Sex and the Media: Art copying Life or vice versa Essay Example

TV, internet, or movies. Collins agrees that higher exposure to sexually loaded media leads to increased chances of having sexual intercourse compared to lower exposure (Elias, 2004). Thus, as the amount of sexual content increases, so does the possibility of teenagers trying it themselves (Elias, 2004). However, some communities dispute the impact of explicit sex on TV on teenagers' probability of engaging in sexual activity (Elias, 2004).

Elias (2004) argues that while some analysts fear that media depictions of sex could lead teenagers to participate in sexual activity, others contend that exposure to such content alone does not determine their willingness. Additionally, Elias notes that the research may have overlooked factors like the readiness and physical condition of teens.

According to Elias (2004), certain teenagers may be predisposed to engage in sexual activity because of their individual makeup. Nevertheless, The Henry L. Kaiser Foundation's recent surveys (2002) demonstrate that the frequency of sex on media significantly affects adolescents' inclination towards sexual behavior. The study conducted by Kaiser disclosed that teenagers are more influenced by what their peers observe and perceive regarding sexuality, which is greatly impacted by the prevalence of sex in television and media.

It was found in a 2002 Kaiser study that roughly 72% of teenagers believe sex has an influence on their peers' behavior. Nevertheless, research conducted by Strasburger in 2005 indicated that teenagers themselves do not feel media has a noteworthy impact on them. Despite the perception of many adults, teenagers exhibit a "third-person" effect and do not think television will affect their attitudes or perspectives towards life.

In 2005, Strasburger conducted a survey of 500 teenagers, which revealed that 75% of them believed that

media influences their peers' behavior. However, less than 25% thought it had any impact on themselves. Kaiser's study in 2002 found that around 40% of teenagers consider sex portrayed in TV, internet and movies as moderately influencing their peers' outlook on sex. Meanwhile, approximately 32% of respondents in the same study believe that sex in the media has a significant impact on their peers. Christina Grant noted in 2003 that not only children but also adults are affected by the negative effects of sex depicted in the media.

The media bombards teenagers with sexual content during a crucial period in their value formation, as they lack the skills to effectively filter and recognize these messages (Grant, 2003). American teens spend an estimated three to four hours watching television, with some surpassing school-related activities (Grant, 2003). The Kaiser Family Institute conducted a study during the "Family hour," intended to be wholesome, and found an average of eight mentions of sexual orientation (Grant, 2003).

According to Grant (2003), instances of sexual insinuations and acts have increased by roughly 270 percent from 1976 to 1996, with 5 occurrences happening in an hour. The moral dilemma surrounding sex in the media is not the only issue as it poses a medical threat to teenagers who engage in sexual intercourse at an early age. Eileen Hart states that the American Association of Pediatrics (AAP) warns of the various consequences that come with such behavior (Hart, AAP).

According to Hart, teenagers who engage in sexual activity are at risk of getting pregnant and contracting sexually transmitted diseases (STD's). At least one out of four sexually active teenagers acquire STD's each year. Moreover, some argue

that young girls who engage in sexual contact may be forced into more sexual activity. In the health industry, there is concern over sexually suggestive messages that teenagers receive through various media outlets. These messages seem to promote the acceptability of promiscuity and casual sex in society.

According to Hart, there is a lack of messages promoting safe sex or abstinence in media references to sexual activity. This is despite attempts by parents and health officials to promote education on safe sex and condom use. The Pediatrics Association is advocating for responsible sexual awareness programs in the media, as both sides of the issue - advertising influence and teenage impact - are affecting teenagers' lives. Besides physical harm, engaging in sexual activity can also endanger the psychological well-being of teens due to media influence.

The media often promotes a particular physical appearance as the standard of beauty, which can have a detrimental impact on the self-esteem of young individuals, especially teenage girls (Hart). This may result in dissatisfaction with their bodies and the adoption of unhealthy diets to meet this perceived expectation (Hart).

Despite the numerous hazards associated with sexual activity among teenagers, nearly 50% of them engage in intercourse without using any protection. Consequently, Canada alone witnesses approximately 45,000 teenage pregnancies annually (Grant, 2003; Hart).

