Welcome to HDFS 276:

Human Sexuality
Amy Popillion, Ph.D. (she, her, Amy or Dr. Popillion)
Textbook available Office: 1352 Palmer – Make an appt. ~ Come see me!
through Immediate
Access & Top Hat. ALWAYS include HDFS 276 Online in subject line for
emails
STRUCTURE AND FORMAT OF LECTURE NOTES:

Lecture notes will correspond to the topics from the chapters.

They will not, however, just reiterate what your text says. They will
reinforce information from the text and serve as an enhancement
bringing in new information. There will often be links to relevant
video clips, websites, and articles for you to watch/read and
reflect on. If you encounter problems with any links, please let me
know.

There are places throughout the notes labeled “THINK

ABOUT.” You are encouraged to pause at those points and
reflect on what you are learning.
  The purpose of the reading assignments are three-fold. Some
questions are designed to assess your knowledge and understanding
of the concepts. Some provide opportunity for self-reflection. Some are
designed to increase the probability that you complete the required
reading and viewing of course materials.
A note about
 The questions to assess if you accessed materials from the lecture
reading notes and readings will sometimes be questions about a specific detail
from a video clip or article link. These will be clearly identified in the
assignments reading; however, I like to point out the purpose behind those questions
as they can seem irrelevant or annoying, especially if you are not
allotting enough time to study the course materials.
 My intention with those questions is not if you can remember the name
of the person shown in the end of a video clip; however, if you can
answer the question, the chances you watched the video clip are
higher and hopefully by watching it, you gained some relevant
information to your study of human sexuality!
What
will
class be
about?
NOT this…
• Take a few minutes to review the course objectives
listed in the syllabus.
• What type of information do you think we will learn
related to each one?
• Why is each one considered important enough to be
included?
• Are there any objectives you are unsure of?

Course Objectives
 A story from Dr. Popillion about
a visit to The Museum of Sex
 Sexuality, the word SEX and anything associated with it can be
taboo and elicit various responses. Several years ago while
visiting New York City on a group trip, my friend and I decided
to tour the Museum of Sex (which is totally cool by the way).
When we told our group we were going to visit the Museum of
Sex, it resulted in an unexpected experience. Some of the
people on our trip made it clear they did NOT want to
accompany us to the museum as they did not feel it was a very
“appropriate” place to visit and for the remainder of the trip
they avoided us?!?!
 THINK ABOUT
 We are surrounded by sexual messages. Why can
sexuality be such a difficult topic to talk about?
 How do taboos, stigmas and sex negativity
interfere with being able to learn accurate, honest
information?
 What would better support people in developing
open, comfortable and positive feelings about
their sexuality? (Not just referring to sexual
orientation here!)

 What does it mean to be SEX POSITIVE?

 Here’s a poll taken with a previous semester of
Human Sexuality students (class size 363)

How would you answer? Review the next slide to find out the correct answer.
 Correct Answer: E – None of these
Why were none of the answer choices considered “sex positive”?

1. Framing sexual interactions as “conquests” is problematic and you shouldn’t tell other
people about your sexual interactions unless you have consent from the other person to
share those details.
2. While limiting alcohol and reflecting on previous experiences is related to healthy
sexual decision making, victim blaming is never ok. What someone is wearing says
nothing about their sexual interests, desires, or “regrets.”
3. Sexual interests, desires, behaviors, and choices are personal and vary greatly from
person to person. When something is done within the context of honesty, responsibility
and consent, the definition of “normal” becomes very subjective.
 Review the articles you read in your
introduction assignment for more information
about sex positivity.
 Sex Positivity
WHAT IT ISN’T... WHAT IT IS...
Simply just liking sex
Viewing sex as a healthy part of life
Assuming everyone wants sex or should like
sex Refraining from judgement that
instills guilt, shame, or stigma
Anything goes mentality – no boundaries
Acknowledging individual
Openly discussing sex in any and every differences
context/situation Recognizing that not liking sex or
Sexual objectification not desiring sex is perfectly fine

