The purpose of this study was to collect information on relevant sexuality education content for adolescents by assessing students' interests and perceived needs. Subjects in this study were middle school students. Two methods of data collection were employed, therefore, this study was conducted in two phases. In the first phase, questionnaires were completed by 224 sixth, seventh, and eighth grade students of the Greater Albany School District. Responses from the Student Sexuality Education Questionnaire (SSEQ) revealed sexuality topics of importance based on interest and perceived need. Subsequent to identifying sexuality topics of importance, statistical analyses were performed on each sexuality topic. Kruskal-Wallis analyses determined that five sexuality topics (of 23 listed in the SSEQ) were significant between sixth, seventh, and eighth grade students. Seventeen topics tested statistically significant when female and male responses were submitted to Mann-Whitney analyses. Differences between grade levels and sexes were identified for three topics in both tests of significance. These topics were female reproductive system, male reproductive system, and dating. In the second phase of this study, semi-structured interviews were conducted with 31 students who completed the SSEQ. Student consent, grade level, and sex were criteria used in selecting the Phase II sample. Students' responses to Interview Guide questions were tape-recorded, transcribed, and content analyzed. An analysis of the transcripts revealed similarities and differences between Phase I and II data. In both phases, students reported that AIDS, STD's, preventing STD's, preventing pregnancy, and sexual abuse were most important to learn about in school. Additional data that emerged during the interview process related to preferred sources and grade levels for sexuality education. Students generated a list of suggestions for relevant sexuality education. Their suggestions were summarized. A synthesis of Phase I and II results led to recommendations for school administrators and educators. Recommendations were also provided for future research. / Graduation date: 1992

Thesis (Ph.D.)--Bowling Green State University, 2009. / Document formatted into pages; contains ix, 146 p. Includes bibliographical references.

Thesis (M.A.)--York University, 1997. Graduate Programme in Sociology. / Typescript. Includes bibliographical references (leaves [86-93]). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ27381.

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 1999. / Description based on microform version. Includes bibliographical references (p. 54-55).

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI/Dissertation Abstracts International.

Thesis (M.S.)--Central Connecticut State University, 2001. / Thesis advisor: Judith Rosenberg. " ... in partial fulfillment of the requirements for the degree of Master of Science in Rehabilitation Counseling." Includes bibliographical references (leaves 125-131). Also available via the World Wide Web.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 159-173). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (M.A. (Psychology))--University of Pretoria, 2003. / Includes bibliographical references (leaf 191-201).