Relevant bibliographies by topics / Sexual harassment in education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Sexual harassment in education'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Sexual harassment in education"

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Injany, Evinsa, Atikah Kanza Atsarina Hakim, Nadia Farah Lutfiputri, Zaki Khudzaifi Mahmud, and Isni Hindriaty Hindarto. "STUDI FENOMENOLOGI TERHADAP PELECEHAN SEKSUAL SESAMA JENIS DI KAMPUS: REALITAS DAN PENGALAMAN LAKI-LAKI SEBAGAI KORBAN." Interaksi: Jurnal Ilmu Komunikasi 13, no. 1 (June 30, 2024): 60–79. http://dx.doi.org/10.14710/interaksi.13.1.60-79.

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Research on sexual harassment has gotten a lot of attention in the last three decades, partly because the victims are not solemnly women and children, men also have a chance to become one. Sexual harassment might occur in any setting, anywhere, at any moment, including at higher education institutions. The aim of this study is to examine how males interpret the experience of sexual harassment by same-sex perpetrators. This study further explores the understanding of experiences, and responses of five male students who encountered sexual harassment in a higher education setting, using qualitative methodology, a phenomenological approach, and data collection techniques in the form of interviews. The results of data collection indicate that the acts of sexual harassment experienced by the informants can be divided into direct (physical contact) or indirect. Then there is a connection between how males perceive their sexual harassment experience and the concept of masculinity. Furthermore, victims of samesex sexual harassment's reactions and interpretations of sexual harassment are influenced by their own experiences and self-perceptions.
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Curtis, Claire P. "Sexual Harassment." Teaching Philosophy 26, no. 1 (2003): 111–14. http://dx.doi.org/10.5840/teachphil20032618.

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Middlemiss, Sam, and Rachel Stewart. "Sexual harassment in education." Education and the Law 5, no. 4 (January 1993): 189–97. http://dx.doi.org/10.1080/0953996930050402.

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Weston, Ralph. "Sexual Harassment." Community & Junior College Libraries 8, no. 1 (November 14, 1995): 37–61. http://dx.doi.org/10.1300/j107v08n01_07.

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Sivertsen, Børge, Morten Birkeland Nielsen, Ida E. H. Madsen, Marit Knapstad, Kari Jussie Lønning, and Mari Hysing. "Sexual harassment and assault among university students in Norway: a cross-sectional prevalence study." BMJ Open 9, no. 6 (June 2019): e026993. http://dx.doi.org/10.1136/bmjopen-2018-026993.

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ObjectiveThe aim of the current study was to provide estimates of both overall and specific forms of sexual harassment among male and female college and university students.Design and settingData stem from a recent national student health survey from 2018 for higher education in Norway (the SHoT study (Students’ Health and Wellbeing Study)).Participants50 054 full-time students (69.1% women) aged 18–35 years participated, yielding a response rate of 31%.Main outcome measureSexual harassment was defined according to Norwegian legal regulations, and was assessed by self-report on seven items covering verbal, non-verbal and physical sexual harassment. We also collected data on the timeframe and frequency of the sexual harassment, in addition to the formal position of the perpetrator of the harassment.ResultsLifetime sexual harassment was reported by 24.2% (women 31.3%, men 8.0%), while 16.7% (women 21.6%, men 5.7%) reported having been sexually harassed within the past year. The most common forms of lifetime (ever having experienced) sexual harassments were ‘sexual expressions, suggestions or comments about your body’ and ‘unwanted touching, hugging or kissing’ (both 15.4%), while rape and rape attempt were reported by 3.4% and 2.1%, respectively. Exposure to all forms of past-year sexual harassments was significantly more common among women and the youngest age cohorts. Fellow students committed the past-year sexual harassment in 18%–29% of the instances, while a university staff member was reported to have committed the harassment in 0.6%–4.6% of cases.ConclusionGiven the potential consequences suffered by those exposed to sexual harassment and assault, both the institutions and student welfare organisations should intensify their efforts to put the theme on the agenda and provide both legal and health services to victims of sexual harassment. The low response rate means that care should be taken in interpreting and generalising the findings to the whole student population.
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Boo, Sunjoo, and Myungsook Kim. "The Effects of Sexual Harassment Prevention Education on Nursing Students." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 14 (July 31, 2022): 501–10. http://dx.doi.org/10.22251/jlcci.2022.22.14.501.

