Sex education is often influenced by societies¶ prevailing sociocultural and religious views. Religious views, such as in the major religions of Christianity and Islam have long regarded females as the weaker sex possessing greater propensity for erotic plasticity and immoral sexual behavior. Biblical injunctions and divine mandates such as, “And Adam was not deceived, but the woman being deceived, fell into transgression. Nevertheless she will be saved in childbearing if they continue in faith, love, and holiness, with self-control (1 Timothy 2:14, 15; New King James Version)” emphasize the vulnerability of women to sexual temptation and require women to fulfill more maternal and domestic roles.
Islamic traditions have systemic patriarchal prohibitions on women¶s dress and behavior as preventative measures to guard against the sexual vulnerabilities and erotic plasticity of women. Some women even perceive that it is their duty to undergo female genital mutilation as a part of their submission to Islam which often teaches that without it women are consumed with sexual desires and may lose their chastity before marriage (Rathus, Nevid, & Fichner-Rathus, 2011).
Another reason for the gender differences in sex education is the common sociocultural perspective of the power differential between men and women (Baumeister, 2000). Men are typically stronger, more aggressive and tend to hold positions of sociopolitical and economic power. Some researchers believe that this power differential is linked to male reproductive patterns and goals.
Therefore this suggestion indicates that women may be more socially malleable in regards to male power and aggressive sexual advances. African American and Hispanic cultures tend to hold traditional and conservative toward gender roles and the acceptance of a greater level of sexual promiscuity for men and boys. Research indicates that both cultures show a higher level of sexual activity for males as opposed to females (Logan,...