Pornography Literacy
Oct 2022
Why We Need It and How It Can Help Us
Sophie Dorosin
“And just for the record. You wouldn’t catch me dead giving a presentation on porn. Not at age 18. Not at age 53,” said my mother following my presentation of initial research for this paper. For some context, my mother identifies as a sex-positive liberal feminist but still avoids the discussion of porn at all costs. Though my mother is but one case among millions of women in the United States, she nonetheless represents an overwhelming culture of stigma surrounding women’s consumption and discussion of pornography. Given the fact that societal standards around women’s sexual pleasure have stigmatized women’s pornography consumption as unethical and improper to discuss, there have been a myriad of negative impacts to young women (ages 18–29) who watch pornography with little to no guidance. In an environment where young women’s exposure to pornography is, indeed, inevitable, it is essential that colleges (and eventually high schools) begin to implement “pornography literacy” programs. These programs have the potential to normalize experiences with pornography and help young women establish healthy sexual identities through a more balanced relationship with porn.
To situate this argument, it is important to understand what pornography means in the context of this paper. While porn comes in many forms, for the purpose of this paper, focus will be placed specifically on online videographic porn. This type of porn may be considered “mainstream,” which refers to pornography found on sites such as “pornhub” which can include violent and degrading types of porn such as “bondage.” However, more ethical forms of “feminist” or “for women” porn also exist within online videographic content. Furthermore, this paper will work off of researcher Kate Dawson’s definition of “pornography literacy” as a means “for individuals to equip themselves to critique sexualized media and construct their own meanings from content” (Dawson et al. 2). Currently, pornography literacy programs function to teach young people to engage with pornography in a healthy way by understanding the potential negative impacts of pornography consumption. However, this definition of pornography literacy, found in most scholarship on this topic, limits pornography literacy simply to discussion of how to be “critical” of porn — negating the many ways in which porn can be beneficial in helping young people construct healthy sexual identities. Because existing literature on pornography literacy programs has been limited in this manner, in this paper, I propose potential additions to existing curriculums that will aid schools in teaching holistic, and possibly more effective, programs that will work to combat current issues facing young women today.
Discussion of current issues specific to young men is beyond the scope of this paper.
There has been extensive research covering the many negative impacts of mainstream pornography. Consuming this type of pornography, which can be streamed online for free, has been associated with aggression in sexual relationships (Brown 44), and normalization of unrealistic forms of sexual activity (Attwood et al. 64). Furthermore, research analyzing the difference between mainstream, feminist, and “for women” porn highlighted that “Within typical mainstream pornography, women may learn the sexual script of self-objectification, which may lead to anxiety, body dissatisfaction, and a lack of sexual enjoyment” (Fritz and Paul 650). In a sense, the mainstream porn that most young people view has been shown to contribute to skewed ideas of what sexuality and sexual relations should look like. For young women, this means that, if not given proper education in order to view porn through a critical lens, they may learn to assume the viewpoint that sex seen in porn is normal sexual behavior and that they should tolerate violent or unwanted treatment. This negative impact has been heavily publicized in mainstream media, which emphasizes the role of porn in causing sexual disorders. However, these well-publicized negative impacts often addressed in current pornography literacy programs represent just a few of the many issues young women face.
Another issue that has received minimal attention in sex education and pornography literacy programs in existence is the prevalence of women’s guilt and shame surrounding their pornography consumption or exposure due to cultural norms stemming from conservative, religious, and patriarchal ideals. Extensive research on this topic has shown that Christian conservatives (who make up a large portion of the US population) “see porn as problematic for its existence outside of…the ‘charmed circle’ of ‘good sex’ (namely, sex that is heterosexual, marital, and procreative)” (Goldstein 60). In addition, as Sarah Ashton et al. claim in their article discussing experiences of women porn consumers, “women are expected to be both sexually available and the moral arbiters of society…expected both to enjoy sexual pleasure and eschew it” (Ashton et al. 346). This is an essential part of the patriarchy which condemns women’s pleasure except when associated with the pleasure of a man. Given that consumption of porn is most often done for the purpose of pleasuring oneself privately, it can be inferred that women porn consumption opposes these traditional patriarchal values. That being said, even a woman who may be less affected by these factors (for example: a non-religious, liberal, feminist women who directly opposes the patriarchy) might also feel guilty concerning her porn consumption given the prevalence of anti-porn feminist values.