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Objectives This study is a preliminary study conducted to investigate the effect of learning by teaching for sexual harassment prevention education. The study analyzed the effects of nursing students’ teaching experiences in providing sexual harassment prevention education to elementary school students on their gender equality awareness, sexual harassment perception, and sexual harassment behavior. Methods The study utilized a pretest-posttest non-equivalent group design with 65 subjects (40 in the experimental group, and 25 in the control group) of fourth year nursing students at a nursing school located in Gyeonggi Province. The experimental group was provided with reference materials, one observation experience of sexual harassment prevention education, and two teaching opportunities for upper elementary students. In contrast, the control group was provided with one session of lecture-type sexual harassment prevention education for 40 minutes. In order to evaluate the effectiveness, a survey was conducted on gender equality awareness, sexual harassment perception, and sexual harassment behavior before and after the intervention in both groups. The effect of sexual harassment prevention education was analyzed with the t-test. Results Gender equality awareness and sexual harassment recognition scores significantly increased in the experimental group experiencing teaching activities, compared to the control group that received lecture-type education. Sexual harassment behavior was not statistically significantly different between the groups before and after the intervention. Conclusions This study suggests that teaching experience can be an effective teaching and learning method to improve the awareness of gender equality and sexual harassment. In the future, repeated studies that expand the intensity, duration, and number of participants of the intervention program are recommended, as well as long-term effects evaluation studies on sexual harassment perception and behavior.
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Triguswinri, Krisnaldo, Hartuti Purnaweni, and Budi Puspo Priyadi. "Civil Society, Public Sphere and the Regulation of Ministry of Education and Culture Number 30 of 2021." Syntax Literate ; Jurnal Ilmiah Indonesia 8, no. 6 (June 19, 2023): 4195–206. http://dx.doi.org/10.36418/syntax-literate.v8i6.12493.

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The origins of civil society’s involvement in policies aimed at preventing and handling the sexual harassment cases which occur in college are caused by many sexual harassments, so civil society perceives that regulation which concerns on sexual harassment is needed as one of the steps to improve procedures for respecting the women’s dignity as stipulated in the Regulation of Ministry of Education and Culture Number 30 of 2021. This study uses qualitative approach, with the data collection method in the form of interviews with stakeholders representing country and civil society
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Nora, L. M. "Sexual harassment in medical education." Academic Medicine 71, no. 1 (January 1996): S113–8. http://dx.doi.org/10.1097/00001888-199601000-00061.

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Fasting, Kari, and Celia Brackenridge. "Coaches, sexual harassment and education." Sport, Education and Society 14, no. 1 (February 2009): 21–35. http://dx.doi.org/10.1080/13573320802614950.

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Eckert, Stine, and Linda Steiner. "Sexual Harassment in Media Education." Communication, Culture and Critique 11, no. 3 (July 31, 2018): 484–88. http://dx.doi.org/10.1093/ccc/tcy017.

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Dissertations / Theses on the topic "Sexual harassment in education"

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Abel, Kimberly. "Where Sexual Harassment, Sexual Violence and Title IX Intersect." Thesis, Point Park University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10286107.

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Sexual harassment and sexual violence are complex social issues and a prevalent problem on college and university campuses. College students are an “at risk” population because of their age, developmental stage, proximity to one another, and their access to social activities influenced by peer pressure, alcohol, and other drugs. In this study, the researcher examined the phenomenon of sexual harassment and sexual violence on college and university campuses in relation to Title IX legislation and guidance through the U. S. Department of Education, Office for Civil Rights finding letters and the college and university voluntary resolution agreements from 21 cases. Title IX of the Education Amendments of 1972 prohibits the discrimination by gender to any educational program or activity. Sexual harassment and sexual violence are considered to be forms of sex discrimination. Applying a pragmatic worldview and interpretive lens, the researcher completed a qualitative document analysis of the case documents, using a framework modeled after Coffey’s (2014) work. The researcher completed an inductive coding analysis of the documents to identify patterns related to the nature of sexual harassment and sexual violence, Title IX legislation and OCR guidance, and the complaints, finding of violations, and the resolution strategies outlined in the voluntary agreements. As one of the first qualitative studies of the OCR investigation and resolution documents, the results provide a broad introduction to the existence of sexual harassment and sexual violence in the studied cases, the role of Title IX and its influence and impact on college campuses, and the strategies identified to respond to the identified violations and initiatives put in place to prevent and respond to future occurrences.

