of these shifting cultural attitudes, such as the invention of homosexuality and the definition of “normal” female sexuality.

*By this I mean that you should pester me until I write the followup post, or else I’ll just keep procrastinating and probably never do it.

On “Sincerely Held Religious Beliefs” and Being a Counselor

Via JT, here’s a new bill that recently passed in the Tennessee State Senate Education Committee by a 7-2 vote:

Republican state Sen. Joey Hensley encouraged fellow senators to pass SB 514 to “prevent an institution of high education from discriminating against a student in the counseling, social worker, psychology programs because of their religious beliefs.”

Hensley’s bill would protect any student who “refuses to counsel or serve a client as to goals, outcomes, or behaviors that conflict with a sincerely held religious belief.”

Here’s another relevant quote:

Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof…

I don’t have to cite this one, right?

Forcing public universities to allow their graduate students to use their religion to avoid doing what they’re supposed to do is absolutely “respecting an establishment of religion.” And, contrary to the apparent opinions of the seven senators who voted yes, allowing public universities to require their graduate students to do what they’re supposed to do does not constitute “prohibiting the free exercise” of religion unless you view your counseling work as a form of religious worship. Hopefully, nobody does.

All of this relates to the larger problem of people believing that the First Amendment gives them the right to do a crappy job at work without being fired. When you’re choosing a career path, you should consider, among other things, whether or not you are willing to do the things that your chosen job requires. For instance, I started out college planning to be a journalist, but I realized that pestering people (especially survivors of traumatic newsworthy events) for interviews went against my personal ethical code. Rather than expecting the profession of journalism to adjust itself to my ethical code, I found a different field.

If you are unwilling to help people simply because of who they love, don’t become a counselor.

If you are unwilling to drive a bus simply because it has an ad about atheism, don’t become a bus driver.

If you are unwilling to give someone their prescribed medication simply because it will prevent them from getting pregnant, don’t become a pharmacist.

If you are unwilling to perform an elective surgery on someone simply because it will change their assigned sex, don’t become a plastic surgeon.

If you are unwilling to teach actual science simply because it includes evolution, don’t become a science teacher.

When I was applying to my social work program, I read through the list of requirements for acceptance. I needed a B.A. from an accredited college/university, at least 60 credits in the liberal arts, a decent GPA, and so on. There was also a list of attributes that social work students should have: empathy, interpersonal skills, and a bunch of others. On the list was also this:

The social work student must appreciate the value of human diversity. He/she must serve in an appropriate manner all persons in need of assistance, regardless of the person’s age, class, race, ethnicity, religious affiliation (or lack thereof), gender, ability, sexual orientation and value system.

There you have it. It’s a requirement. If I’m unwilling to do it, I shouldn’t go into the field.

Of course, with counseling things can get a bit tricky. If a counselor realizes that their personal bias may prevent them from working appropriately with a given client, it is their responsibility to refer the client to another counselor. Not to just say, “Sorry, can’t help you,” but to try to ensure that they get the help they need somewhere else.

Furthermore, counselors should not attempt to practice outside of their expertise, so if a client shows up with problems that you have no idea how to work with, you should also refer them to someone else. That doesn’t necessarily mean that you should refer out every LGBT client who comes your way, of course, but if they’re struggling with issues like coming out, dealing with homophobia, or trying to have children, and you have no experience counseling LGBT individuals facing such issues, this is probably not the client for you and you are probably not the counselor for this client.

But there’s a fine line between being unable and being unwilling to do something. There’s a difference between lacking the training or experience you’d need to work with someone and simply not wanting to work with them because you disapprove of their “lifestyle.” There are plenty of “lifestyles” of which I suppose I “disapprove,” but all that really means is that I wouldn’t want to do the same thing and don’t necessarily understand why someone would. That doesn’t mean I can’t still affirm that person as a human being worthy of sympathy and help.

I don’t know how it is everywhere else, but in the programs I’ve looked at, graduate psychology students who are interning tend to work with clients on a sliding scale, which means that these interns are often the only type of counselor that some people can afford. The silver lining of a bill like this is that these clients, who may already be disadvantaged, will be spared from homophobic counselors.

However, the bill’s language does not suggest that it was written to protect LGBT clients, but rather homophobic counselors. And crucially, the bill contradicted advice from psychologists, social workers, and those who oversee graduate psychology programs. They noted that programs could lose accreditation, that part of the job of a counselor is to put their “sincerely held religious beliefs” aside when they do their work. But no, the Religious Right won out again.

Quotes from some Tennessee senators are very telling:

Sen. Stacey Campfield, R-Knoxville, couldn’t understand why psychology departments aren’t teaching their students how to pray away the gay with homosexual clients.

