Running head: ANNOTATED BIBLIOGRAPHY 1

Annotated Bibliography:

Sex, Dating and Persistence

Chantoba Bright

The University of Texas at El Paso

RWS 1301

Dr. Vierra

April 02, 2019

ANNOTATED BIBLIOGRAPHY 2

Research questions

A lot of people either do not know the definition of sex and dating or do not really

understand it as it relates to this new-found generation of adolescents. Some questions that could

be asked would include:

1.Why do college students engage in such relationships?

2.Why is their lack of communication, compromise and commitment?

3.How long do these types of relationship last?

4.How can safer sex be practiced during the relationship period?

5.What are the effects of such relationship on the lives of those involved?

6.What is the purpose and or benefit of these relationships?

Revised Research Questions

1.Who is involved in sex and dating on campus?

2.Where does sex and dating often occurs?

3.When does sex and dating occur on campus?

4.Why are they involved in sex and dating on campus?

5.What are the consequences of sex and dating on campus and how does it affect

persistence?

6.Why are they involved in sex and dating?

7.What are the benefits of sex and dating on campus and how can it be used to assist

student persistence in college?

ANNOTATED BIBLIOGRAPHY 3

Annotated Bibliography

Monograph Bogle, K. A. (2008). Hooking up: Sex, dating, and relationships on campus (1st ed.,

Vol. 1). New York: New York University Press.

1
Unlike previous generations, college students today are not forming relationships

through dating. According to Bogle (2008), dating is a sort of dalliance relationship particularly

prevalent in the college community because students (especially men) want to delay marriage

until they graduate and settle into their post college career (p 14). college has become an

increasingly important setting for early sexual experiences. Instead of dating any students were

hooking up or convince themselves that they are just ‘friends with benefits’ which is the ability

to have sex, hook up without the attendant drudgery of relationships. Even though hooking up

has seem to be an entrenched part of the college experience, just like sex and dating in college it

poses a threat to academic success in the sense of it being a major distraction and waste of time.

Students often struggled with various aspects of hooking up; for example, “how far” a hook up

should go, how to act with your hook up partner the next day and how to turn a hook up into a

relationship.

This evidence implies that students at the college level are more looking to “hook-

up” rather than getting romantically involved in a relationship at such an early age. These kinds

of relationship lack communication and involves risky sex that may impact both parties’ safety.

This type of relationship only has short term benefits to those involved because it is used as some

sort of dalliance during college and is more of a hook up or friends with benefits kind of

relationship agreement that seldom leads to a more committed, romantic relationship that is taken

seriously by both parties. The lack of communication and safe sex practices can lead to
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unexpected and unplanned detrimental effects on those involved and is a social issue that is

growing at an alarming rate.

Gordon, S. (1973). The sexual adolescent; communicating with teenagers about sex North

Scituate, Mass., Duxbury Press 1973]. Retrieved from http://0-

search.ebscohost.com.lib.utep.edu/login.aspx?direct=true&db=cat04704a&AN=nug.b129

8595&site=eds-live&scope=site

The known consequences of adolescent sexual behaviors are crucial to our society. Sol

Gordon (1973) claimed that the less an adolescent knows about sex the less he will “act out” is

not compelling. A research conducted by the author shows that about 300,000 babies are born

out of wedlock in a year and about one-third of those, or 100,000 are to teenagers, abortions not

included. More than 50% of the marriages of high school girls occur when the girl is pregnant

and the highest divorce rates in the united states today is among teenagers (p. xv). Investigations

shows that the number of teenage lives ruined by unwanted pregnancy is tragic and this is due to

the strict laws that prevent minors from having access to the medical help they need without

parental consent. Along with this is the lack of sexual conservation between parents and

adolescents and the fact that the society refuse to admit that adolescents are having early,

unprotected sex out of wedlock and without any kind of sexual knowledge. In 1972 more than

two million Americans contract a venereal disease, one-four of them was under twenty-one and

didn’t nowhere to go for diagnosis and treatment while others didn’t know they had it (p. xvi).

This evidence seemed to point at the fact that a great number of adolescents will engage in in

non-marital sexual relations no matter what adults think they should do. The only way to

eradicate or control these results discussed earlier is to change the laws that discourages
ANNOTATED BIBLIOGRAPHY 5

adolescent sexual activity and apply the laws to the conditions where it can be more effective.

Example increase or make help available to adolescent without parental consent.

Essays

Freedman, E. (1996). The prison lesbian: Race, Class, and the Construction of the Aggressive

Female Homosexual. In E. Hodes. Sex, love, race: crossing boundaries in North

American history 1999, New York: New York University Press, (pp.254-266).