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Clarke, Helen. "Sexual harassment in higher education : a feminist poststructuralist approach." Thesis, University of Derby, 2012. http://hdl.handle.net/10545/311445.

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This study focuses upon the relatively unexplored area of sexual harassment in British universities. In sum, the thesis suggests that although MacKinnon's (2004) aim is to enable women to feel more powerful and less stigmatised, the contribution of feminist harassment discourses may, in part, generate in some women an understanding of powerlessness and vulnerability. In particular, it suggests seemingly prevailing discourses surrounding sexual harassment in higher education and considers if and how the women interviewed define themselves through these discourses. Thus, by exploring the power effects of and resistances to these suggested prevailing discourses, it is possible to infer the degree to which these discourses may have constituted the participants' subjectivities. Further, the thesis argues that feminist harassment discourses may have generated specific effects of power with regard to my participants. That is to say, many of my participants seem to understand sexual harassment as exploitative behaviours rooted in the unequal distribution of ascribed power in higher education. Feminism's understanding of power as a static and gendered appears to have generated for the participants, at least in part, the understanding that sex at work is used to humiliate and degrade women, maintaining and reproducing ascribed notions of power. For this research, twenty-four unstructured interviews were carried out with women who had identified themselves as having experienced sexual harassment within higher education, either as a student or a member of staff, or who had witnessed events they had defined as sexual harassment. This was a passionately interested form of inquiry, recognising the partial nature of knowledge and identifying my political positionings (Gill 1995; Aranda 2006). The analysis is Foucauldian oriented, understanding power as fluid - rather than possessed - and as generating particular ways of being. In addition, although it notes that the participants did resists specific effects of power, this resistance always takes place from a new point of power and does not, therefore, carry us beyond power into a power free space. The prevailing discourses suggested from my data are: the 'grades for sex' discourse; the 'all boys together' discourse; the 'trustworthy lecturer' discourse; the 'knickers in a twist' discourse; and the 'sexual harassment as unwanted sexual behaviour' discourse. Supervisors: Dr. Kristin Aune and Dr. Gordon Riches
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Hornsby, Eunice Ellen. "Sexual harassment of women adult educators by their students /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487935958847241.

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Chesire, David J. Hesson-McInnis Matthew S. "Test of an integrated model for high school sexual harassment." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196663.

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Thesis (Ph. D.)--Illinois State University, 2004.
Title from title page screen, viewed May 18, 2006. Dissertation Committee: Matthew S. Hesson-McInnis (chair), John B. Pryor, Eros R. DeSouza, Adena B. Meyers, Kathleen McKinney. Includes bibliographical references (leaves 130-152) and abstract. Also available in print.
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Baer, Julia Ann 1968. "Sexual harassment: An in-depth study of attitudes regarding workplace behaviors." Thesis, The University of Arizona, 1994. http://hdl.handle.net/10150/278395.

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This study examined people's attitudes regarding varying cases of sexual harassment in the workplace. The study attempted to determine if sexual harassment could be classified in a manner similar to drinking on the job and/or plagiarism of a colleague's work. The participants in this study (n = 252) voluntarily completed one version of the self-designed questionnaire, which consisted of four different versions. Each form contained directions, three hypothetical case scenarios, and request for demographic information. Following each scenario, participants responded to closed-ended questions about recommended consequences for, and seriousness of, the conduct described. Results, which were yielded through T-tests and chi-squares, demonstrated that certain cases of sexual harassment were viewed to be as serious, if not more so, than examples of intoxication and plagiarism. Further, findings indicated that implementation of similar consequences would be suitable for these inappropriate types of behavior at work.
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Barnett, Margaret Ann. "An analysis of student sexual harassment policies in central California schools." Scholarly Commons, 1996. https://scholarlycommons.pacific.edu/uop_etds/2760.