“So if someone were to, say, come in and—I’m just going to throw an example out there—say they were a homosexual and a person did not believe that was a natural act and they suggested, say, change therapy?” Campfield asked. “Would that be something you could allow a student to do?”

Sen. Rusty Crowe, R-Johnson City, said, “I would think that you should be up front and truthful and tell them if they are doing wrong and try to counsel them to do what’s right. That really disturbs me.”

I have sympathy for people whose sincerely held beliefs, religious or otherwise, make it difficult for them to do what they need to do. As I said, I’ve been in that boat. And a certain amount of accommodations for religious people at work and school is, I believe, reasonable. It’s not a huge deal for professors and employers to allow people to occasionally miss a day for a religious holiday or to wear religious garments. It is a big deal for them to exempt students and employees from a crucial part of their training or job.

Allowing people to freely observe their religion does not necessitate bending over backwards to allow them to keep doing jobs with which their religion clashes. Sometimes you just gotta get another job.

Besides, such counselors are free to go practice at any of the many religiously-affiliated counseling centers that exist in this country, which is a topic for another post.

Teachers Can Be Bullies, Too

[Content note: bullying]

There’s a beautiful video that’s been making the rounds on the internet. It’s an animated version of a spoken word piece called “To This Day,” in which Canadian poet Shane Koyczan retells his own experiences with childhood bullying–and, really, so much more. Here it is.

The video really resonated with me because I’ve been thinking a lot lately about my own experiences with bullying, even though they actually had little resemblance to the stories told in this video. Although I was definitely picked on and called names by other kids at times, for the most part my tormentors were not children. They were adults. Specifically, teachers.

Teacher bullying is its own beast that can’t be addressed the same way as peer bullying, and likely has different causes. The teachers who bullied me seemed like they hated children. They seemed jaded about their jobs. Although I was often accused as a child of “thinking only of myself,” I picked up on this pretty quickly and I sympathized to some extent.

I think the reason they hated me especially was because, as a gifted, socially awkward kid, I asked for more attention than they probably felt I deserved. Once in fifth grade we were doing an art project in class and I wanted to find out if there were any other colors of construction paper available, so I asked my teacher. She burst out in front of the class, “You’re just trying to make my life difficult, aren’t you!” I still remember that, standing in front of the supply closet with her and being accused of somehow scheming to make things hard for her. By asking for another color of paper.

My 7th grade English teacher despised me for some unknown reason. Unfortunately (or fortunately) my memory seems to have blocked out whatever it was that she did, but I remember being terrified of going up and asking her questions, and I remember crying in the bathroom during lunch a lot because of something she’d said to me. If I wanted to, I could probably go back and reread my journal from that year and give you specific examples, but honestly, I’d rather not.

My 8th grade algebra teacher had a hobby of arbitrarily calling me out for no particular reason and accusing me of doing something wrong. She was lecturing once and I was taking notes in my binder. At one point I flipped over a sheet of paper because I’d filled it up, and she suddenly stops the lecture and goes, “Miriam, what are you doing?” My seat was in the back corner of the room, so naturally everyone turned and stared at me. I was older, more defiant by then. I looked right back at her and calmly said, “I was turning a page in my binder.” With no further comment (or apology), she went back to her lecture.

Of course, if these were just isolated incidents, it wouldn’t be bullying; it’d just be teachers lashing out and acting inappropriately. But they weren’t. Such incidents are the legacy of my middle school years.

I wasn’t the only one, either. I noticed other kids being bullied by teachers; some of my friends were among them. The terrifying thing is that a lot of anti-bullying measures focus on getting bystanders to intervene. Useful advice, perhaps, when other kids are the bullies. What about when it’s a teacher who grades your assignments too? Who could just as easily turn on you?

The sad thing about this is that initially, as a kid, I trusted and enjoyed talking to adults way more than I did my peers. I was always the kid who would rather corner some houseguest of my parents’ with a conversation about black holes or animals than sit at the kids’ table and listen to some boring conversation about Britney Spears or who had a crush on who or whatever.

But over time my negative experiences with adults began to outweigh the positive ones. When I was not mocked or falsely accused of imaginary classroom transgressions by my teachers, I was condescended to and treated like I was years younger than I really was–or felt. The fact is that kids of the same age vary widely in their emotional and intellectual development, and treating them all like they’re inept and immature is unfair.

(In fact, the condescension generally continues to this day, even as I’m 22 and about to graduate from college. It is almost impossible to have a conversation with someone more than a decade older than me that does not end up being implicitly or explicitly about my age, because nearly all the older adults I meet seem to be convinced that I need nothing more than their unsolicited advice and protection. Although this sort of thing tends to have very good intentions behind it, the assumption that children and young people are unable to make decisions for themselves and desperately need guidance is harmful overall. The more involved I get in online activism, the more older adults I meet who treat me with respect, but it’s difficult to forget the fact that for most of my life, adults outside of my family were often condescending or even cruel.)