In the mid- twentieth century, the subject of lesbians in prison began to attract both

scholarly and popular attention in the united states. According to Freedman (1996), the prison

lesbian reveals a complex reconfiguration of the class and racial meaning attached to sexuality in

modern America (p.423). After world war 2 criminologists depicted lesbian inmates as menacing

social types because they saw prison lesbians as a dangerous sexual category and its changing

contours overtime provided a unique historical window on the social construction of homosexual

identity. This evidence implies that because this type of sexual category was well outside the

norms of society, many feared/ were concerned about its “contaminating” effects on the society

at large; intensified the process of labeling female homosexuality in women’s prisons and

beyond their walls. The hostile cold war climate condemned homosexuals as subversive, a public

working-class lesbian bar culture became increasingly visible.

Gordon, S. (1973). The sexual adolescent; communicating with teenagers about sex North

Scituate, Mass., Duxbury Press 1973]. Retrieved from http://0-

ANNOTATED BIBLIOGRAPHY 6

search.ebscohost.com.lib.utep.edu/login.aspx?direct=true&db=cat04704a&AN=nug.b129

8595&site=eds-live&scope=site

The known consequences of adolescent sexual behaviors are crucial to our society. Sol

Gordon (1973) claimed that the less an adolescent knows about sex the less he will “act out” is

not compelling. A research conducted by the author shows that about 300,000 babies are born

out of wedlock in a year and about one-third of those, or 100,000 are to teenagers, abortions not

included. More than 50% of the marriages of high school girls occur when the girl is pregnant

and the highest divorce rates in the united states today is among teenagers (p. xv). Investigations

shows that the number of teenage lives ruined by unwanted pregnancy is tragic and this is due to

the strict laws that prevent minors from having access to the medical help they need without

parental consent. Along with this is the lack of sexual conservation between parents and

adolescents and the fact that the society refuse to admit that adolescents are having early,

unprotected sex out of wedlock and without any kind of sexual knowledge. These evidences

seem to point at the fact that a great number of adolescents will engage in in non-marital sexual

relations no matter what adults think they should do. The only way to eradicate or control these

results discussed earlier is to change the laws that discourages adolescent sexual activity and

apply the laws to the conditions where it can be more effective. Example increase or make help

available to adolescent without parental consent.

Hodes, M. E. (1999). Sex, love, race: Crossing boundaries in north American history New York:

New York University Press, c1999. Retrieved from http://0-

search.ebscohost.com.lib.utep.edu/login.aspx?direct=true&db=cat04704a&AN=nug.b180

1375&site=eds-live&scope=site
ANNOTATED BIBLIOGRAPHY 7

This is a story of shifting sexual and racial attitudes among white Lutherans towards

interracial marriage and inclusion of blacks in church. It is important to note this because during

this time slavery was still active and whites often debate on where or not blacks were to be

baptized and made members of churches since pastor hypocritically preach against slavery but at

the same time owned many of them. In the coming weeks pastor and prostitute as she was now

called battled each other over the paternity of her unborn child. According to Hodges (1999),

their clash illuminates little understood sexual dynamics between black and white colonists in the

north (p.61). The most influential study of mixed-race relations in the American colonies,

Winthrop Jordan white over black discusses only Anglo African ties, omitting contacts for

example between African Americans and German.

This express the idea that back in the colonial period blacks were not allowed to be sexually or

romantically involved with individuals of white origin in this case those of German backgrounds.

Anyone who crosses or attempts to cross these social boundaries where shunned and made social

outcasts, disgraced and the entire family publicly shamed since it was a rapidly growing social

issue that actions or restrictions needed to be put in place to prevent persons from engaging in

the act in the views of the white’s society. The story of the pastor and prostitute shows how

breaking social norms whether it is true or not causes extreme social tension and hostility

between these two groups.

Sizer c. Lyde (1999). Still waiting: Intermarriage in white women’s civil war novels. In E.

Hodes. Sex, love, race: crossing boundaries in North American history 1999, New York:

New York University Press, (pp.254-266).

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The issue of intermarriage revealed hopes for an end to racial prejudice and cultural and

racial hierarchy. According to Sizer (1865), intermarriage and personal efforts at education

would successfully integrate blacks into white society (p.257). Back in the colonial period,

relationships between blacks and those of white origin was not accepted by society. This was a

rapidly growing issue that Africanist/ abolitionist seeked to eradicate. The theory of the blending

of the races, applied to the American white man and negro. Although it was often argued that

intermarriage would solve the nation’s racial problems by producing a better breed of children.

