Teenage pregnancy, particularly when it involves older men, reveals deep gender and racial inequalities that entrench cycles of disadvantage for young girls. Research has shown that between 20% and 36% of teenage pregnancies result from relationships with men several years older (Boden, Fergusson, & Horwood, 2010; Manlove, Papillo, & Ikramullah, 2004). These pregnancies reflect power imbalances, where young girls—particularly those from ethnic minority backgrounds—are coerced or manipulated into sexual relationships. The overturn of Roe v. Wade and the growing restrictions on abortion access exacerbate this issue, leaving these vulnerable populations, especially ethnic minority girls, at even greater risk. Moreover, the lack of strong policies addressing older men who impregnate preteen girls further highlights the need for comprehensive reform.
Older Men and Teenage Pregnancy: Power and Coercion
The involvement of older men in teenage pregnancies must be understood within the context of gendered and racialized power dynamics. Relationships between older men and young girls are often characterized by significant age gaps and coercive power dynamics. These young girls, especially those from marginalized communities, are particularly vulnerable to such relationships due to factors such as limited emotional and financial support, socioeconomic instability, and cultural pressures that restrict their autonomy.
Research by Manlove et al. (2004) found that approximately 25% of teenage pregnancies stemmed from relationships with men at least five years older than the girl. This issue is more pronounced in ethnic minority communities, where young girls face additional barriers, such as systemic racism, limited access to education, and inadequate healthcare. These power imbalances make it harder for young girls to resist exploitation or make informed decisions about their reproductive health, especially when manipulated by older men.
The Overturn of Roe v. Wade and the Impact on Minority Girls
The Supreme Court’s 2022 decision to overturn Roe v. Wade and return the regulation of abortion to individual states has had profound consequences, especially for young women from marginalized communities. Many states now have restrictive or outright bans on abortion, leaving young girls—particularly those who become pregnant as a result of coercion or relationships with older men—without options. These legal restrictions disproportionately affect ethnic minority girls, who already face substantial barriers to healthcare access.
For these girls, abortion access is further complicated by geographic and financial barriers, as well as parental consent or notification requirements. In states with strict abortion laws, the lack of safe and legal abortion services means that pregnant minors may be forced to carry a pregnancy to term, even if they are ill-prepared emotionally, financially, or socially. This further reinforces cycles of disadvantage, denying these young women the ability to make informed decisions about their futures and exacerbating systemic inequalities (Guttmacher Institute, 2022).
Weak Policies Around Older Men and Preteen Pregnancy
A significant aspect of the problem is the weak policies surrounding older men who impregnate underage girls, particularly preteen girls. Although many states have laws that criminalize sex with minors, these laws are often poorly enforced, and older men who engage in sexual relationships with young girls may face lenient penalties or no consequences at all. This failure to adequately address these situations leaves young girls vulnerable to further exploitation.
For example, many sexual abuse laws fail to adequately consider the unique vulnerabilities of girls in ethnic minority communities, where cultural, social, and economic pressures may prevent them from seeking help or reporting abuse. Even when older men are held accountable, the penalties may be insufficient to deter harmful behaviors or protect young girls from future exploitation (Lammers, Stoker, Jordan, Pollmann, & Fischer, 2011).
Education for Men: Preventing Exploitation Before It Happens
In addressing this issue, it is crucial to focus on preventative measures that can stop exploitation before it occurs. A vital part of this prevention is education. Boys and young men need to be educated early on about the legal and moral consequences of impregnating underage girls. This education should go beyond basic sex education and emphasize the importance of consent, healthy relationships, and the severe consequences of engaging in relationships with minors.
Boys need to understand that exploitation is not only harmful but also punishable by law. By educating young men about these issues, we can foster a culture where sexual exploitation of minors is less likely to occur. Such education can promote respect for boundaries and healthy relationship dynamics, ultimately helping to prevent predatory behavior (Haines & Joffe, 2013).