And yet I’m one of the lucky ones. So many people bear scars much worse than mine. Physical, sexual, and emotional abuse, sometimes from family members, are terrifyingly common among children.

Bullying is tragic no matter who the targets and bullies are. But I’d say it’s even worse when the very people who are charged with educating children and helping them feel safe and accepted at school are the ones perpetrating it. In fact, in our education system teachers are often expected to impart morals to children, too. I remember the “character building” exercises and the lectures about treating others fairly and with respect. What a brutal irony that was, coming from teachers who shamed me in front of my peers for daring to ask a question or just for being different.

I have many wonderful friends who plan to become teachers. I trust that they’ll be good ones. But at this point I just want to say this: if you’re planning on being a teacher and there’s any doubt in your mind that you’ll be able to handle the frustrations of the job without taking them out on children, please find a different career. If you are a teacher and find yourself snapping at kids because you’re so burned out, please find a different career.

This is too important a job to do poorly. Children are too dependent on the validation of adults, too sensitive to the massive power differential that exists between them and adults, to always be able to just brush off your stinging words. It’s unfair to put that responsibility on them.

[Forward Thinking] What Would You Tell Teenagers About Sex?

Libby Anne and Dan Fincke are doing this cool thing called Forward Thinking where people blog about values. This week’s question is, what would you tell teenagers about sex?

I have a lot of perspectives on this. As a teenager, I wasn’t really told anything about sex–good or bad. A few things, sure. I picked up a lot from the surrounding culture but by that point in my life I’d learned to be extremely skeptical of anything I see on TV or hear from a classmate.

The beginning of what I would tell teenagers about sex would actually be to teach them from early childhood to practice that sort of skepticism. It saved me from what I can only imagine would’ve been years of either feeling shame about my sexuality, getting into sexual situations I didn’t really want, or both.

But skepticism only gets you so far, and sometimes it can take you much too far–as soon as you start questioning people’s lived experiences and demanding to see proof, you should know you’ve wandered into hyperskepticism.

Besides that, it’s unreasonable to expect teens to seek out everything they need to know all about sex on their own. If I’m ever in charge of any teens, there are things I’d want them to know right off the bat. So, here–starting with the most obvious and then wandering into what’s probably less obvious–is what I would tell teenagers about sex.

Ask first. Consent is hot, assault is not.

Credit: The New School

1. Basic health and safety stuff.

How to use condoms, dental dams, and Plan B. How to obtain and use hormonal birth control. What IUDs are. How pregnancy works and what options you have if you become pregnant. What STIs are, how they are transmitted, and how to tell if you have one. What sorts of medical exams you need to get, and how often. How to find a gyno.

(This is where most non-abstinence-only sex ed seems to end.)

2. Sexual ethics.

A lot of things fit into this, starting with consent. Teens should know how to ask for consent and tell whether or not it has been given. They should also know how to communicate their own consent. They should understand that coercion is wrong; if someone doesn’t want to do something with you, stop asking. They should know how to discuss sexual and relational preferences, as well as STIs and other factors that affect sexual decision-making. They should know that cheating is wrong, but seeing multiple people with the consent of everyone involved is just fine.

3. Sexual harassment and assault.

As unpleasant and scary it will be for teens to hear about this, it’s something they need to understand. Sadly, there’s a good chance they do already, either from personal experience or hearing about it in the media. Teens should know what harassment and assault are, that it can be perpetrated by anyone of any gender upon anyone of any gender, that there’s nothing you can do to cause sexual assault except sexually assaulting someone, and what options and resources there are for someone who’s been assaulted. They should also know about the cultural factors (victim-blaming, alcohol, gender roles, etc.) that contribute to the prevalence of sexual assault and what they can do to help reduce them. They should know when and how to safely intervene if they think someone is about to violate someone’s else’s boundaries.

4. You don’t owe anyone sex or intimacy.

Even if you’ve had sex with them before. Even if you said you would. Even if they’re your significant other. Even if they’ll be sad if you don’t.

Relatedly, if you ever feel uncomfortable in a sexual situation, get out of it if you are able to, as quickly as possible. Even if the other person hasn’t “done anything” to make you uncomfortable. You don’t owe it to anyone to stay in a situation that you feel weird about.

4. Sexual/gender diversity.

I think it’s important for kids to know and understand the different ways in which humans experience gender and sexuality. Although it’s obviously impossible to be exhaustive with this, I would talk to young teens about being gay, lesbian, or bisexual; being trans*; being asexual; being intersex. Once they’re older, I would talk to them about kink and polyamory. Giving names to what might be their own desires will help them come to terms with their own experience and find like-minded people, but even if they turn out to be the most straight, cis, vanilla, monogamous people ever, it will help them accept others and support queer/otherwise nonconforming friends.

