"While it may seem paradoxical, a country's abortion rate is not closely correlated with whether abortion is legal there. For example, abortion levels are quite high in Latin American countries, where abortion is highly restricted. (In fact, 20 million of the 46 million abortions performed annually worldwide occur in countries with highly restrictive abortion laws.) At the same time, abortion rates are quite low throughout Western Europe, where the procedure is legal and widely available...
Abortion levels are high in countries where the desire for small families is strong but contraceptive use is low or ineffective. For example, in most of Eastern Europe and the former Soviet republics, where desired family size has been small for many years, modern contraceptive methods were not generally available until recently. As a result, women relied on abortion—which was legal, safe and easily accessible—to regulate births. However, as contraceptives have become much easier to obtain in recent years, the situation has begun to change rapidly, and abortion rates in some of these countries fell by as much as 50% between 1990 and 1996.
In sharp contrast, even in countries where abortion is legal and widely available, abortion rates are low if couples practice contraception effectively to limit or space births. In the Netherlands, for example, where abortion has been legal and widely accessible for many years, abortion and unintended pregnancy rates are low because of widespread contraceptive use."
The annual number of abortions in Spain has nearly doubled in the last decade, prompting calls for improved sex education in schools.
"We have to get rid of the taboos about sexual education," said Pilar Triguero of Ceapa, a national federation of 12,500 parent-teacher associations. "The state-funded schools tiptoe around the subject, and they don't even have an established curriculum. What is taught depends on the discretion of each teacher."
The abortion rate among women between the ages of 20 and 29... had also doubled.... Many were married or had stable partners... the rise in abortions among these women was partly due to precarious economic conditions. Female workers hold the bulk of temporary contracts, and many wait until they have a permanent post to have children for fear that a pregnancy will dash their chances of a job or promotion, she said. Spain's late business hours make it hard for women to juggle jobs and family and few businesses offer part-time positions. State support for families is among the lowest in the EU, Ms Delgado said.
“Women gauge their happiness and judge their success by their relationships. Men’s happiness and success hinge on their accomplishments." This curriculum also teaches: Men tend to be more tuned in to what is happening today and what needs to be done for a secure future. When women began to enter the worforce at an equal pace with men, companies noticed that women were not as concerned about preparing for retirement. This stems from the priority men and women place on the past, present, and future.
Another curriculum lists “Financial Support” as one of the “5 Major Needs of Women,” and “Domestic Support” as one of the “5 Major Needs of Men.” The curriculum states:
Just as a woman needs to feel a man’s devotion to her, a man has a primary need to feel a woman’s admiration. To admire a man is to regard him with wonder, delight, and approval. A man feels admired when his unique characteristics and talents happily amaze her.
A third curriculum depicts emotions as limiting girls’ ability to focus. It states: “Generally, guys are able to focus better on one activity at a time and may not connect feelings with actions. Girls access both sides of the brain at once, so they often experience feelings and emotions as part of every situation.”
Some of... the curricula describe girls as helpless or dependent upon men. In a discussion of wedding traditions, one curriculum writes: “Tell the class that the Bride price is actually an honor to the bride. It says she is valuable to the groom and he is willing to give something valuable for her.”
The curriculum also teaches: “The father gives the bride to the groom because he is the one man who has had the responsibility of protecting her throughout her life. He is now giving his daughter to the only other man who will take over this protective role.”One curriculum teaches that men are sexually aggressive and lack deep emotions.
In a chart of the top five women’s and men’s basic needs, the curriculum lists “sexual fulfillment” and “physical attractiveness” as two of the top five “needs” in the men’s section. “Affection,” “Conversation,” “Honesty and Openness,” and “Family Commitment” are listed only as women’s needs.
The curriculum teaches: “A male is usually less discriminating about those to whom he is sexually attracted. . . . Women usually have greater intuitive awareness of how to develop a loving relationship.”
The same curriculum tells participants: “While a man needs little or no preparation for sex, a woman often needs hours of emotional and mental preparation.”
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