Sexual Rights Instrument

Abstract

The Sexual Rights Instrument (SRI) is a comprehensive psychometric measure designed to assess individual support for the 11 core sexual rights formulated and adopted by the World Association of Sexology (WAS) in 1999. The instrument consists of 94 items, each rated on a 5-point Likert scale, ranging from Strongly Agree to Strongly Disagree. These items are organized into 15 distinct scales; while most rights are assessed by a single scale, the right to sexual equity is uniquely divided into five specific sub-scales focused on vulnerable or marginalized populations (Poor People, Gays and Lesbians, Handicapped People, Adolescents, and Elderly People). The design acknowledges the theoretical interconnectivity of sexual rights, leading to some item overlap across scales, such as between the rights pertaining to adolescents and comprehensive sexuality education. The initial construction and validation of the SRI utilized two samples of college students in the northeastern United States.

Keywords

Sexual Rights Instrument, WAS, World Association of Sexology, Sexual Equity, Sexual Attitudes, Psychometrics, Lottes and Adkins, Sexual Health, Cronbach’s alpha, Construct Validity

Authors

Lottes, I., Adkins, C.

Purpose

The primary purpose of the Sexual Rights Instrument is to quantitatively measure the degree of an individual’s support for the 11 fundamental sexual rights enumerated in the Declaration of Sexual Rights adopted by the World Association of Sexology (1999). The instrument is versatile, allowing researchers to assess support for the complete set of 11 rights or to focus on specific rights relevant to particular study populations or research objectives.

The developers intended for the instrument to be used in adult samples to examine attitudes toward these internationally recognized rights, particularly focusing on attitudes related to freedom, autonomy, privacy, pleasure, and equity across diverse demographic groups.

Construct

The Sexual Rights Instrument measures the construct of Support for Sexual Rights, a multi-dimensional psychological orientation that aligns with the principles established by the World Association of Sexology. This construct is operationalized through 15 distinct scales corresponding to the 11 core rights, with the right to sexual equity being further delineated into five sub-scales for specific groups known to experience a lack of sexual equity: Poor People, Gays and Lesbians, Handicapped People, Adolescents, and Elderly People.

A crucial aspect of the underlying theoretical framework is the principle of interconnectivity among sexual rights. This principle posits that rights are not mutually exclusive; thus, items sometimes apply to more than one scale, reflecting real-world overlaps. For instance, items assessing the right to sexual equity for adolescents necessarily overlap with those assessing the right to comprehensive sex education, as adolescence is a critical developmental period for acquiring sexual knowledge.

Validity

The construct validity of the 15 scales was supported through examining correlations with external measures and known-group differences. Researchers correlated scale scores with measures of conservative political views, religiosity, support for feminist causes, and personal value of sex.

The results generally upheld theoretical predictions: greater support for sexual rights was demonstrated by individuals who held less conservative views, were less religious, expressed more feminist views, and placed a higher value on sex in their personal lives. Furthermore, significant mean differences were observed between respondents who had only heterosexual sex partners and those who reported having at least one same-sex partner, providing additional support for the instrument’s validity in distinguishing between groups with differing sociopolitical orientations toward sexual issues.

Reliability

Internal consistency reliability for each of the 15 scales was estimated using Cronbach’s alpha across two samples of college students. For Sample 1 (N=388), the alpha coefficients ranged from a low of .64 (Emotional Sexual Expression) to a high of .93 (Gays and Lesbians).

For Sample 2 (N=175), the alphas ranged from a low of .57 (Sexual Privacy) to a high of .92 (Gays and Lesbians). Overall, the vast majority of the 15 sexual rights scales demonstrated acceptable to strong internal consistency, with most coefficients exceeding the standard threshold of .70, suggesting that the scales reliably measure their intended constructs.

Factor Analysis

Explicit details regarding the use of formal factor analysis (e.g., Exploratory or Confirmatory Factor Analysis) to empirically derive or confirm the 15-scale structure were not reported in the primary source document. The structure of the instrument is primarily derived theoretically from the 11 core rights articulated by the WAS, with item allocation based on content validity and expert review by a sexuality researcher. The final item set included 19 items adapted from previously published scales.

Instrument

Test Type: Attitude Scale / Psychometric Questionnaire

Format: 94-item self-report scale utilizing a 5-point Likert scale response format (Strongly Agree, Agree, Neither Agree nor Disagree, Disagree, Strongly Disagree).

Language Available: English (Original development language)

Population Group: General adult population and college students.

Age Group: Adult samples (Initial samples had mean ages of 26.5 and 28.6).

Population Details: The initial validation samples consisted of college students in the northeastern United States (Sample 1: N=388, 41% male, 59% female; Sample 2: N=175, 38% male, 62% female). The instrument is generally deemed appropriate for adult administration.

Test Methodology: The instrument requires approximately 40 minutes to complete. Scoring involves summing the responses (coded 1 through 5) for individual items within each scale. Reverse-scored items must be recoded prior to summation. A higher total score indicates a greater degree of support for sexual rights.