The methods sought to be used was the intermarriage approach and education but although

sexual and marital unions between blacks and white had been a public subject to varying degrees

in the antebellum North, the issue had been framed within a critique of slavery and centered

around black women’s vulnerability and resistance to rape by white men. Here, however, blacks

were depicted as legal and social equals. Based on this evidence it is safe to conclude that such

unions were especially frightening for white men, because they potentially undercut control over

the bodies of women, both black and white. “Women and blacks were the foundation on which

southern white males built their patriarchal regime, but blacks and women conspired to be other

than what white males wanted them to be, the regime would topple”

Journals

Kimbark, K., Peters, M. L., & Richardson, T. (2017). Effectiveness of the student success course

on persistence, retention, academic achievement, and student engagement. Community

College Journal of Research and Practice, 41(2), 124-138. Retrieved from http://0-
ANNOTATED BIBLIOGRAPHY 9

search.ebscohost.com.lib.utep.edu/login.aspx?direct=true&db=eric&AN=EJ1122709&sit

e=eds-live&scope=site; http://dx.doi.org/10.1080/10668926.2016.1166352

Despite a great increase in the numbers of students enrolling in higher education,

specifically at community colleges, the successful completion rates for these students has

remained static since the 1970s. According to Kimbark, Peters, & Richardson (2017), The

successful implementation of access programs, the prevalence of open admissions policies in

community colleges, and changes in the national mindset regarding postsecondary education

since the 1950s are primary reasons that led to increased student enrollment at community

college campuses across the United States (U.S.) (p.124). In reviewing strategies to increase

student retention and successful completion, the Student Success Course (SSC) has emerged as a

promising and prominent strategy for community colleges. The purpose of this sequential mixed

methods study was to determine if participation in an SSC influences persistence, retention,

academic achievement, and student engagement on a community college campus. A survey

revealed that students who participate in the SSC claimed that taking part not only altered their

perceptions of the importance of the course, but their social and study skills as well. The U.S. has

fallen from 1st to 16th in the world in the number of students completing college degrees (Joyce,

2010). Retaining and graduating students in college has been a focus of attention for decades; it

has resulted in a plethora of support services designed to meet the various needs of the students

enrolled. The SSC is one way in which a range of student support services can be delivered. The

SSC, which began surfacing in the early 1970s to address retention and graduation rates at

universities, is aimed at new students

This evidence proves that in addition to the slide in world ranking, completion rates

are now becoming a primary concern for colleges at all levels because state and federal funding
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is aligning with completion rates not just enrollment numbers, as they were in previous decades.

While widespread attention on retention and persistence theories evolved to address this issue,

the development of student success strategies and programs were much more pervasive at 4-year

institutions.

Kuperberg, A., & Padgett, J. E. (2015). Dating and hooking up in college: Meeting

contexts, sex, and variation by gender, partner's gender, and class standing. Journal of Sex

Research, 52(5), 517-531. doi:10.1080/00224499.2014.901284

A hook up is a causal, noncommittal encounter of a sexual nature between two individuals,

which may or may not include sex. According to Kuperberg and Padgett (2015), research studies

have shown that that 60%-80% of college students report at least one such encounter (p.517).

Some researchers claim that hooking up has now surpassed or replaced dating on U.S college

campuses, while others indicate dates are still more common. Theory of sexual partnering to

explain differences in meeting places and sexual activity during both dates and hookups, and

variation by gender, partner’s gender, and class standing. Cultural distinctions between these

encounters type play a major role in sex and dating on campus and the context in

which these encounters happen affects the outcomes. It is argued that individuals tend to

partner with those met in locations in which they are institutionally embedded (work, school),

with whom they have mutual acquaintances (“social network embeddedness”) and whom they

have known longer (“relational embeddedness”), due to this we can argue that certain locations

are associated with specific level of trust and risk. This evidence implies that hooking up is

becoming more and more the trend in college rather than dating. However, these encounters are

based on several contexts. It also explains why college students often date or hook up with their
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peers, someone from their campus, someone who is in their social circle, a close friend or

someone that is close to their friends rather than dating off campus and outside of their trusted

surroundings.

Leppel, K. (2001). The Impact of Major on College Persistence among Freshmen. Higher

Education, 41(3), 327-342. Retrieved from http://0-

www.jstor.org.lib.utep.edu/stable/3447979

The more a student's experiences serve to integrate the student socially and intellectually

into the life of the institution, the more likely the student is to persist until degree completion.