The Sexualization of Women and Girls in American Culture
The sexualization of women, and especially girls, is embedded in American culture due to the patriarchal structure of society. Media, advertising, and pop culture often portray women and girls as sexual objects, reinforcing the idea that their value is tied to their sexual appeal and appearance. These normalized portrayals of sexual objectification contribute to a societal environment where older men may feel entitled to manipulate or exploit young girls, especially when they view them as available or desirable.
Studies have shown that the sexualization of young girls in the media contributes to the normalization of harmful behaviors toward them. The American Psychological Association (APA, 2007) found that the portrayal of sexualized images of girls in the media negatively impacts their body image, self-esteem, and mental health. Such portrayals create an environment in which young girls are seen as commodities, making it easier for older men to justify their actions of exploitation.
Reproductive Justice and the Need for Stronger Policy
From a feminist perspective, the current state of reproductive rights and protections for young girls is deeply inadequate. Reproductive justice goes beyond the right to abortion and includes the right to live free from violence, coercion, and exploitation. For ethnic minority girls who become pregnant as a result of relationships with older men, this means not only ensuring access to safe and legal abortion services but also strengthening laws to protect these girls from sexual exploitation and abuse.
To achieve reproductive justice, stronger policies are needed to protect young girls from older men who prey on their vulnerability. This includes implementing and enforcing stricter age-of-consent laws, imposing harsher penalties for sexual exploitation, and providing more resources for minors to report abuse and seek help without fear of judgment or retribution. Furthermore, policymakers must ensure that all young women, especially those in marginalized communities, have access to comprehensive sex education, reproductive healthcare, and abortion services (Silliman, Fried, Ross, & Gurr, 2004).
Conclusion
The issue of teenage pregnancy, especially when involving older men, reflects entrenched gender and racial inequalities that limit the autonomy and future opportunities of young girls. The overturn of Roe v. Wade and increasing restrictions on abortion access only exacerbate these challenges, especially for ethnic minority girls who already face significant barriers to healthcare. Additionally, weak policies addressing older men who impregnate preteen girls and the normalization of the sexualization of young girls in American culture contribute to a cycle of exploitation that needs urgent reform.
To move toward true reproductive justice, policies must be reformed to provide stronger protections for young girls, particularly those in marginalized communities. This includes strengthening laws against sexual exploitation, educating young men about the consequences of exploiting minors, ensuring access to reproductive healthcare, and providing comprehensive education and support services for young women. Through these efforts, we can ensure that young girls—regardless of their ethnicity or socioeconomic status—have the opportunity to make informed, autonomous decisions about their bodies and futures.
References
American Psychological Association. (2007). Report of the APA task force on the sexualization of girls. American Psychological Association.
Boden, J. M., Fergusson, D. M., & Horwood, L. J. (2010). Early motherhood and subsequent life outcomes. Journal of Child Psychology and Psychiatry, 51(2), 167-175. https://doi.org/10.1111/j.1469-7610.2009.02191.x
Guttmacher Institute. (2022). Abortion policy in the United States. https://www.guttmacher.org/state-policy
Haines, D., & Joffe, C. (2013). The case for early interventions in preventing sexual violence. American Journal of Public Health, 103(9), 1641-1647. https://doi.org/10.2105/AJPH.2013.301299
Lammers, J., Stoker, J. I., Jordan, J., Pollmann, M., & Fischer, A. H. (2011). Power increases infidelity among men and women. Psychological Science, 22(9), 1191-1197. https://doi.org/10.1177/0956797611416253
Manlove, J., Papillo, A. R., & Ikramullah, E. (2004). The impact of male involvement on adolescent pregnancies and births: A review of the literature. Child Trends. https://www.childtrends.org/publications/the-impact-of-male-involvement-on-adolescent-pregnancies-and-births-a-review-of-the-literature
Silliman, J., Fried, A., Ross, L., & Gurr, L. (2004). Undivided rights: Women of color organize for reproductive justice. South End Press.
