An interpretative phenomenological analysis of the roles family and consumer sciences teachers play in sexual health education in Texas

ABSTRACT

TIFFANY ALBERT MCDONALD

AN INTERPRETATIVE PHENOMENOLOGICAL ANALYSIS OF THE ROLES FAMILY AND CONSUMER SCIENCES TEACHERS PLAY IN SEXUAL HEALTH EDUCATION IN TEXAS

MAY 2024

Research into sexual health education is not a new phenomenon, but with recent law changes it continues to be at the forefront of legislation in Texas. The purpose of this study was to examine the roles and responsibilities FCS teachers experience while teaching sexual health topics in interpersonal studies, human growth and development, child development, and parenting through the lens of social learning theory. Video recordings of semi-structured interviews were captured, and transcripts were coded and analyzed using four separate coding cycles. Through an interpretative phenomenological analysis (IPA), findings included four themes related to experiences FCS teachers have with sexual health education in public schools in Texas, (1) utilizing personal experience to compensate for a lack of training, (2) variety of perspectives on FCS roles in sexual health education, (3) need for clarity in Texas sexual health guideline, (4) biological approaches utilized as a safeguard. This study has implications for increasing training opportunities for FCS teachers, additional district guidance, and deeper understanding and research on the FCS curriculum.