5. Masturbation.

It’s a great way to learn about your own sexual needs and preferences. It’s definitely not something you have to stop doing just because you’re hooking up with/seeing someone regularly. Masturbating doesn’t mean you’re “lonely” or “pathetic”; it just means you enjoy experiencing sexuality independently.

6. Finding more information.

I don’t think it’s the responsibility of parents or teachers to tell teens everything they will ever need to know about sex. They should know about some of the well-known and trusted resources that exist, such as Scarleteen, The Guide to Getting It On, and What You Really Really Want. They should also know how to tell whether a resource is trustworthy or not (really, that’s an essential skill for skeptical teens in general).

I would also remind teens that if they need help or have questions, there are adults they can ask. I’d be one of them, but there are certainly others. Don’t be discouraged if you ask an adult for help and they judge you or refuse to answer. Being an adult doesn’t automatically make someone right.

7. As long as you’re being ethical and safe, there’s no wrong way to be sexual.

Despite what others–even other adults–will tell you, it’s nobody’s business what you do with consenting partners. It’s also completely okay if you don’t want to do anything with anyone at all. There’s no “order” that sexual acts are supposed to progress in, and the bases analogy is crap. It’s also total crap that you have to be a certain way sexually just because of your gender. (Or race, or anything else, really.)

8. Related: sex serves different purposes for different people.

For some, it’s something you do to express love for a significant other. For others, it’s something fun to do with friends. Some don’t attach any “meaning” to sex at all. Sexual relationships tend to work best between people who are both looking for the same thing, so that’s something to consider when planning to get involved with someone.

9. Sexuality isn’t separate from society.

Sexuality is affected–and affects in turn–everything from media and pop culture to law and foreign policy. It’s also important for understanding systems like beauty standards, sexism, racism, and poverty. Although it wouldn’t necessarily be my job as a parent or teacher of teenagers to explain to them exactly how all of these things work (who even understands that in its entirety?!), I would hope to at least make them curious about it. I would want them to start thinking about how different types of people are viewed sexually, and how political institutions determine what is sexually permissible in a given society.

10. Porn and sex work.

Two complicated subjects that most adults would rather keep teens sheltered from, to be sure. But we all know that doesn’t work. I would want to talk to teens about the ways in which porn and sex work misrepresent sexuality, and the ways in which capitalism, sexism, and other systems have created a society in which porn and sex work can be deeply exploitative and dangerous. If you’re going to participate in either, it is your responsibility to make sure that you’re doing so as ethically as possible.

11. Virginity.

It doesn’t really exist. Really! I’d love to get teenagers to read Hanne Blank’s brilliant history of virginity, but since that’s probably impossible, I’d just tell them that what we call “virginity” has changed so much over the centuries that it really doesn’t even matter. Consequently, your “first time” doesn’t have to include candles and rose petals; it might be awesome or it might suck or it might be anything in between, and that doesn’t say anything about you as a person or your sexual future. If someone has a problem with you “being a virgin” or “not being a virgin,” the problem is with them, not you.

12. Question everything.

Question your desires: might they be influenced by the surrounding society?

Question what you see in the media about sex.

Question what your friends tell you.

Question what adults tell you.

Question what I’m telling you.

Question research studies.

Question laws and policies.

Question tropes about sexuality: that asking for consent “ruins the moment,” that you “need” alcohol to hook up, that sex is something “special” and “sacred,” that having casual sex means you don’t “respect yourself,” that only penis-in-vagina is “real sex,” that being a virgin makes you a “loser,” that saying “no” is always easy, that men can’t “control themselves,” that if someone’s nice to you and wants sex, you should give it to them.

Questioning everything doesn’t mean discarding everything. It means understanding that sexuality is subjective, that desires and attitudes are always influenced by external factors. Just because the way you want to be sexual was probably influenced by your culture doesn’t mean that it’s invalid or that you should try to change it, but it’s good to be aware of how malleable human sexuality is.

Some people would probably claim that teenagers are too young (their frontal lobes aren’t developed enough) for this type of thinking, but I strongly disagree. We sell teenagers short all the time. The fact that people don’t encounter this type of thinking until college (if they even go, and if they even encounter it there) doesn’t mean teens can’t do it. They just need to be encouraged to.

I also think that kids and teens can benefit greatly from being told things that they may not fully understand yet. It encourages them to view knowledge and learning as a process rather than an achievement, and reminds them not to get too cocky about what they know.

Sex is much too important a subject not to think critically about.

What would you tell teenagers about sex?