Lorena Garcia

Research has revealed that sex education policies are informed by national and local struggles over the meanings and consequences of gender, race, sexuality, and class categories. However, few studies have considered how policies are enacted in the classroom production of sex education to support or challenge gender, racial, sexual, and class hierarchies. This article draws on data obtained through semistructured in-depth interviews with 40 Latina youth to explore how heteronormativity, sexism, and racism operate together to structure the content and delivery of school-based sex education. Findings suggest that some Latina youth encounter racialized heterogendered constructions and experiences that limit their access to sex-education-related information and reinforce existing inequalities.