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The purpose of this descriptive study was to determine if public school districts in California have policies which manage student-to-student sexual harassment in grades four through eight according to established criteria. Seven general questions were generated from the literature review and then subdivided into 23 specific questions. In the policy analysis, it was determined whether each of the 23 variables was included and how explicitly the information was stated according to a five-point Likert scale. It also was noted whether school district student sexual harassment policies matched the wording of the California School Boards Association sample policy on each item. The policies of 118 school districts from 14 central California counties were analyzed. Written surveys also were collected from the 118 districts and provided background information. Variables included the range of grades within districts (K-12/Adult, K-12, K-8, K-6, and 7-12), site of district, and location (urban, suburban, or rural). In addition, ten district administrators were contacted in telephone interviews. They were asked questions about the extent of student-to-student sexual harassment in their district and the effectiveness of their policies. Administrators also were questioned about the type and extent of preventive training provided by their district for students and staff members. There were no major differences between policies when analyzed by grade range, location, or size, and the analysis shows that even the best policies did not contain all the information which was recommended in the literature review. Four policies were assigned a rating of "good." There were 55 policies that were considered "average," 50 policies which were labeled "poor" and 10 policies which were "very poor." It was recommended that school administrators review their existing policies and revise them as necessary to reflect the findings of this study. It is further recommended that more extensive preventive training should be given to staff members and students. Further research should be done to determine how explicit student sexual harassment policies are in the other 44 California counties as well as school districts in other states.
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Crayton, Sondra L. "An examination of the effects of sexual harassment on womens' conceptual systems /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487935958843935.

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Hangartner, Renee R. Brown. "The Association between Sexual Harassment and Suicidality Among College Women." Thesis, University of South Florida, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1604796.

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The prevalence of sexual harassment among college women has been reported to range from 33% to 97% (Klein, Apple, & Khan, 2011; Yoon, Funk, & Kropf, 2010) across the lifespan. In any one year of college, the prevalence of sexual harassment reported by women ranges from 33% to 57% (Crown & Roberts, 2007; Huerta, Cortina, Pang, Torges, & Magley, 2006). The severity and frequency of sexual harassment has been found to be related to reports of psychological distress (Nielsen & Einarsen, 2012), feelings of shame (Yoon et al., 2010), anxiety and depression symptoms (Murdoch, Pryor, Polusny, & Gackstetter, 2007), and social isolation (Pershing, 2003). These consequences of sexual harassment are concerning given the association between depression, isolation, and suicidality (Boardman, Grimbaldeston, Handley, Jones, & Willmott, 1999; DeWall, Gilman, Sharif, Carboni, & Rice, 2012). While there are numerous studies documenting the negative consequences experienced by women who are sexually harassed, little is known about the relationship of sexual harassment to the more severe negative outcomes of suicidal ideation and self-harm behaviors and what variables might facilitate this hypothesized relationship. Thus, the purpose of this study is to explore whether the experience of sexual harassment is related to increased suicidality and if this hypothesized relationship is mediated or moderated by other factors such as an individual’s response style and/or degree of connection to or isolation from others.

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Gimlin, April, Courtney A. Crittenden, April Bennett, and Tammy S. Garland. "Exploring Faculty and Students' Attitudes About Consensual Sexual Relationships and Sexual Harassment on College Campuses." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/asrf/2019/schedule/218.

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Over the last several years, there has been an increased awareness regarding consensual sexual relationships (CSRs) between professors and students. Specifically, there has been a growing movement for academic institutions to develop policies addressing, discouraging, and/or prohibiting these relationships due to the potential for sexual harassment cases. Even though the appropriateness of such relationships has been widely debated among the university community, a limited amount of empirical work has examined this issue with the majority focusing on attitudinal studies. The current exploratory study consists of a content analysis of 278 faculty and student responses to the question, “If there is a difference between consensual sexual relationships and sexual harassment, what is it?” Responses indicate that there are several overlapping themes for both faculty and students in how they view these differences, with a large number of responses specifically indicating themes such as “CSR is consensual” while “sexual harassment is one sided.” There are also some unique perspectives given by faculty regarding the complexities and acceptability of CSRs, who are generally more specific and nuanced in their answers. Considering the complexities of this issue, it is the recommendation of the current study that much more research fully exploring the attitudes of faculty and students is needed to develop a well-rounded and comprehensive policy.
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Boileau, Kristin. "Teacher's awareness, knowledge, and perceptions of student-to-student sexual harassment occuring in the educational setting." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003boileauk.pdf.

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Books on the topic "Sexual harassment in education"

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1942-, Dank Barry M., and Refinetti Roberto, eds. Sexual harassment & sexual consent. New Brunswick, N.J: Transaction Publishers, 1998.