Sexual entitlement Identifying your own boundaries

Ignoring power dynamics Allowing space for confusion and

complexity of sexuality
Having a hierarchy of what types of sex are
better or worse than others
 Think About:
What I hope you gain…Sex/ual/ity
What misinformation • A broad knowledge base (including how to access high quality,
or mixed messages evidence-based information)
have you received • Understanding of the various influences on our views of sexuality –
about sexuality? specifically biological, environmental, cultural, political, familial, etc.
• Ability to critically analyze messages we receive about sexuality from
Are you happy with our environment including the media, family/friends, politics,
your sexuality religion/spiritual beliefs, history
education? • To become more comfortable talking about sex and issues related to
sexuality, whether it be with your partner, friends, parents, drs./nurses,
What would you future children, or anyone
change for future • The ability to acknowledge your own beliefs while also creating space
generations? for others to share their perspectives and being open minded to potential
shifts in thinking around some issues as you learn more about them.
 What is Sex/ual/ity…beyond sex?
Laws, customs, fantasies, art based on sexuality, feelings
about ourselves…endless list of possibilities
• Who are experts in sexuality issues (besides all of you??)
• SEXOLOGISTS – specialize in scientific study of human sexuality
• Three fields of professional practice in sexology
• Research, Sexual Education and Clinical Practice
• Where can I get a degree like this? – Many places such as…
• Schools in KS, MN, CA, FL, NY, AK, PA…
• Undergrad program at the University of Chicago
• San Francisco State University
• People in other fields can also study sexuality issues
• biologists, psychologists, physicians, anthropologists, historians, sociologists, political scientists, public health
officials

*THINK ABOUT: What could someone in your field study related to sexuality?
 • Heteronormativity • Sadomasochistic/BDSM
THINK ABOUT:  Abstinence
• Intersectionality • Safer sex
 Allosexual
Can you define each • Intersex • Sex
 Asexual
of these words? Talk • Intimacy • Sexism
with someone and ask  Cervix
• Kink • Sexuality
them if they know  Chlamydia
these words. • Nonbinary • Sexual orientation
 Cisgender/Cisexism
• Othering • Sizeism/fatphobia
 Consent
Google the • STI/STD
 Epididymis • Pansexual
definitions. How do
the actual definitions • Polyamorous • TERF
 Fetish
compare to your • Queer • Transgender
 Gender
perceptions? • Virgin
 Gender Queer • Sex positive
Here’s a good
place to take
a break if you
need one.
 3 Inter-related steps:
1. Discover the assumptions that are guiding your thinking.
Developing 2. Check the accuracy of those assumptions by exploring as many
critical perspectives, viewpoints and sources as possible.
3. Make informed decisions based on these researched assumptions.
thinking
Example questions to ask:
skills
• Consider the choice of words
• What underlying assumptions are made by the person delivering the
message?
• What was left out? What questions were unanswered?

YOU ARE EXPECTED TO REVIEW THE CRITICAL THINKING

HANDOUT. Evaluation of assignments will include how you incorporate
these skills into your writing. Make sure to clearly show that you are doing so.

What are the messages (direct and indirect) you’ve received related to sexuality? How would you analyze them?
Source Specific Example from What was the underlying Critical Analysis
of your OWN experience message about sexuality?
message
Peers This summer when I was I think there could be a When this first happened, my first thought was
walking down Welch Ave couple of underlying that my friend does dress kind of sexual and
with a few friends, we messages here. One is that she seems to get catcalled a lot. As I reflected
passed a group of guys women are often seen as more on this situation, I realized I was playing
who whistled and said sexual objects. Another is into the message that how you dress makes a
sexual comments toward that they are judged based on difference in how you should expect to be
one of my friends. She how they dress. treated. I tend to dress more modest and as I
flipped them off and they reflected on my use of words, I started to
told me, “Tell your friend consider what exactly am I defining as
not to dress like a ho if “sexual.” Is it because she wears shorts that are
she don’t like to be shorter and tighter than mine? Is it because she
whistled at.” has larger breasts so her cleavage shows more
when she wears a tank top? She likes to wear
heels when we go out, so does that make her
Shared with permission from previous course assignment. style “sexual”? I don’t want this to be how I
determine if someone “deserves” to be harassed
and I plan to work on noticing my thoughts
more carefully.
Source Specific Example from What was the underlying Critical Analysis
of your OWN experience message about sexuality?
message
Culture Once I was out at a bar and Society has a tendency to This ‘grin and bear it’ message that men (myself
my grandfather had died encourage men to police the included) receive on a daily basis has a
the day prior, but I couldn’t behavior of other men. Every devastating impact on the mental health of men.
moment spent around other Constantly hiding your emotions and pretending
bring myself to express this
men feels like you are under you don’t have them, makes men less likely to
grief to anyone around me, the microscope. Anything seen seek help when they need it, not going to a doctor
I couldn’t show any sign of as weak or vulnerability seems or a therapist, or anyone that can help.
weakness to anyone, even like an Achilles heel to be
to my closest friends. Even exploited by others. Basic
though I was suffering I message – be a man; suck it up
couldn’t express it to and don’t cry.
anyone; I didn’t want to be
a burden or seen as weak.

