Kerry Cohen - Dirty Little Secrets

Missing from sex-education curricula is really anything that might help a teenager know what to do with her sexual feelings. Sure, she can identify the ovaries on the diagram, but she knows nothing about her desire, or a boy’s desire, or how to protect herself physically and emotionally during sexual acts.

One listen to Loveline , the late-night call-in radio show with Dr. Drew Pinsky, reveals the intense lack of sexual self-knowledge among teens. And most of it is attached to shame. By example, three times in two weeks various girls called in to find out whether there was something wrong with them because their vaginas got very wet when they were excited. Dr. Drew had to reassure all of them that each person has different amounts of secretion when sexually aroused. Go to any of the teen sex Q&A websites and you’ll see questions about whether anal sex can get you pregnant or about whether something is wrong when a girl orgasms just thinking about a sexual fantasy.

Included here are ideas for sex education that might truly help girls (and boys!) understand what sex is about, what is happening in their bodies, and how to make decisions about both.

How would you answer this question from your daughter: “How will I know when I’m ready to have sex?” The answer is, of course, individual to each girl, but very few mothers, educators, and therapists think to include some attention to a girl’s sexual desire as part of their answer. The bottom line about girls and healthy sexuality is that this must be part of how we talk to girls about sex. Usually, we hand down to them the same useless, often harmful myths. We tell them that sex will get in the way of their happiness and growth. We tell them they must be in love. We tell them that good sex happens only when you are in love. None of those aphorisms is true—not one. Sex and sexual feelings are essential to our happiness. Sex does not make sense only when you are in love. And sex with someone you aren’t in love with can be just as good as sex with someone you do love. Add desire—the acknowledgment that girls have sexual desire—into the answer, and everything can change. Everything becomes more—true .

For one, we can encourage girls to learn to trust their bodies and what their bodies tell them. We can also tell them that just because they want it sexually doesn’t mean it will be worth it or any good. We can tell them that sex with someone who wants you to enjoy yourself is a hundred times better than sex with someone who doesn’t care about your experience, and sex with someone you love and who cares about your experience might be even better.

Another assumption we make as a culture is that to fulfill sexual feelings, people must have intercourse. This is absolutely untrue. Sex therapists use the term outercourse to describe the numerous acts that create sensual and sexual pleasure but do not include penetration. Think hand jobs. Think second and third base. Think phone sex. For teens who are experiencing that hormone rush but aren’t ready to expose themselves to possible pregnancies and STDs, outercourse is perfect.

More than that, outercourse allows a teenager to explore and test intimacy, which is essential for building the self-confidence girls need to be both powerful and self-protected in the world of relationships. One sex therapist notes that communication is enhanced during outercourse. Because the sexual sensations can be less intense, there is more opportunity for closeness, for talking, and for full consent from both parties. And, let’s face it, the likelihood of a girl having an orgasm via outercourse is much better than during intercourse. Boys benefit too. Boys receive plenty of cultural pressure to have as much sex as they can, even when they aren’t ready to do so emotionally, so outercourse is a more gentle introduction into the world of sexual feelings and intimacy. In case I need to clarify, I believe it makes sense to include outercourse in sex education.

It also makes sense to include masturbation in a sex-education curriculum as a healthy, satisfying way to fulfill sexual desire, especially since a greater proportion of girls between fourteen and seventeen years old report solo masturbation than any other sexual activity. Adolescents have sexual desire. More so, they are in the process of learning about their sexual desire. What better way for adolescents to learn than to explore on their own? Likewise, what better way to help them explore their sexual desire without putting themselves at risk for STDs, pregnancy, and all the emotional ramifications of sex with other people? I’m not the surgeon general and won’t get asked to resign for saying so. But conservatives would be outraged. Why? Because they are stuck in the old, rigid ways of thinking about teenagers—particularly teenage girls—and of believing that any teenage sex is inexplicably, unfoundedly immoral. They are determined to hold on to their beloved abstinence education, which has done not one thing for the state of sexual behavior in our culture, except encourage extremely detrimental shame.

In our cultural landscape, sex and sexual feelings are too often removed from emotions, and yet for most people, they are intricately entwined. When we don’t talk about the ways teenagers might feel about having sex or sexual activity, we ignore an essential part of sex education, one that can make all the difference when kids decide to engage in those activities. They need to examine their expectations about sexual activity—what they hope for when they engage in this way. Such a discussion also provides space for teens to discuss how peers and their parents receive their behaviors and whether they are prepared for the repercussions of various sexual acts.

We live in a culture in which the determinations of who a girl must be are like tidal waves crashing, one after another. Try to recover from one, thinness, and another wave, breast size, comes quickly after to knock you down once more. When parents ask me how to fight the waves, I tell them they can’t. But they can do a few things to move the odds a little more in their daughters’ favor.

If girls can believe that their bodies and minds exist for something other than boys’ gazes and preoccupation, they might have a chance. Maybe they will become interested in sports, art, theater, history, math, writing, singing, guitar—anything, really, other than boys.

A girl’s sexual self is tightly tied to a girl’s body image. We know, for instance, that overweight girls are more likely to be sexually active than those who are not overweight. {126} 126 6. A. Y. Akers, C. P. Lynch, M. A. Gold, J. C. Chang, W. Doswell, H. C. Wiesenfeld, W. Feng, and J. Bost, “Exploring the Relationship among Weight, Race, and Sexual Behaviors among Girls,” Pediatrics 124 (2009): 913–920. Most marketing for teen girls focuses on what they look like and whether boys will like them. They must be thin, Caucasian or with Caucasian features, and flawless. Nothing else will do. Girls’ bodies are so commoditized that it is extremely difficult for a girl to understand her body as fine just the way it is. When girls look in the mirror, it is not really to see themselves but to assess themselves, and inevitably to decide that what they see is not good enough. Girls are continual victims of themselves. For being so self-conscious, their lack of awareness about this is disturbing.

Lauren Greenfield captures this in her collection of photographs titled Girl Culture . {127} 127 7. Joan Jacobs Brumberg, Introduction, Lauren Greenfield, Girl Culture (San Francisco: Chronicle Books, 2002). In most every photo a girl is on stage in some way. She is being looked at—not seen, but assessed, evaluated. Many of the photos include mirrors inside which the girls examine themselves. As Joan Jacobs Brumberg, author of The Body Project , says in the introduction of Greenfield’s collection, “Ultimately, Greenfield’s work makes the ironic point that in spite of how much American women and girls look at themselves, we are not a self-reflective society.”