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1
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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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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Kalmelid, Nesim. "Sexual Harassment in School : Descriptions, Explanations and Solutions among Participants." Thesis, Linnéuniversitetet, Institutionen för samhällsstudier (SS), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-30753.
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Sexual harassments in schools have been identified as one of the factors preventing girls from attending education. Moreover, both female and male students who attend education and witness male teachers harassing female students may perpetuate this behaviour. In Mozambique, research addressing sexual abuse and harassments in school focus on the fact that decrees and policies on zero-tolerance against sexual abuse are not followed up properly. There is little research addressing how students perceive the issue, and even less on male students’ understanding of the phenomenon in relations to female students’ understanding. This study took place at two schools in Maputo, Mozambique, and examines what approach students in secondary school and university, as well as adults working around these students have upon sexual harassments and abuse in school. Furthermore, officials and informants at NGOs addressing gender issues and sexual harassments in schools were interviewed. The purpose was to find out how the informants described the phenomenon, what they believed were the reasons behind it and how they thought it could be prevented. The result has been analysed through a gender and power analysis. The study uses the social constructionist theory of gender, recognising that gender is constructed through interaction and expectations of people (Francis & Skelton 2005:28), and Collen’s (1996) theory of hegemonic masculinity, which explains how the patriarchy is legitimised. Further, in order to analyse the result, Allen’s (1998) theories of power-over, power-to and power-with as well as Lukes’ (2005) theories of different dimensions of power have been used. The informants described sexual harassments as occurring between male teachers and female students at the schools. However, there was a discrepancy between the male and the female students’ perception of whether it is the male teacher or the female student who is the harasser. Despite this, the informants agreed on sexual harassments occurring between female teachers and male students being rare. The explanations to why it occurs range from the patriarchal structures, myths claiming that an older man is given good luck if having sex with a virgin, the female students’ fear of failing in school if not saying yes to the teacher, her interest in getting material benefits and her lack of interest in studying, to the male teacher’s lack of ability to control himself sexually. The different explanations were given depending on how the informant described the phenomenon. This also led to different conclusions to what should be done to come to an end to sexual harassments. An issue brought up was the difficulties to report harassments and the lack of punishment towards the teachers. Further, some believed that the female students should be subjected to awareness raising in order to dress properly and focus on the studies. While the risk of the male students perpetuating the behaviour of male teachers harassing female students is prevalent, the female students interviewed have the power to say no to the teachers, but not the power-to report. There are a number of organisations addressing the issue in different ways and there are regulations on how to report. However, in order to work holistically with the issue, the male students have to be included in the work and the organisations have to co-ordinate their measures in order to find a solution to the problem.
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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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Law, Kristen Michelle. "Understanding gender and sexual harassment in the elementary school context." Diss., Connect to online resource - MSU authorized users, 2008.
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Divisek, Faith McCall. "Sexual harassment policy in public school districts in New Jersey : implications for educational administration /." Access Digital Full Text version, 1994. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11624619.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1994.Includes table. Typescript; issued also on microfilm. Sponsor: Jeannette Fleischner. Dissertation Committee: Jonathan Hughes. Includes bibliographical references (leaves 185-188).
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Belding, Daniel. "Content Validation and Modification of the AAUW Survey on Sexual Harassment in the Schools for Use With Juvenile Sexual Offenders." TopSCHOLAR®, 2003. http://digitalcommons.wku.edu/theses/580.
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This project was conducted to validate the survey used by the American Association of University Women in the study of sexual harassment in the schools, for use in studying the behaviors of juvenile sexual offenders in schools. The original survey was modified to decrease bias in the questions and eliminate questions that did not pertain to information that may be significant for juvenile sexual offenders. The project solicited information from juvenile sexual offenders (n=9) and experts (n=6) in the field of juvenile sexual offending to validate and modify the survey to better look at juvenile sexual offender behaviors in schools. Juvenile sexual offenders and experts reviewed the survey, provided written responses to questions about the survey, and participated in an openended interview with the researcher. Twenty percent of the survey was modified per review suggestions. Modifications were made in the area of how an adolescent who was participating in sexual harassment was feeling and motivators for those actions. Both the juvenile sexual offenders and experts validated the use of the survey as a tool to look at juvenile sexual offender behavior in the schools. Results are discussed, and recommendations for further study are noted.