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Green, Lee E. Sexual harassment in schools & athletics programs: A comprehensive guide to preventing sexual harassment sexual harassment claims in schools & sports programs. [Baldwin KS]: Sports Law Publishing, 1999.

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McLaughlin, Miriam Smith. Preventing sexual harassment in schools. Springfield, NJ: Enslow Publishers, 1999.

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Larkin, June. High school education kit on sexual harassment. Toronto: Green Dragon Press, 1997.

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Larkin, June. High school education kit on sexual harassment. Toronto: Green Dragon Press, 1997.

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Smith-Rex, Susan J. Title IX and sexual harassment. [Newton, MA]: WEEA Resource Center, 1998.

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Harper, Pat Callbeck. Sexual harassment and Montana schools: Creating and maintaining harassment-free learning. Helena, Montana: Office of Public Instruction, 1993., 1993.

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editor, Muzaffar Syah Mallow, ed. Sexual harassment in the education sector: A Malaysian perspective. Kuala Lumpur, Malaysia: IIUM Press, 2016.

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Education, Toronto Board of. Know your rights--: Sexual harassment policy. Toronto: The Board, 1992.

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Britwum, Akua O. Confronting sexual harassment in Ghanaian universities. Accra: Ghana Universities Press, 2006.

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Book chapters on the topic "Sexual harassment in education"

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Belliappa, Jyothsna, and S. Arokia Mary. "Implementing the sexual harassment law within higher education." In India Higher Education Report 2022, 281–98. London: Routledge India, 2023. http://dx.doi.org/10.4324/9781003415916-19.

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Magaji, Alheri Bawa, Juliet E. Ikhide, A. Tarik Timur, and Seldjan Timur. "Sexual Harassment in Higher Education: Students’ Perceptions and Attitudes." In Lecture Notes in Management and Industrial Engineering, 40–50. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42416-9_5.

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Hagedorn, Linda Serra. "Cruel Environments: Sexual Abuse and Harassment in the Academy." In Higher Education: Handbook of Theory and Research, 398–436. Dordrecht: Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-011-3955-7_10.

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Goldschmidt-Gjerløw, Beate. "Students' perceptions of learning about gender-based and sexual harassment." In Nordic Perspectives on Human Rights Education, 142–54. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003340676-12.

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Cong, Qiyan. "Research of Corporate Liability for Sexual Harassment in the Workplace." In Advances in Social Science, Education and Humanities Research, 150–57. Paris: Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-253-8_19.

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Dykstra-DeVette, Tiffany A., and Carlos Tarin. "Isolating Structures of Sexual Harassment in Crowdsourced Data on Higher Education." In #MeToo, 108–30. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003180203-7.

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Muthonde, Catherine Kisasa. "Sexual Harassment and Related Policy in Higher Institutions of Learning in Kenya." In Women’s Contribution to Higher Education and Social Transformation, 51–67. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-95622-6_4.

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Espelage, Dorothy L., and Melissa K. Holt. "Understanding and preventing bullying and sexual harassment in school." In APA educational psychology handbook, Vol 2: Individual differences and cultural and contextual factors., 391–416. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13274-016.

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Illahi, Beni Kurnia, Annisa Salsabila, and Ayu Anggraini. "The Abolishment of Sexual Harassment in Higher Education for Green Dot for Colleges." In Proceedings of the International Conference on Law Studies (INCOLS 2022), 130–42. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-23-7_12.

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Zainudin, Muhamad Izzuddin, Nur Wardina Maisarah, and Miza Izwanis Mangsor. "The Relationship Between Locus of Control, Social Dominance Orientation, and Sexual Harassment in Malaysia." In Advances in Social Science, Education and Humanities Research, 248–60. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-196-8_23.

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Conference papers on the topic "Sexual harassment in education"

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Guo, Fei, Lihan Li, and Yingfei Sun. "Perceiving Sexual Harassment in Chinese Higher Education." In 2022 3rd International Conference on Mental Health, Education and Human Development (MHEHD 2022). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220704.253.

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Matselane, Nomshado, and Alfred Henry Makura. "SEXUAL HARASSMENT: A BARRIER TO LEARNING." In 16th annual International Conference of Education, Research and Innovation. IATED, 2023. http://dx.doi.org/10.21125/iceri.2023.1567.