The anti-porn feminist movement, which took off after the foundation of Andrea Dworkin’s group “Women Against Pornography,” argued that “devaluation of women in pornography served to maintain men’s power over them” (Ciclitira 283), thus insinuating that women who support the porn industry are, in turn, supporting the patriarchy. In an academic article which analyzed a study of women porn consumers who identify as feminists, author PJ Macleod declares that a number of interviewees expressed that “their enjoyment of porn…[was] understood to stand in inherent conflict with their feminist principles.…This caused a number of respondents to experience a great deal of guilt and shame” (395). As a result, it is difficult to find an American woman porn consumer who is not impacted by at least one of the above cultures, leading to a female population that, as a whole, has negative experiences with pornography whether it involves guilt due to religious, conservative and patriarchal ideals or an internal conflict due to feminist principles.
However, this does not mean that there isn’t potential for women to redefine their relationships to pornography. One study by Feona Attwood et al., which involved a survey of 1,735 women porn consumers, came to a strong conclusion that there are many ways that porn can be beneficial in supporting a woman’s formation of her sexual identity. Attwood et al. state that porn can offer women “important ways of connecting with their bodies” or can be beneficial in “exploration of sexual preferences and identities” (Attwood et al. 186). In addition, apart from these two significant benefits of pornography use, Attwood et al. also uncovered examples of women who benefited in other, smaller ways. For example, pornography can aid women in the exploration of their fantasies and can also be a method of reduction of stress (185–186). This paper argues that these known benefits of watching porn demonstrate the potential of pornography literacy programs as a way to not just combat women’s negative experiences with porn but also aid them in experiencing the above benefits.
This brings the discussion to how the potential benefits of watching porn can be augmented and the negative impacts combatted. Unfortunately, it is unrealistic to avoid the overwhelming negative impacts of porn by simply telling children to “stop watching porn.” In fact, research supports the idea that this tactic is irrelevant given that most children are exposed to porn or seek it out regardless of what they are told. This paper will not take a side on whether pornography production or consumption is ethical or whether young people should or should not be watching porn. Instead, this essay works off the reality that — given how accessible sexually explicit material is online — pornography exposure (whether intentional or unintentional) is inevitable. One national survey published in 2020 found that the average women will have been exposed to pornography by the age of 18, meaning that the majority of college aged women will have seen porn at some point in their lives (Herbenick et al. 628). Therefore, without proper sex education young women will remain consumers of pornography, with no guidance as to how to consume porn ethically and responsibly in an environment that stigmatizes pornography use as something that is dirty and unacceptable. Therefore, instead of arguing for or against consumption of pornography, this paper focuses on the importance of pornography literacy in making the best of the current situation. That being said, the question remains: how can curriculums be created that teach young women how to both explore their sexual identities through porn, while simultaneously teaching them to be critical of the inaccuracies in porn? And not just that, how can this be done with awareness of political and cultural resistance from conservative and religious communities?
While there is ample research concerning the necessity of pornography literacy, there is a limited body of research surrounding exactly how pornography literacy should be taught. Furthermore, even this literature is lacking in scope, often emphasizing the importance of teaching a viewpoint of porn that seems to feed directly into further stigmatization of pornography consumption. One of the most well-known US pornography literacy curriculums emphasizes this viewpoint. The Boston Public Health Commissioner Emily Rothman and other researchers present a nine-part curriculum:
the rationale for the class; the history of obscenity regulations; social norms related to gender, sex, and violence; the debate about pornography addiction and information about compulsive use; different types of intimacy explained; healthy flirting and setting boundaries; commercial sexual exploitation; the nonconsensual dissemination of sexually explicit images and sexting laws; and how to talk with peers about pornography. (Rothman et al. 154)
While these topics may be important, I take issue with the fact that this curriculum works more to scare adolescents away from pornography, neglecting to include discussion of the idea that mindfully consumed porn can have certain benefits. Based on my research, there are no current US based curriculums which propose educating young people as to the benefits of watching pornography. However, there is an Irish study in the limited pornography literacy literature that suggests the inclusion of “reducing shame regarding pornography engagement” in these programs (Dawson et al. 10). However, this study does not provide information as to how this may be implemented (or why), rather focusing on evidence which suggests students desire to be taught this kind of content. For that reason, I have proposed several additions to Rothman et al.’s curriculum: (1) explanation of the benefits of watching pornography, including allowing women to become more in tune with their bodies; (2) debunking gender norms around female vs. male consumption of porn; and (3) teaching the value of ethically produced pornography. These three additions will work to mitigate the negative impacts of pornography discussed above and work to improve the existing benefits found from Rothman et al.’s curriculum.