Keywords

Sexual freedom, Sexual autonomy, Sexual privacy, Reproductive choices, Comprehensive sexuality education, WAS Declaration, Psychological assessment, Attitude measurement

Authors

Author ORCID Identifier: Not specified in source.

Affiliation Email addresses: Not specified in source.

Correspondence Address: Not specified in source.

Permissions & Fee and Test Year

Test Year: 2003 (Year of primary publication detailing instrument construction).

Permissions/Fees: Not specified in source. Researchers should contact the authors (Lottes & Adkins) or the publishing journal (The Journal of Sex Research) for specific usage permissions.

Reference’s

• Berne, L. (1998) Abortion Attitude Scale. In C. M. Davis, W. L. Yarber, R. Bauserman, G. Schreer, & S. L. Davis (Eds.), Handbook of sexuality- related measures (pp. 1–2). Thousand Oaks, CA: Sage.

• Fisher, T., & Hall, R. (1998). Attitudes Toward Sexuality Scale. In C. M. Davis, W. L. Yarber, R. Bauserman, G. Schreer, & S. L. Davis (Eds.), Handbook of sexuality-related measures (pp. 32–33). Thousand Oaks, CA: Sage.

• Godin, S., Frank, S., & Jacobson, S. (1998). Family Life Sex Education Goal Questionnaire. In C. M. Davis, W. L. Yarber, R. Bauserman, G. Schreer, & S. L. Davis (Eds.), Handbook of sexuality-related measures (pp. 203–205). Thousand Oaks, CA: Sage.

• Hudson, W., Murphy, G., & Nurius, P. (1983). A short-form scale to measure liberal vs. conservative orientations toward human sexual expression. The Journal of Sex Research, 19, 258–272.

• Klein, D. (1998). The Sexuality Education Program Feature/Program Outcome Inventory. In C. M. Davis, W. L. Yarber, R. Bauserman, G. Schreer, & S. L. Davis (Eds.), Handbook of sexuality-related measures (pp. 206–208). Thousand Oaks, CA: Sage.

• Lottes, I., & Adkins, C. (2003). The construction and psychometric properties of an instrument to assess support for sexual rights. The Journal of Sex Research, 40, 286–295.

• Van de Ven, P., Bornholt, L., & Bailey, M. (1998). Homophobic Behavior of Students Scale. In C. M. Davis, W. L. Yarber, R. Bauserman, G. Schreer, & S. L. Davis (Eds.), Handbook of sexuality-related measures (pp. 369–370). Thousand Oaks, CA: Sage.

• White, C. (1998). Aging Sexual Knowledge and Attitudes Scale. In C. M. Davis, W. L. Yarber, R. Bauserman, G. Schreer, & S. L. Davis (Eds.), Handbook of sexuality-related measures (pp. 66–69). Thousand Oaks, CA: Sage.

• World Association of Sexology. (1999). Declaration of sexual rights. Retrieved May 5, 2001, from http://www.worldsexology.org/about_sexualrights.html

Items of the Sexual Rights Instrument

IMPORTANT: The following scale items must be preserved in their original language and must not be changed in any way.

Directions: Circle the response that best corresponds to your view about each statement using the following choices:

Strongly Agree (SA), Agree (A), Neither Agree nor Disagree (N), Disagree (D), Strongly Disagree (SD)

1. There should be no laws prohibiting sexual acts between consenting adults.

2. Candidates for public office should be willing to disclose their sexual histories to the public.

3. The federal government has done enough already to eliminate discrimination against gay men.

4. A pleasurable sex life is very important to the vast majority of men’s overall sense of well-being.

5. Homosexual couples should have the same legal rights as married couples.

6. Women do NOT need to be educated about the most up to date means of fertility regulation/contraception.

7. It is a responsibility of the media, including TV and the Internet, to inform people about scientific research relating to contraception/birth control.

8. Sex education courses in public high schools should discuss issues related to sexual orientation.

9. It is unreasonable to try to provide ways for physically handicapped people to enjoy their sexuality.

10. High school students should be taught negotiating skills enabling them to avoid unwanted sexual activities.

11. It is still important to investigate the sexual orientation (that is, finding out if they are gay, lesbian, or bisexual) of those people working in any branch of the armed forces.

12. Laws should make it financially difficult for married couples with children to get divorced.

13. It is perfectly normal to have sexual fantasies.

14. A pleasurable sex life is very important to the vast majority of women’s overall sense of well- being.

15. National policy has successfully protected lesbians from discrimination.

16. What two consenting adults do together sexually is their business.

17. Men should be educated about the most up-to-date means of fertility regulation/contraception.

18. It is NOT the obligation of the media to inform the public about the harmful effects and treatment of sexually transmitted diseases.

19. Teenagers should be given up-to-date information on how to avoid becoming a parent before they are ready.

20. Health insurance companies should routinely cover the majority of costs to treat the most common and curable sexually transmitted diseases.

21. It is acceptable to put pressure on someone to participate in a sexual activity that was initially refused.

22. Health care professionals should have to get parental consent before treating an adolescent (<18) for a sexually transmitted disease.

23. It should be acceptable for gay men to hold hands in public.

24. The media, including TV and the Internet, should take a major role in educating people about the harmful effects of sexual abuse on its victims.