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Yang, Fengrong. "Sexual Harassment and Abuse in Adolescent: Demographics, School Sexual Education, and Family Background." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1446490.

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Indrayani, Sheira Ayu, Aceng Ruhendi Saifullah, and Dadang Sudana. "Language Usage in the Comments Section of Sexual Harassment News." In International Conference on Education, Language, and Society. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009001004390446.

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Syah Mallow, Muzaffar. "SEXUAL HARASSMENT IN EDUCATION: IDENTIFYING THE ISSUE AND FINDING THE POSSIBLE SOLUTION." In INTCESS 2022- 9th International Conference on Education & Education of Social Sciences. International Organization Center of Academic Research, 2022. http://dx.doi.org/10.51508/intcess.202248.

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Han, Bo. "Research on the Regulatory Path of Leading Cadres’ Sexual Harassment*." In Proceedings of the 5th International Conference on Economics, Management, Law and Education (EMLE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aebmr.k.191225.190.

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Rahmah, Selik Zakiyah, and Dadang Sudana. "The Representation of Harassment Object in Incident of Cyber Sexual Abuse." In 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.103.

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Mehmood, Sumara, and Chong Li. "Travel Freedom, Sexual Harassment and Family Support to Female Higher Education in Pakistan." In 2017 7th International Conference on Education and Management (ICEM 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icem-17.2018.28.

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VonÈChe-Cardia, Isabelle, and Denis Gillet. "Supporting Well-Being: A Digital Intervention Model for Disclosing Sexual Harassment in Higher Education." In 2023 IST-Africa Conference (IST-Africa). IEEE, 2023. http://dx.doi.org/10.23919/ist-africa60249.2023.10187870.

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Hidaayah, Nur, and Rizqa Faeiqah. "The Effect Of Sexual Education Of Prevention Sexual Harassment In Children Age Schools In Sd Darul Ulum Bungurasih Waru Sidoarjo." In Proceedings of the Third International Seminar on Recent Language, Literature, and Local Culture Studies, BASA, 20-21 September 2019, Surakarta, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.20-9-2019.2297047.

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Reports on the topic "Sexual harassment in education"

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Thomas, Jeena M., and Daniel L. Kleinman. Preventing Sexual Harassment and Reducing Harm by Addressing Abuses of Power in Higher Education Institutions. Washington, D.C.: National Academies of Sciences, Engineering, and Medicine, February 2023. http://dx.doi.org/10.17226/26631.

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Sanyal, Madhurima. Caste and Gender Backlash: A Study of the #MeToo Movement in Tertiary Education in Kolkata, India. Institute of Development Studies, January 2023. http://dx.doi.org/10.19088/backlash.2023.001.

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In the light of the #MeToo movement, this paper explores how the positionality (in terms of caste and class) of female university students in Kolkata, India is employed as an instrument of backlash to pushback their efforts at making progressive change with regard to sexual harassment. The study includes an analysis of six semi-structured interviews based on an amalgamation of conventional and alternate understandings of backlash. It argues that conventional and alternate understandings are not independent of each other, but are interlinked and exist side by side. Backlash silences women and forestalls their demands and pushes crucial gender issues to the backburner.
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Radcliffe, Joel, Friederike Gadow, Hannah Leary, and Rory Kelly. Doing Consent Differently: A University Practitioners’ Reflection on Delivering Large-Scale Respect and Consent Education. Journal of the Australian and New Zealand Student Services Association, April 2024. http://dx.doi.org/10.30688/janzssa.2024-1-05.

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Sexual assault and sexual harassment (SASH) remain pressing issues on university campuses, making it imperative for higher education institutions to develop prevention strategies. Within this context, education plays a pivotal role in addressing the underlying factors contributing to SASH, while also providing crucial information about care and support pathways for survivors. This paper, authored by practitioners from the Australian National University’s (ANU) Respectful Relationships Unit (RRU), reflects on the conceptualisation, implementation, and evaluation of a large-scale respect and consent education program. Tailored to ANU's context, the program utilised a multi-modal approach including an online module, face-to-face workshops, and residential hall pilots. Challenges, such as engagement and sustainability, were addressed through collaborative partnerships and continuous improvement efforts. Evaluation, conducted in collaboration with social scientists from the ANU Centre for Social Research and Methods (CSRM), provided insights for refinement and future directions. ANU's ongoing commitment to community engagement, innovation, equity, and evaluation underscores its dedication to fostering safer and more inclusive campus environments. Through collaboration and a shared commitment to prevention, ANU aims to make meaningful progress towards a campus free of sexual harm.
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Muñoz, Ercio, Melanie Saavedra, and Dario Sansone. The Lives of Intersex People: Socio-Economic and Health Disparities in Mexico. Inter-American Development Bank, June 2024. http://dx.doi.org/10.18235/0013001.