By explaining the positive and negative impacts of pornography, such literacy curriculums are neither encouraging, nor discouraging pornography consumption. But, by only teaching the negative impacts of watching porn, as is now being done, sex education programs work to enforce existing stigma around pornography consumption. However, if students are given the factual information as to how they might benefit from consuming porn in a mindful manner (for example: by watching ethical, feminist, or “for women” content), young women will not feel ashamed, thus reducing the psychological struggles discussed above. This idea is supported by the research of Alanna Goldstein, who argues that young people are not incapable of learning how to develop positive relationships to porn. She says that we must “not start from the infantilizing position that constructs young people as necessarily out-of-control and at risk in their sexualities” (Goldstein 71). According to her research, which involves surveying, discussion, and interviews with college-aged individuals, young women are capable of consuming porn without experiencing negative impacts, if they are given tools in sex education which includes pornography literacy. This idea is additionally supported by the research of Kate Dawson, whose research on young people 18–29 (the target demographic of my proposals) indicates that young people at this age, desire pornography literacy programs that de-stigmatize pornography consumption and reduce shame and guilt. If this is what young people desire to learn about, why must their wishes be ignored?
Another essential change to existing pornography literacy curriculums involves combating existing gender norms around pornography consumption. It is common knowledge that it is far more socially acceptable for young men to admit to watching porn than it is for young women to do the same. Men are considered to be more innately sexual, and their sexualities have historically been stigmatized far less than those of women. Of course, this doesn’t mean that porn consumption in general is not stigmatized — men do encounter many problems — just not in the same ways that women experience this stigma. This cultural norm pervades the discourse covering pornography, and for that reason, many women experience guilt when they watch porn. By teaching young people that it is normal for young women to watch porn, sex education programs can work to decrease stigma around women’s porn consumption and thus can reduce the guilt many young women experience due to norms that reinforce shaming of women’s sexual expression.
Pornography literacy programs should also teach young people the value of ethical, feminist pornography that celebrates diverse body types and sexualities, healthy relationships, real orgasms, reduced violence and degradation of women, and consistent pay for porn performers. Based on research that ties many of the negative impacts of porn to content that is unethically produced (often mainstream content), it can be inferred that by incentivizing the use of ethical porn (often feminist and/or “made for women” content), many negative impacts can be avoided. This idea has been supported by research that indicates, “whether or not a woman watches porn may be less important than what type of pornography she experiences” (Fritz and Paul 649). This is simply due to the fact that acts of humiliation found in mainstream porn simply aren’t present at the same levels in feminist or “made for women” content. That being said, current research suggests that many female consumers of porn simply aren’t watching this content because they have no incentive to do so. This is because women: (1) do not view porn performers’ line of work as valid or respectable and therefore do not feel morally responsible to pay for the pornography they consume; and (2) because they do not want a “paper trail” of their porn consumption (Macleod 389). This means that the majority of women watch porn that is not ethical because “ethical feminist” content generally has a higher price tag. Ultimately, this means that if sex education programs can teach young people that they should be attempting to consume ethical porn, then pornography literacy programs can contribute to diverting consumer demand to content that protects them from harmful stereotypes. This will not only benefit female consumers by reducing negative impacts associated with inaccuracies found in mainstream porn, but will also drive changes in the porn industry that incentivize production of ethical porn.
