Human Sexuality In College Age Students: A Conceptual Analysis

This is Damian form your Monday's & Wednesday's 12:30 pm class , it came to my attention that there seemed to be some problems relating to the test we just took on chapter 2 of the Human Sexuality class. Personally, im under the impression that i took the new exam although it had no timer applied to it and some of the question's apparent responses seem a little contradictional. On this questions for example # 1; "Which of the following statements regarding the desire phase of sexual response is true?" , #2; In which of the following areas would Masters and Johnson's research on sexual response be least helpful?, #3; Which of the following most accurately describes the plateau phase?, the book clearly states that this is

When I signed for the human sexuality class, I was so excited to take the class and learn more about sex and gender in a psychological matter. What made me more curious to take this class two elements. Firstly, I have never taken a human sexuality class before neither in schools nor colleges. Secondly, we know that every culture has different beliefs about sex, and as I am an international student and have a different background about sex, I wanted to gain experience from other cultures that will make my thoughts to be more broadened and will extremely help me in my future career.

Human sexuality can be fascinating, complex, contradictory, and sometimes frustrating. Sexuality is interwoven into every aspect of being human; therefore, having knowledge about sex is as essential as having education about human anatomy. However, it is highly recommended to pay close attention when sex education is delivered to youths. (Donatelle 171)

If for some reason the students are able to handle the lessons of sex, then that means they’re going to be motivated to want to have sex with each other--regardless their sexuality. Evidently this class is going to motivate them, the students, to have sex, and the students are not going to give a flip about the results. They’re going to eventually learn that sex can be a pleasurable action as explained in both stage three and five of Sigmund Freud’s psychosexual development theory. Stage three, which is the phallic stage, states that around the age of three to five years old, the child will seek for pleasure that is centered on masturbation and/or oral sex. Furthermore, stage five of the theory, which is the genital stage, states that around the age of 12 through adulthood centers on the seeking for sexual pleasuring through romantic

Human sexuality is a common phrase for all, and anything, pertaining to the feelings and behaviors of sex for the human race. Sexuality has been a topic that has been discussed and studied for as far back as 1000 years B.C. and is still being studied today. As the discussion of sexuality has progressed through history, theories have been created based on research and experiments that scholars have implemented, based on their own perceptions of human behavior. Out of the many theories that pose to explain sexual behavior, Sexuality Now explained ten that are seemed to be the most overlapped, and built off of theories. Of these theories, two that were discussed in the text were the behavioral and sociological theory. These two theories cover some of the basic ideas of what could possibly influence a person’s sexuality.

As the student affairs profession develops, it is important to remain aware of how students and their identities are evolving. Higher education is constantly evolving, which is why it is extremely important to take sexual orientation identity and its influence on student development into account. In this paper, I will explore Fassinger’s (1998) sexual orientation identity model and provide an analysis of the theory. I will also share my findings from three interviews with students who are in different stages of sexual identity formation. Finally, I will address how knowledge of Fassinger’s Model and sexual identity development can inform the work of student affairs educators in creating more inclusive college and university environments.

The scientific method is research of assumptions, scientifically to see if they are true or false. It is important in human sexuality research because first, people might be afraid to be honest about answers if they think that they're being judged. Sex is a very interesting topic, but people often think they're being judged and it is hard to open up. There are two scientific goals of sexology: understanding and predicting behavior. (pp.30). The scientific method is important research because it is free from bias. The scientific method is more based on facts, rather than opinions.

What motivates people to make the choices that they do make every day? Could it be religion, fear of the unknown, sickness, or do other people around them have the power to influence their decisions? This paper is about the reason why young people participate in an activity that most people in the world do, or will one day in their future possibly do. It’s the activity that has the power to bring new bundles of joy into our world every single day, Sex. Some would argue and say the action of sex is easy but the thought that goes behind the choice of doing this activity is complicated.

Picture an African American High School student who is struggling with their sexuality identity. He is experiencing anxieties from high-achieving parents, which both attended Historically Black Colleges and Universities. His father was the star player on the football team and served in the military. His mother is a partner in a prestigious law firm. In addition, his older brother won the Heisman trophy, and his sister just landed a job working at the Whitehouse. Needless to say his parents, has high expectations for their children. He is currently a B average student, and is working hard to bring his grades up. Also, the transition from middle school to high school has added additional stress to this student’s life. We can conclude this

Human sexuality is defined as the capability of individuals to experience their sexuality and be able to express themselves as sexual beings (Hyde & DeLameck, 2006). Our interest in this topic is because with time, there has been a change in rules that control human sexual behaviour. The status quo in our contemporary society is much different as compared to an earlier state of conditions, and the change has, as a result, brought the evolvement in human sexuality. People 's view on virginity has changed greatly with a decrease of importance in regards to its preservation. Sexuality is essential to the economic, cultural, social and political organization of society or country. Our sexuality plays a fundamental role in all our lives regardless of age, sex or race. It forms a basic part of our personality and the decisions we make in what we do. One’s sexuality also consumes much of their time through behaviour or thoughts; at times every aspect of our lives seems to revolve around our sexuality. Studying sexuality is very important since human sexuality majorly contributes to social as well as personal problems. A lingering question concerning this topic is to what extent is virginity determined by the status quo and the rules that control human behaviour?

Step one is to identify the health issue or problem and the population affected. Safe sex is a pertinent topic for college students, because it is a known fact that many young adults experiment with sex in college. Some researchers have found that the younger population today is participating in more casual sex. In other words instead of sexual relationships being just between a boyfriend and a girlfriend they often are between friends or casual acquaintances. Considering that college students fall into the young adults category it would be pertinent to provide education on safe sex.

In the case of Ashley, I would assume her therapist would point out all the options she has before deciding if she wants to pursue a sexual relationship with her boyfriend. She should explain the variety of emotions an adolescent girl might feel when a boy or young man shows an interest in her. She should let her know that the word love can sometimes be displaced and confused with feelings such as lust, puppy love or even infatuation. She should let her know that for her young age, those are normal feelings and though they shouldn’t be taken lightly, they should also not be taken advantage of by someone who

“Conflict itself is not dangerous to intimate relationships; it is the manner in which the conflict is handled…” I would like to start with this line that I found through the lecture in Human Sexuality Diversity in contemporary America - chapter 8. The reason is because it simply amazed me how much true this line has between its words. Coming from a divorced and conflict family, I grew up believing conflict between couples was something normal and had no solution nonetheless screaming or hurting (physical, emotional, or psychological) each other. I liked the idea of understanding how different a relationship can be and how all relationships suffer from conflict, though, how this book mentions “The ways in which couples deal with conflict, reflects

In today’s society things are being expressed and experienced at younger ages, than ever before in our time. Children and teenagers are discovering their sexuality at very early ages. Sexuality is the discovering of who you are and what makes you different from everybody else.

Eager to sign up for classes, I looked through the Degree Audit and noticed I needed a class to fit under sociology. When I realized Human Sexuality was crossed linked with psychology, social work and sociology, I immediately added the class to my course cart. I thought to myself, “A class about sex? Easy A.” Little did I know the great impact this course would have on me. Human Sexuality has increased my general knowledge about the sex act itself, it has forced me to acknowledge different views, taught me about risks, prepared me for marriage and has developed my self confidence as a sexual being.