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This paper reports socio-economic and health outcomes for intersex people in Mexico using data collected between 2021 and 2022. This is the first study relying on a large nationally representative survey including information on sex variations to document substantial negative outcomes for intersex individuals. Around 1.6% of individuals aged 15-64 are intersex. There are significant disparities in mental, physical, and sexual health when comparing intersex individuals to the general population, including higher rates of bullying, stigmatization, harassment, and violence throughout the life cycle, as well as higher rates of suicidal intention. Additionally, intersex individuals have lower education levels and face substantial barriers in the workplace and healthcare environments.
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Oosterom, Marjoke, Lopita Huq, Victoria Namuggala, Sohela Nazneen, Prosperous Nankindu, Maheen Sultan, Asifa Sultana, and Firdous Azim. Tackling Workplace Sexual Harassment. Institute of Development Studies, May 2022. http://dx.doi.org/10.19088/ids.2022.026.

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Employment is believed to be a crucial avenue for women’s empowerment, yet widespread workplace sexual harassment undermines this in many countries. Young and unmarried women from poor backgrounds are particularly at risk, but workplace sexual harassment is often overlooked in debates on decent jobs for youth. Based on case study research with factory and domestic workers in Bangladesh and Uganda, this briefing explains how social and gender norms constrain young women’s voices and agency in response to sexual harassment. It offers recommendations towards developing the laws, mechanisms and culture needed to reduce workplace sexual harassment and empower young women in their work.
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Harris, Richard. Sexism, Sexual Harassment and Sexual Assault: Toward Conceptual Clarity. Fort Belvoir, VA: Defense Technical Information Center, January 2007. http://dx.doi.org/10.21236/ada487596.

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Thomas, Marie D. Gender Differences in Conceptualizing Sexual Harassment. Fort Belvoir, VA: Defense Technical Information Center, January 1995. http://dx.doi.org/10.21236/ada290709.

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Lipari, Rachel N., and Anita R. Lancaster. Armed Forces 2002 Sexual Harassment Survey. Fort Belvoir, VA: Defense Technical Information Center, November 2003. http://dx.doi.org/10.21236/ada419817.

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Firestone, Juanita M., and Richard J. Harris. Testing New Survey Questions of Sexual Harassment and Sexual Assault. Fort Belvoir, VA: Defense Technical Information Center, January 2011. http://dx.doi.org/10.21236/ada580315.

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Sabogal-Cardona, Orlando, Lynn Scholl, Daniel Oviedo, Amado Crotte, and Felipe Bedoya. Not My Usual Trip: Ride-hailing Characterization in Mexico City. Inter-American Development Bank, August 2021. http://dx.doi.org/10.18235/0003516.

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With a few exceptions, research on ride-hailing has focused on North American cities. Previous studies have identified the characteristics and preferences of ride-hailing adopters in a handful of cities. However, given their marked geographical focus, the relevance and applicability of such work to the practice of transport planning and regulation in cities in the Global South is minimal. In developing cities, the entrance of new transport services follows very different trajectories to those in North America and Europe, facing additional social, economic, and cultural challenges, and involving different strategies. Moreover, the determinants of mode choice might be mediated by social issues such as the perception of crime and the risk of sexual harassment in public transportation, which is often experienced by women in large cities such as Mexico. This paper examines ride-hailing in the Metropolitan Area of Mexico City, unpacking the characteristics of its users, the ways they differ from users of other transport modes, and the implications for urban mobility. Building on the household travel survey from 2017, our analytical approach is based on a set of categorical models. Findings suggest that gender, age, education, and being more mobile are determinants of ride-hailing adoption. The analysis shows that ride-hailing is used for occasional trips, and it is usually done for leisure and health trips as well as for night trips. The study also reflects on ride-hailings implications for the way women access the city.
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