Of course, the benefits of the proposed changes do not necessarily mean that this type of education is even plausible in US school systems. Unfortunately, the answer is a firm “no” in terms of large-scale implementation at high schools or middle schools. While the national sex education standards do not explicitly state what pornography literacy topics can and cannot be taught, they firmly emphasize that students should be able to “explain the impact media, including sexually explicit media, can have on one’s body image and self-esteem” and on one’s relationships. Furthermore, it emphasizes that they should have knowledge that “viewing sexually explicit media by minors” is illegal (“National Sex”). This type of sex education is consistent with societal norms which stigmatize the viewing of pornography as something that will inevitably harm young people. Furthermore, even if policy allowed for pornography literacy education implementation in all 50 states, recent events have demonstrated that these programs would be met with extreme opposition from parents who are concerned with their children discussing content that they believe is inaccurate and degrading to women or simply morally irresponsible to watch. This was demonstrated when a sex educator Justine Ang Fonte attempted to teach an intersectional sex education program including pornography literacy in New York City. Even in one of the most liberal areas in the country, Fonte was met with extreme backlash from parents who view these programs as a threat (Safronova). One parent of a student taught by Faunte says, “It’s outrageous that the school is introducing pornography into a mainstream classroom and starting to indoctrinate kids. The goal of this is to disrupt families” (Kennedy).
Given the current political climate which essentially removes all feasibility of implementing the above suggestions in high schools, this curriculum (realistically) should only be implemented on college campuses. While students will still have power to opt out of these programs, there are fewer restrictions in place, and certainly less resistance from parents in these settings, given that by this point most students are already adults. So, while this plan is presented with the intention of it being implemented on college campuses, I do so with the knowledge that this is merely a starting point for adequate pornography literacy in sex education. Ideally, with the help of activist groups such as “SIECUS: Sex Ed for Social Change,” this type of education will move into high schools and even middle schools once more parental support is established (“About Us”). To help speed this process, in addition to college pornography literacy curriculums, high schools should put effort into teaching parents how to have proper conversations with their children about sex and porn and why pornography literacy programs are necessary. This idea is supported by Rotham et al. in “A Qualitative Study of What US Parents Say and Do When Their Young Children See Pornography.” It offers data that supports claims that most parents who do not understand how to discuss pornography with their children “may be open to receiving guidance from pediatricians about what they can say to their young children who have viewed pornography” (Rothman et al. 848). For this reason, this paper suggests that prior to implementation of pornography literacy programs, schools should be giving direction to parents themselves with the help of professional pediatricians they trust. This will make the process of introducing this curriculum easier, with support from parents who feel as though they are being included in discussions of how their children are being taught.
At the end of the day, pornography literacy programs, if implemented on college campuses, and eventually at middle and high schools, have the potential to rework American’s perceptions of what healthy expression of sexuality can look like. Our sex education system is lacking. Without education covering pornography and frequent messaging that characterizes pleasure as sinful, children are left vulnerable to the negative impacts of pornography consumption simply because they lack guidance. However, if the next generation of Americans is raised with an acute awareness of what healthy sexual expression can look like, they can use porn to aid in the development of healthy sexual identities without encountering problems current young adults are facing. Gone will be the days of porn being a contributor to young people’s inaccurate perceptions of healthy body types and sexual relationships, as well as sexual disorders and sexual violence. More than that, as young people become more aware of what ethical pornography looks like, consumers can drive demand for ethical, feminist pornography that benefits the porn industry itself. With abilities to discuss sex and pornography, the next generation can work to de-stigmatize sex in American society, thus opening the gates for a sex positive culture that benefits everyone. In a sense, pornography literacy is so much more than helping young people feel less guilty about watching porn. It has the potential to transform discourse around sex and reinvent what expression of sexuality can and should look like in the 21st century.
Works Cited
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Safronova, Valeriya. “A Private-School Sex Educator Defends Her Methods.” The New York Times, 7 July 2021.
Sophie Dorosin is from Palo Alto, CA and studies in the College of Arts & Sciences at Washington University in St. Louis.