A Comparative Analysis of Mississippi Rural Schools’ Abstinence-Only and Abstinence-Plus Programs

A Comparative Analysis of Mississippi Rural Schools’ Abstinence-Only and Abstinence-Plus Programs by Alonzo Jeffrey Williams MA, Walden University, 2010 BS, Jackson State University, 2009 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Psychology Walden University December 2015 Abstract The predominately rural state of Mississippi responded to high teenage pregnancy rates by enacting a 2011 law requiring school districts to choose between an abstinence-only and an abstinence-plus program for their high schools. However, there is limited extant research on Mississippi’s sex education policies, creating a research gap that inhibits developing successful programs to reduce teenage pregnancy rates. There is specifically a need to compare the two types of allowed programs with a focus on rural areas. This study compared programs by examining students’ abstinent sexual attitudes, social norms, self-efficacy, sexual abstinence behaviors, and perceived effectiveness of sexual education and decision making to address whether those variables differed by program and if programs and genders interacted. The study was informed by the health belief model, social cognitive theory, and the theory of reasoned action. The study collected data from 366 students who had taken one of the two programs completed 4 surveys: a demographic survey, the Sexual Risk Behavioral Belief and Self-Efficacy scale, the Sexual Abstinence scale, and the Effectiveness of Sexual Education scale. Students who completed the abstinence-plus program had higher levels of abstinent sexual attitudes, abstinent social norms, abstinent self-efficacy, and sexual decision-making self-efficacy when compared to students who completed the abstinence-only program, with a small effect size for abstinent social norms. Sexual abstinence behavior scores did not differ by program and programs and genders did not interact. Future studies should include a pretest and posttest evaluation. Analyzing these programs facilitates social change by informing the design of effective programs that focus on at-risk youth sexual behaviors.The predominately rural state of Mississippi responded to high teenage pregnancy rates by enacting a 2011 law requiring school districts to choose between an abstinence-only and an abstinence-plus program for their high schools. However, there is limited extant research on Mississippi’s sex education policies, creating a research gap that inhibits developing successful programs to reduce teenage pregnancy rates. There is specifically a need to compare the two types of allowed programs with a focus on rural areas. This study compared programs by examining students’ abstinent sexual attitudes, social norms, self-efficacy, sexual abstinence behaviors, and perceived effectiveness of sexual education and decision making to address whether those variables differed by program and if programs and genders interacted. The study was informed by the health belief model, social cognitive theory, and the theory of reasoned action. The study collected data from 366 students who had taken one of the two programs completed 4 surveys: a demographic survey, the Sexual Risk Behavioral Belief and Self-Efficacy scale, the Sexual Abstinence scale, and the Effectiveness of Sexual Education scale. Students who completed the abstinence-plus program had higher levels of abstinent sexual attitudes, abstinent social norms, abstinent self-efficacy, and sexual decision-making self-efficacy when compared to students who completed the abstinence-only program, with a small effect size for abstinent social norms. Sexual abstinence behavior scores did not differ by program and programs and genders did not interact. Future studies should include a pretest and posttest evaluation. Analyzing these programs facilitates social change by informing the design of effective programs that focus on at-risk youth sexual behaviors. A Comparative Analysis of Mississippi Rural Schools’ Abstinence-Only and Abstinence-Plus Programs by Alonzo Jeffrey Williams MA, Walden University, 2010 BS, Jackson State University, 2009 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Psychology Walden University December 2015 Dedication This lifelong journey to the completion of this dissertation would have never been possible without the inspiration of my beautiful mother, Georgia Williams, who retired from the classroom to nurse me back to health. I am thankful for loving parents (Alonzo and Georgia) who provided a legacy of faith, motivation, direction, blessing, strength, and unconditional love. If it had not been for their unwavering support, I would not be here today; I am forever grateful. Thank you to my big sisters, Georgia and Angela, and my brother-in-law (Mark) who stood by my side during my illness. I also dedicate this dissertation to all of my immediate and extended family, Pastor Carson and the South Liberty Church family, and beautiful friends (Kelli, Chris, Freda, LaKechia, and Kevyn) who encouraged me along the way to keep moving forward. I love you all. Acknowledgments Thank you to my extraordinary dissertation committee, Dr. Brian Zamboni (Chairperson), Dr. Rachel Piferi (Committee member), and the university research reviewer. I am so thankful that each of you agreed to guide me on this journey. Dr. Brian Zamboni, thank you so much for accepting me and chairing my committee. Thank you for your wisdom, encouragement, understanding, and guidance. Dr. Piferi, thank you for your detailed and precise input and guidance on the methodology process. Thank you Dr. Gabe and Pat Sciumbato, Ms. Janice Grant, Dr. Mary Grant Lee, Dr. Blanche and George Sanders, Dr. Author Cartiledge, Dr. Dewight Luckett, Mrs. Ethel Carson, Mrs. Gloria Davis, and Mrs. Ada Daniels, who all took out time to help me through this journey.