Shared with permission from previous course assignment.

What do you see in the following pictures?
What story do you make up in your mind
about what is happening?
Are there any assumptions you make?
Thoughts that pop into your mind?

LET’S DO MORE PRACTICE ON THE NEXT

FEW SLIDES…
 This image features Kiran Ghandi after her run in
the London Marathon.

 Learning Outcome #1: Demonstrate an appreciation

for the complexity of human sexuality as a
confluence of biological, psychological,
environmental, social, cultural, spiritual, and other
related factors.

 Here’s an article link about the story: “Why I choose

to run the London Marathon on the first day of my
period – and chose not to wear a tampon”

 Here’s an article with information about some

cultural traditions related to the practice of requiring
people to stay in huts and/or away from others when
menstruating
 Oscar-nominated short film: “Hair
Love” [7 min] by Matthew Cherry, former
NFL player, now writer, director,
filmmaker.
Here is a link to a short interview with
him on his inspiration for making the
film
 "I just wanted to normalize it and
kind of shine a light cause often
times Black men get a bad rap in
not being involved in their kids
lives and I really wanted to
showcase a strong black family unit
and show that dads are present.“
[M. Cherry]
 “Sharee Miller’s Don't Touch My
Hair teaches kids consent and agency”
 THINKING CRITICAL THINKING
Focus On information: data, facts, On ideas: assumptions, biases, flaws
examples in reasoning, point of view,
On ideas: opinions, positions implications
Activity Organizing and making connections Deeply and broadly questioning and
between pieces of information or testing the ways in which an idea is
ideas, sometimes making basic formed as well as how you have been
inferences interpreting and examining the idea.
Thinking about your own thinking
while you are thinking about the
thinking of others.
Goal To form an opinion about what you To apply criteria in forming a
are thinking about conclusion or evaluation about what
you have been thinking about and how
you have been thinking about it
 1. Enriching sexual knowledge
 Historical view of sex as hidden vs. now more open
views
2. Sex is emotional
Foundations  Mixed messages – intimacy, pleasure, shame, guilt,
of Human discomfort
Sexuality 3. Your morals and values
(Hock, 4. Making responsible choices
2015) 5. Sex is MORE than intercourse
 In a 2010 study, only 20% of college students believed
that oral sex constituted “having sex” (Hans, Gillan, &
Akande, 2010).
 A Fall 2019 class poll showed 40% counted oral sex as
having sex and Spring 2022 was at 55%, so a potential
shift over the last decade.
 A few concepts to start with…

When someone talks about “having sex” what

are they talking about? What do they mean?

Another term to consider – abstinence. What is a

challenge of using this term in a broad way?
Here’s a poll taken with Human Sexuality students in
Spring 2022 (approx. 400 responses)
Description Percent who consider this behavior as
“having sex”
Solo masturbation 9%
Partner mutual masturbation 28%
Oral sex 55%
Vaginal/penile intercourse 98%
Two women having oral sex 72%
Two men having anal sex 87%
Man/woman having anal sex 81%
Review their responses. Notice the highest agreement is with vaginal/penile intercourse. What role do you think
penetration has in whether or not people count something as “having sex”?
How do you define virginity?

Where did you learn this definition?

How does the conversation fit within

typical heteronormative assumptions
about sex?
Here’s another poll taken with the Spring 2022 Human
Sexuality students (approx. 400 responses)
Description Percent who considered
this person a virgin
Molly who brought herself to orgasm with a vibrator 89%
Review these
Jared who masturbated to orgasm 90% responses and notice
the different ways
Sammy and Dan who French kissed 91%
people believe
Claire who gave Joe a blow job 68% someone is labeled
as a virgin or not.
Joe who performed oral sex on Jill 62%

Jack & Jill who had intercourse and Jack pulled out before 11%
ejaculation
Jim and Cole who had anal sex 16%

Katie and Emma who had oral sex with each other 38%
Is virginity real or a made-up social construct?