According to Leppel (2001), psychological, environmental, and academic variables interact to

determine whether students remain in college (p327). These variables include factors such as

finances, hours of employment, outside encouragement, goal commitment, family

responsibilities, satisfaction, and stress. While some students leave school because of academic

dismissal, "only 15 to 25 percent of all institutional departures arise because of academic

failure”. Most students who leave college prior to degree completion withdraw voluntarily for

personal reasons. Once a student enrolls, the student's performance and decision to persist are

simultaneously determined. Suppose a student is struggling to pass courses, obtain loans, and

balance school, job, and family responsibilities. Then current costs, both monetary and non-

monetary, may be high. Whether the student decides to quit school depends on whether expected

future benefits are high enough to compensate for high current costs. That, in turn, depends on

the magnitude of the current difficulties the individual is experiencing, the future benefits as

perceived by the student, and the rate at which the individual discounts future benefits. College

persistence may be related to major. Students whose major is oriented to a specific profession
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(such as business, engineering, education, or health) may have persistence rates that differ from

students with other majors. The choice of professionally-oriented majors may reflect a greater

goal commitment. These students may place more importance on the expected job-related

benefits of college, and they may therefore have higher persistence rate. Based on this evidence

it can be concluded that in addition to shaping student commitments, environmental factors

"exert an influence in the socialization and academic experiences of the students." Students can

persist in college in a few different ways. They can continue in a major at a given university,

they can change majors but continue within a given university and they can transfer from one

university to another but continue in the educational system. Thus, a broad definition of

persistence includes students who demonstrate any of these types of behavior.

Websites

Hendricks, D. (2017). Dating in College and How Relationships Affect You.

Retrieved from https://studybreaks.com/culture/dating-college-relationships-affect/

Dating becomes more challenging than it was before you entered college. According to

Hendricks (2017), Dating in college could be more difficult than you'd imagine so it is better to

focus on yourself and your pursuit of academic success. During the start of a relationship there is

brain activity that can cause distractions. According to a study by cognitive neuroscientists at

Columbia University that compared relationships with drug addictions, they found that
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“dopamine is involved in both drug addiction and the early, obsessive stages of love.” This

chemical being released in your brain during the start of a relationship can cause you to become

obsessive and to have “cravings” for your partner. Although this may be sweet for a hot minute,

it could end up interfering with other important parts of your life such as school and work. This

is important to consider when thinking of entering a relationship in college because it can be a

great distraction for a period and even after. According to a different study by neuroscientists at

Columbia University, the same brain activity also takes place during a break-up that makes you

feel real pain as when you’re physically hurt. Based on these evidences we can find the link

between sex and dating in college and persistence and can safely conclude that sex and dating in

college affects persistence in many ways for various reasons. However, different students handle

different situations differently.

Primary Sources

Corchado, a. (1986). Sex and dating on campus. The Prospector, pp. 7-8. Retrieved from

Theprospector.newspaperarchive.com

College students are basically doing the same things that they were doing years ago

but with a little more sophistication including sex. According to Corchado (1986), sex in the

halls of academe is alive and well and as prevalent as ever (p.7). It's clear that students know

more now than what they knew back then, and it is resulting in a new wariness as well as a new

sophistication about sex. Students are slowly realizing that sex is a means of deepening a
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relationship. Sexual revolution of the past has made students become more sensitive about

emotions and more aware about their sexual feelings. There is a real need for intimacy that is so

much more beyond sex. As human beings we need a trusting, loving relationship, someone to

turn to when we are hurting or just need someone to talk to. We are gradually realizing what it

means to be human beings. Based on this evidence it can be concluded that sex and dating on

campus is gradually evolving even though it is still following some patterns of the pass. Students

are becoming wiser and finally realizing what it means to be in a relationship and what we seem

from these such relationships as human beings.

Fitch, J. (1961). Better activities urged. The Prospector, pp. 15. Retrieved from

Theprospector.newspaperarchive.com

Better activities urge persistence at Utep. According to Fitch 1986, student

activities as well as the academic part of college life are responsible for developing

dependability, persistence and other moral qualities in student. It is up to the campus leaders to

take a stand and make a change on the “cult of mediocrity” of the present generation. To boost

persistence levels at Utep the student council and campus organization needs to have a

discussion on various aspects of campus government and activities. Student club leaders can try

to improve their activities such as group projects through better publicity. A constant schedule of

activities to keep members busy is needed by club. Based on the evidence presented it can be

concluded that persistence is not only based on students’ attitude but on activities present on

campus that involves students. Better activities urge student to be partially involved and develop

certain skills that helps build student persistence in college.

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