The sex education made available to transgender youth has rarely been studied empirically. In this study, we sought to explore the sex education experiences of transgender young people and summarise their recommendations for transgender-inclusive curricula. Qualitative data from 14
transgender youth in the upper-Midwest USA were collected by means of an online questionnaire and group interview. Data was analysed using a consensual qualitative approach. Three themes emerged: (1) sources and reactions to sex education, (2) the importance of trust, and (3) missing information
and recommendations. Sources and reactions to sex education included sexual health information sources and the strategies participants employed to supplement the sex education they received. Trust included trustworthy information sources and strong qualities of sexual health resources. Missing
information and recommendations included unmet sex education needs, including the scope of information and from whom the information is delivered. Findings suggest that important curricular considerations include the diversity of content, but also the diversity of voices delivering it.
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Document Type: Research Article
Rutgers New Jersey Medical School, Newark, NJ, USA
Program in Human Sexuality, Department of Family Medicine and Community Health, University of Minnesota Medical School, Minneapolis, USA
January 2, 2019
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