25. It should be socially acceptable for two people to live together without being married.

26. Low-income women should be given financial assistance for the purchase of contraception.

27. There should be a place where uninsured people with low incomes can get immediate treatment for curable sexually transmitted diseases.

28. Young children (<12) need to be taught ways to help them minimize their risk of being sexually abused.

29. It is wrong to psychologically pressure someone to engage in sexual activity.

30. Laws giving cohabiting couples the same legal opportunities as married couples, with respect to health insurance, need to be enacted.

31. If a non-married couple conceives a child, they should get married.

32. Safe and legal abortions should be available to all women, before the 4th month of pregnancy.

33. Sex education courses in high school should help adolescents understand how different ethnic and cultural groups vary in sexual beliefs and behaviors.

34. Affordable health services should be available to help victims recovering from sexual abuse.

35. Public high schools should provide programs to try to eliminate forms of non-consensual sexual activity.

36. The media should provide examples demonstrating to young people how to say ‘No’ to unwanted sexual activity.

37. Sexual activity for senior citizens should be discouraged.

38. Sex education should be restricted to the home.

39. It is much too easy to get a divorce in the United States.

40. Teenage girls should be educated in high school about how sexually transmitted diseases influence their ability to get pregnant.

41. Policies in the United States should enable health providers to offer all people affordable diagnosis and treatment of sexually transmitted diseases.

42. I approve of state laws which make anal sex illegal.

43. A person should be able to stop a sexual interaction at any point, no matter how far that sexual interaction has gone.

44. Sexuality instructors should have training in the health, social, cultural, and biological aspects of sexuality.

45. Sexual activity is often psychologically beneficial for older (>65) people.

46. For most people, emotional expression is of little value to their long-term sexual relationships.

47. The union of homosexual couples deserves some form of public recognition.

48. Sex education should only be given to people ready for marriage.

49. The government already contributes enough for the health care of its citizens.

50. Sexual activity is typically a lifelong need.

51. It should be easy for teenagers to get contraceptives.

52. Teenage girls should be educated in high school about the harmful effects of a mother’s sexually transmitted disease or her drug use on her baby.

53. The media should be able to report on the sexuality of any person.

54. Nursing homes should restrict the sexual activities of their residents.

55. Sexual intimacy provides a way for many people to express their love for their partner.

56. Self-masturbation as an adult is juvenile and immature.

57. Teenagers should be taught ways to reduce their risk for getting a sexually transmitted disease.

58. Physicians should be educated on how illnesses and their treatments affect a patient’s sexual response.

59. The government should NOT help small businesses provide health insurance for their employees.

60. It is wrong to investigate the sexual activities of two consenting adults.

61. I would sign my name to a petition asking the government to protect gay men from physical violence.

62. Parents should be informed if their children (<18) have been to a health professional to obtain a contraceptive device.

63. Heterosexual men have more positive characteristics than gay men.

64. Women who emphasize sexual pleasure in their lives overlook life’s more important pursuits.

65. Self-masturbation in childhood can help a person develop a natural and healthy attitude toward sex.

66. It is the duty of parents and NOT the schools to provide sex education for their children.

67. Physically handicapped people should NOT have sex.

68. Too much social approval has been given to gay men.‌

69. Self-masturbation by a person who is married is NOT healthy.

70. Sexuality courses should be provided for those who are disabled.

71. Abortion is wrong, no matter what the circumstances are.

72. Sex education courses in high school should help adolescents express their desire NOT to be involved sexually if they do NOT wish to be.

73. The government should provide more financial assistance to hospitals and doctors to help cover the cost of the health care of poor people.

74. Care takers of the aged should be educated about the sexual needs of their patients.

75. Homosexual men are treated justly in our society.

76. Sex education courses in high school should help adolescents use protection (condom/birth control) if they plan to have intercourse.

77. Physicians should communicate to patients how illnesses and their treatments affect sexual response.

78. Nursing homes have no obligation to provide privacy for residents who wish to express their sexuality, either alone or with their partner.

79. Self-masturbation in private should be considered a normal and healthy activity for adolescents.

80. The Supreme Court should make abortion illegal in the United States.

81. Care takers of the disabled should be educated about the sexual needs of their patients.

82. I believe contraceptive use is a responsibility for both men and women.

83. Heterosexual women have more positive characteristics than lesbians.

84. Sex education courses in high school should help adolescents deal with the negative aspects of peer pressure

85. Artificial insemination should be available to lesbians.

86. Nursing homes should provide condoms for their residents.

87. Men who emphasize sexual pleasure in their lives overlook life’s more important pursuits.

88. Adults who self-masturbate in private should be considered normal and healthy.

89. Adolescents in high school should be taught skills to reduce guilt and fear about sexual issues.

90. The final decision to have an abortion should be up to the pregnant woman.

91. Sexual relationships provide an important and fulfilling part of life for most people.

92. Gay men should NOT be able to adopt children.

93. Institutions for the physically disabled should provide privacy to allow residents to engage in sexual activities.

94. The government does NOT need to provide family planning services to low-income women.