Why Teaching Requires More Than Pedagogy
By Katherine Walter
On May 16, 2025
In educational institutions
Created with ChatGPT
As someone who holds a Master’s degree in Anthropology, I entered the world of education with both passion and purpose. While my primary focus was cultural anthropology, I—like every graduate in the discipline—was trained in all four subfields: cultural, linguistic, archaeological, and biological anthropology. That meant I not only studied cultures and societies, but also the scientific method, human evolution, genetics, and the biological roots of human behavior. I came to education with a deep respect for science and evidence-based learning.
This is why, during an assignment as a substitute teacher in a high school science class in Illinois, I was shocked when the regular teacher told me—without hesitation—that “scientific theories are not factual.” He dismissed evolution as “make believe,” clearly unaware that a scientific theory is one of the highest forms of scientific understanding—built upon repeated observation, experimentation, and peer review. Evolution is the cornerstone of modern biology, not a matter of personal belief.
This isn’t a harmless slip-up. This is a fundamental failure in teacher preparation. It’s not enough to teach students how to learn if we’re giving them incorrect or ideologically distorted content. I’ve read critiques arguing that college should be limited to learning within one’s major, and that students should have mastered foundational knowledge in high school. The reality is, many high school students aren’t mastering those foundations—because their teachers are not adequately prepared to teach them.
Too many teacher preparation programs emphasize methods over mastery. Aspiring educators are trained extensively in classroom management, differentiated instruction, and educational theory—yet not always required to have a deep command of the subjects they will teach. In some cases, they’re licensed to teach science with little more than a generalist background.
And the problem doesn’t end with science.
I was working toward my teaching license through a Master of Arts in Teaching (MAT) program when I encountered another systemic problem—this time around sex education. I have a sex-positive stance, one rooted in both personal conviction and research-based evidence. In one health class I observed, students were assigned to budget for the costs of raising a newborn. It was clear the goal was to instill fear—to use financial anxiety as a scare tactic to promote abstinence. But studies have consistently shown that abstinence-only education not only fails to prevent teen pregnancy and STIs but can also be psychologically harmful, particularly to students who do become young parents.
Sexual health education should be empowering and factual, not shame-driven. But when I expressed my concerns, I encountered resistance—not just from individual educators, but from the institution itself.
Things came to a head when a student created a video montage of several posts from my account on X (formerly Twitter). These were not instructional posts. They were personal, blunt statements about my sexual desires—an expression of my identity as a sex-positive transgender woman and my belief that it is okay to have sexual feelings as a man or trans woman who is attracted to men. These posts were part of my advocacy: normalizing desire, refusing shame, and affirming the validity of trans and queer sexuality.
The school’s administration didn’t see it that way. Despite my academic progress and professional goals, my student teaching was terminated by the principal and HR. The university I was attending stated that they supported me—but they offered no legal or practical assistance in dealing with the district. Ultimately, I was left to fend for myself, and I made the painful decision to withdraw from the MAT program.
This experience left me disillusioned but not without resolve. It exposed not only the institutional discomfort with sex positivity and LGBTQ+ inclusion, but also a broader systemic issue: we are not preparing teachers who are content experts, nor are we protecting those who challenge outdated or harmful norms. We are failing both our educators and our students.
This is why I firmly believe that the time has come to rethink our entire approach to public education. In today’s complex and fast-paced world, a high school diploma is no longer sufficient preparation for the workforce—or for responsible citizenship. I believe a community college education should become the new baseline, just as a high school diploma was once considered the minimum requirement. Community colleges offer an affordable, accessible means of deepening one’s understanding of science, mathematics, communication, and civic literacy. They can provide a critical bridge to more specialized training and help ensure that our future educators, health workers, and citizens are equipped with both knowledge and critical thinking skills.
We need teachers who understand evolution, who can explain the scientific method, who are prepared to address the realities of human sexuality without resorting to fear or shame. We need school districts that protect educators from ideological purges, and universities that do more than offer symbolic support when their students face political or cultural backlash.
I may have been pushed out of the MAT program, but I have not given up on education. I still believe deeply in the power of teaching—and in the need for radical reform in how we prepare those who take on that responsibility.
Our students deserve teachers who are not only caring and skilled, but who actually know what they’re talking about. Anything less is a betrayal of their potential.