According to Grant (2003), while teenage pregnancy rates have increased significantly in the past decade, Canada's rate is still lower than that of the United States. However, sexually transmitted diseases are a major health concern due to increased sexual promiscuity among teenagers. In Canadian female teenagers, Chlamydia and gonorrhea have the highest rates compared to other age groups. Additionally, Grant (2003) highlights that

HIV cases are most prevalent among youth in industrialized countries. As Strasburger (2005) argues, media plays a crucial role in the lives of teenagers and children.

Various research studies indicate that media has a notable influence on the lives of young individuals, even if it is not apparent. As per Strasburger (2005), media holds significant importance in shaping teenagers' and young adults' upbringing and overall perception. It's alarming to know that children may spend up to 7-10 years solely watching television besides browsing the internet or viewing movies (Strasburger, 2005). Presently, an average American child spends approximately 5.5 hours daily indulging in various forms of media (Strasburger, 2005).

According to Strasburger (2005), American teenagers and young adults spend a considerable amount of time on media-related activities, which can have negative effects on other pursuits such as reading, playing, and socializing. These individuals are adept at multitasking by using different forms of media like televisions, computers, and cell phones simultaneously or in sequence. This underscores the powerful influence of media in shaping the behavior of children and teenagers. In Grant's (2003) investigation involving 75 pregnant adolescents, it was found that half of them frequently watched soap operas prior to getting pregnant.

Grant's (2003) study found that respondents and teenagers alike were unlikely to use birth control methods, but exposure to sexually suggestive TV programs increased the likelihood of premarital sex. The National Surveys on Children in the United States also revealed that male teenagers who watched more TV programming had a greater inclination towards sexual activity, particularly if they watched alone rather than with their families.

Grant (2003) highlights the significant role of media in addressing sex and sexual

activity issues. According to Grant (2003), if negative messages can influence youths, it is possible to use media as a tool to educate them on positive values about sex. Many teenagers claim that the media provides useful information on sex, teaching them to refuse unwanted sexual advances and handle uncomfortable situations (Kaiser, 2002). A survey conducted by Kaiser (2002) revealed that 60% of respondents agree that television programming enables conversations between parents and adolescents about sex.

The media is an effective tool for informing teenagers about sex and sexuality as schools and parents seem hesitant to fully address the topic (Strasburger, 2005). A study in 2004 surveyed 500 teenagers on their views on the influence of various sources, including media, parents, and teachers, for teaching them about sex and birth control. Results showed that the media held more sway than parents or schools regarding birth control education (Strasburger, 2005).

Strasburger (2005) conducted a survey on the issue of teaching about sex and related matters. The survey included approximately 500 parents and revealed that around half of the parents of seventh and eighth grade students did not talk about sexuality and birth control with their children. Similarly, parents of high school students also neglected this topic. Strasburger (2005) found that school officials were also unsuccessful in communicating with their students about sex. In another survey conducted on principals, it was discovered that one in ten schools in the United States did not have a systematic program for educating on sex, specifically birth control.

Strasburger (2005) reported that over 50% of schools did not have a sex education program, and 6 out of 10 did not involve parents in

their efforts. However, some schools did teach about sex education. Of those that did, one third promoted abstinence-only while 4 out of 10 emphasized the importance of both abstinence and birth control measures.

Strasburger (2005) suggests that 80% of schools inadequately address teenage sex issues, causing teenagers to heavily rely on the media for information. The author argues that the media shapes societal norms and attitudes towards social realities and determines cultural acceptability, thereby reinforcing the audience's perception of their society.

Strasburger (2005) asserts that the media plays a significant role in shaping individuals' perception of what is normal in society, as supported by the Social Cognition Theory. This theory suggests that people adopt behaviors and attitudes from both their immediate environment and the media they consume (Strasburger, 2005). Alongside peers and family, media messages about topics such as sex also influence one's view of society. Elias (2004) argues that it is not explicit content within the media but rather its ability to shape young peoples' values that poses inherent problems.

The media is not responsible for the problem; instead, it's the core units' failure to fulfill their responsibilities that has caused the media to take over their designated roles. To prevent teenagers from depending solely on television and the internet for guidance, parents and schools must reclaim their roles.