Infant and Child Sexuality: A Sociological Perspective - Ipce

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Outcomes of Preadolescent Sexual Encounters--General What is the effect of engaging in various kinds of sexual encounters in preadolescence? No simple, categorical answer can be given to this question, for the encounters are varied in quality, and authentic empirically-based evidence is inadequate for answering the question. According to Ford and Beach, societies that severely restrict adolescent and preadolescent sex play, those that enjoin girls to be modest, retiring, and submissive appear to produce adult women who are incapable or at least unwilling to be sexually aggressive. The feminine products of such cultural training are likely to remain relatively inactive even during marital coitus. And, quite commonly, they do not experience complete and satisfying orgasm. In contrast, the societies which permit or encourage early sex play usually allow females a greater degree of freedom in seeking sexual contacts. Under such circumstances the sexual performance of the mature women appears to be characterized by a certain degree of aggression, to include definite and vigorous activity, and to result regularly in complete and satisfying orgasm. This is a large claim, it would appear to be logical given what we now know about socialization in general, but it would require more rigorous empirical evidence before such cause-effect relationship could be accepted as fact. It is a sweeping generalization that should be treated as hypothesis rather than as established fact. Adequate evidence to support the generalization is not at hand nor is evidence to disprove it. (Ford and Beach, 1951, p. 266). Case histories of preadolescents are not wanting in support for the idea that good instruction in sexuality is desired and desirable. Adequate sex information when I was in grade school could have prevented many, many agonizing experiences and granted me many more years of dating fun. Only a person as naive as I was might become horrified at a delay in their menses and think they have become pregnant by being too close to a sweating boy. I did! Although it was not until my later years that my interests became heterosexual, interest in the basic facts of sex developed very early in the formative years. Basic attitudes were instilled at this age, e.g., interest in the genitals and breasts, curiosity about the origin of babies, and the indecency of the naked body. Since many of my ideas about sex were ill-founded and because much of the instruction I received was not satisfactory or complete, I can agree with some sociologists who point to preadolescence as a vital stage of life for learning about sex and who call for more complete and knowledgeable instruction at a younger age than it is now offered. In analyzing my sex education in the home, I must admit it has been somewhat on the lean side; however, being fairly well read, having access to both church and school libraries, as well as the usual “street corner” sources, I 126
have been able to satisfy myself on most doubtful points. In sum, recognizing the inadequacy of the empirical evidence, what can we say about the outcomes of preadolescent sexual encounters? Except for severe cases of violence, force or rape it would appear that preadolescents take their sexual encounters in stride. Most do not prove to be debilitating. On the other hand, it would be wrong to conclude that the sexual and erotic encounters of children and preadolescents when coupled with repressive and incredibly poor sex education contribute to the best experience and best preparation for adolescence and adulthood. Some of the effects of a repressive milieu in infancy, childhood, and preadolescence are apparent in the sexual encounters of adolescents. But that is not a part of this study. In searching for evidence of the effects of preadolescent sexual encounters, it is instructive to pull out from the cases quoted in this study the reactions of preadolescents to the sexual encounters they have experienced. From the case histories from which excerpts have been reported in this chapter we have extracted evaluative words and phrases. They are listed here in three sections, under the headings positive reactions, negative reactions, and reactions that could not in context be classified as either positive or negative. Positive it seemed scientific and logical excited proud enjoyed fine and dandy liked the results desires open distinctly warm and comfortable lots of fun wanted made aware of pleasure felt more like friends knew what to expect gradually began to enjoy began to think liked it felt good enjoyable learned socially accepted modes of behavior friendships made knowledge was of great value each time I felt a little more comfortable Negative feeling like it was naughty embarrassed felt I was too young didn’t know how to act objected violently lost fascination miserable ran away not ready too early not a word was spoken like a hangover touch of conscience the hurt was strong felt awkward and out of place would have preferred other games came too early pushed me faster than I wanted to grow fear of parental disapproval irritating uncomfortable because a self-consciousness always persisted constant fear Other quite harmless didn’t act as an impetus for a greater longing for sex didn’t really startle me oscillated no recollection of being sexually aroused no pressing need merely a game to play wild and confused dreams made me feel funny the funny feeling was both distressing and exciting wondering little interest remember none of it has not become ugly in my eyes stunned, bewildered and awe-stricken by the repulsiveness, yet the attractiveness thinking and wondering 127