• Greek and Latin origins – power, strength, independence

• Later in the Middle Ages became associated with sexual initiation
• Virginity as “savings oneself,” “remaining pure,” etc.
• May be viewed differently across genders
4 common associations with virginity in modern times
1. Virginity as a gift, expression of love, not necessarily connected to
marriage
2. Virginity as both a gift for partner and way to honor God.
3. Virginity as a stigma, embarrassment, get it over with
4. Virginity as a process, rite of passage, choice within one’s control
 Influence of “purity culture”

• Purity culture has existed for a long time

• Example: role of the Victorian era
• In the 90s as a youth movement
• Purity ball
• Purity rings
• Abstinence pledges
• 1993 True Love Waits
• 1997, I Kissed Dating Goodbye by Josh Harris
• Later renounced his view on abstinence, apology statement
Experiencing sexual shame increases the likelihood of…
 Internalized shame and guilt
 Body Image Disorders
 Struggles with self-identity and self-acceptance
 Sexual dysfunction later in life
 Mental health issues such as depression or anxiety
 Negative impacts on establishing healthy relationship patterns
 Victim blaming
 LGBTQ+ exclusion
 Pressure to marry early
 Strained relationships with family and/or one’s religious community
 Negative impact on one’s spirituality
 How do we define what is “normal” or “typical”
THINK ABOUT
As you go vs. “abnormal” or “deviant”?
through this Remember that context, social values, culture,
course, I religion/spirituality, politics, etc. are all factors that
determine what is considered “acceptable” and this can
encourage you to
vary greatly from culture to culture, from one time
keep asking:
period to the next and from individual to individual.
“How does
sexuality gain its
meaning?”
These last 7 slides provide
an overview of sex
education in the U.S. and
Iowa specifically.
I encourage you to look up the specific
policies related to sexuality education from
where you grew up.
Comprehensive Sexuality Education Programs have four main goals:

1. to provide accurate information about human sexuality

2. to provide an opportunity for people to develop and
understand their values, attitudes, and insights about sexuality
3. to help people develop relationships and interpersonal skills
4. to help young people exercise responsibility regarding sexual
relationships, which includes addressing abstinence, pressures
to become prematurely involved in sexual intercourse, and the
use of contraception and other sexual health measures.

Check out Sexuality Information and Education Council of the United States (SIECUS)
to learn more about issues related to school-based sexuality education.
 This is another poll from previous Human Sexuality students…Which of the
following have you used when you had a sexuality related question? (Choose
all that apply)

Winners are: Internet, friends, and self. Losers are: healthcare providers, sex ed classes, caregivers/trusted adults.
 The State of Sex Ed in the States
•Late 1990s, Abstinence Only Until Marriage (AOUM) was adopted by the US
govt. with 49 out of 50 states accepting funding to promote AOUM in their
classrooms.
•Since then, research has shown that AOUM lacks efficacy in delaying sexual
initiation, reducing sexual risk behaviors, and improving reproductive health.
•On the other hand, research shows comprehensive sex education is more effective
in increasing condom and contraceptive use, sexual knowledge, attitudes and self-
esteem, while decreasing pregnancy rates, sexual risk taking behaviors, and STIs
•System barriers for evidence-based models of comprehensive sex education still
exist today, AOUM was rebranded as Sexual Risk Avoidance (SRA) which
continues to receive high levels of federal funding.
•Individual states, districts, and school boards determine where this money goes.
S. 1689 Real Education and Access for
Healthy Youth Act: Full Link to the Bill
Introduced 05/18/2021
Sponsored by Sen. Cory Booker
Purpose:
1. Provide comprehensive sexuality education
2. Require an inclusive approach
3. Provide funding for training to sexuality educators

Status: Didn’t make it out of Senate

 FY2022 SIECUS State Profiles
30 states require schools to stress abstinence when sex education is provided
29 states and District of Columbia mandate sex education
19 states require instruction on condoms or contraception when sex education is provided
13 states do not require sex education or HIV/STI instruction to be: age appropriate, medically
accurate, culturally responsive, or evidence-based/evidenced-informed
6 states explicitly require teachers to portray LGBTQ people negatively and/or prohibits
mention of LGBTQ people and a few others have indirect requirements
13 states require information on consent to be included
9 states have policies that require inclusion for LGBTQ youth
 Iowa’s Sex Education
•Sex Education is mandated; however, not required to be comprehensive or
include information about consent
•Listed as requirement to be medically accurate
•Requires parent/guardian notification that allows opt-out
•Does not require a teacher training requirement
 Specific bills passed in Iowa in 2023
SF496
Removal of information about HPV and HIV from curricula
Prohibiting information about gender identity and sexual orientation in
grades K-6
Requires outing if a faculty or staff finds out a student is trans
SF482
Restriction from students being able to use the restroom that matches
their gender identity
SF538
Prohibiting gender affirming care up to age 18
 Make sure to
complete your
Module 1 reading
assignments.
Well...what do Check Canvas for
you think so far? other course
information.