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INFANT AND CHILD SEXUALITY A Sociol
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About the Author Ph.D., Sociology,
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PREFACE We know very little about s
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Many persons played significant tho
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in infancy and childhood in hormone
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cause psychoanalytic theory, though
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and differentiating adults by such
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questions about his penis. He watch
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(Korner, 1973). The male infant has
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milk. Breast feeding is significant
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infant. Not only the amount but als
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According to the middle class stand
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myths about this practice. The Chil
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three hundred (one percent of the f
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Infants deprived of touch--holding,
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pervasive aspect of one’s total p
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The mother of a five year old told
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ate count as to the number who do,
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een aware that autoeroticism--eroti
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had erections when playing with gir
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they will eventually select their m
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and I can remember being scolded nu
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the arousal, but I was aroused. Chi
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was more inquisitive than sexual. B
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In both of the following cases, as
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emember to this day the nauseated f
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I remember one scene very well. He
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and he’d done it! The only penis
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of dwellings. He based his work on
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ents. Bandura and Walters conclude
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1965, p. 225). Children often contr
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shocked, told me not to do it anymo
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all children who are told to get
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cide that the child is “not old e
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little”; “they grow out of the
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that there was a “place in mommy
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tivity, and especially that which i
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His next approach was to tell me ab
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My father when undressed was a sour
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In other words, I was to avoid him,
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The general taboo on sensory-affect
Page 84 and 85: held by the eight year old. An inte
Page 86 and 87: asked each boy to rate his response
Page 88 and 89: It was not until high school that I
Page 90 and 91: fondling between the ages of eleven
Page 92 and 93: invited on an individual basis. Oft
Page 94 and 95: parents didn’t allow me to go any
Page 96 and 97: me. I repeatedly told her that I wa
Page 98 and 99: grade girl) was so embarrassed and
Page 100 and 101: societies that are considerably mor
Page 102 and 103: attempts at fellatio. Other cases i
Page 104 and 105: it. I felt a tingling all over my b
Page 106 and 107: me to look at a cunt as soon as pos
Page 108 and 109: Sex Instructions fondle me and inve
Page 110 and 111: ing. This pattern continued on to j
Page 112 and 113: long as I had started it, I could r
Page 114 and 115: As far back as I can remember my pa
Page 116 and 117: mal sex education from my father du
Page 118 and 119: with their immediate descendants. T
Page 120 and 121: fully initiated but not yet married
Page 122 and 123: nificance in the presence of childr
Page 124 and 125: sexuality nor for the quality of se
Page 126 and 127: Literature One indirect method util
Page 128 and 129: love, sex, and the opposite sex. Th
Page 130 and 131: year olds in Elmtown about 15 perce
Page 132 and 133: ing attitudes, conversations, and a
Page 136 and 137: Positive in love romantic really li
Page 138 and 139: anticipation, and satisfaction. Wha
Page 140 and 141: IV. A FEW WORDS OF MY OWN It is goo
Page 142 and 143: BIBLIOGRAPHY Abelson, H., Cohen, R.
Page 144 and 145: Crist, John R., “High School Dati
Page 146 and 147: Ketcher, Allan, “The Discriminati
Page 148 and 149: Newton, Niles and Michael Newton,
Page 150 and 151: Woody, Jane Divita, “Contemporary
Page 152 and 153: INDEX Ford, Clellan S., 8, 15, 49,
Page 154: INDEX in early childhood with adult
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Infant and Child Sexuality: A Sociological Perspective - Ipce

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