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Tamulevich, Jeffrey S. "Perceived differences in self-reported problems with sexual harassment, racial prejudice, and drug misuse amoung USNA varsity athletes." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2005. http://library.nps.navy.mil/uhtbin/hyperion/05Jun%5FTamulevich.pdf.
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Thesis (M.S. in Leadership and Human Resource Development)--Naval Postgraduate School, June 2005.Thesis Advisor(s): Armando Estrada, Linda Mallory. Includes bibliographical references (p. 91-94). Also available online.
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Hargrow, Angela M. "Speaking to our realities : from speculation to truth concerning African American Women's experiences of sexual harassment /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487935958846918.
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Underwood, Jennifer W. "Impacts of Gender-Based Violence and Harassment on Graduate Student Academic Functioning." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5761.
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Researchers and practitioners have increasingly focused on institutional responses to campus gender-based violence/harassment, yet they have paid far less attention to graduate student experiences than to undergraduate student experiences. Graduate students operate in a different context from undergraduates, and therefore specific knowledge of gender-based violence/harassment in the lives of graduate students is needed. The purpose of this exploratory, nonexperimental study was to better understand the prevalence of adult gender-based violence/harassment and adverse childhood experiences (ACEs) among graduate students, as well as to understand the relationship between those experiences and participants’ mental health and academic functioning. The study’s theoretical framework combined critical adult learning theories with cognitive perspectives on adult learning, including the neurobiology of trauma. Data used in the current study were originally collected as part of an institutional campus climate survey on gender-based violence; responses from n = 684 of the randomly selected participants were used in the current study’s analyses. Participants commonly reported both adult gender-based violence/harassment experiences and ACEs. The results of two OLS regressions indicated that experiencing more types of adult gender-based violence/harassment or more types of ACEs was associated with higher levels of negative affect and lower levels of mindfulness. Among participants who experienced gender-based violence/harassment in graduate school, independent samples t-tests showed that individuals who reported at least occasional academic functioning difficulties had lower levels of mindfulness and higher levels of negative affect than those who did not experience difficulties. Overall, the findings suggest the need for trauma-informed policies and practices within graduate education and higher education in general.
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Stapleton, Janie Weaver. "Sullivan County K-12 Administrators' Perceptions and Attitudes Regarding Harassment and the Associated Legal Liability." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1073.
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All students should be guaranteed a learning environment that is free from all forms of harassment that negatively affect the school climate as well as the learning environment.
The purpose of this quantitative study was to examine the perceptions and attitudes of Sullivan County, Tennessee, K-12 administrators regarding harassment and the associated legal liability. The study also ascertained the attitudes of the administrators pertaining to various forms of student-to-student harassment in their schools, collected data regarding their perceptions of the effectiveness of mandated anti-harassment measures, and examined administrators' attitudes toward the need for more harassment-avoidance training.
The research design was descriptive and used data gathered from a survey instrument developed by the researcher regarding administrators' perceptions and attitudes regarding harassment and the associated legal liability. The survey contained 26 question-items. The study's population consisted of 48 Sullivan County administrators. Data were analyzed using analysis of variance, t test, Pearson's correlation, Tamhane post hoc pairwise comparison, and Tukey post hoc test.
The results of the study indicated that administrators were knowledgeable about the law and legal ramifications regarding student-to-student harassment. The results also showed that middle and high school students needed more harassment-avoidance training than elementary students. No significant differences were found in their perceptions of the current status of harassment based on population, socioeconomic status, or level of the school.
The study offers a valuable insight into administrators' perception and attitudes regarding harassment and the associated legal liability. It also offers a number of recommendations including the need for more harassment-avoidance training to combat this problem for middle and high school students. Effective implementation of bullying prevention programs will need to involve all school stakeholders in order to be successful. The results may be used by school systems to plan for future staff development regarding harassment-avoidance training. Students have a right to feel safe at school as they grow and mature into adulthood. It is the duty of all schools to provide them that safe and secure atmosphere.
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Joubert, Pierre André. "Sexual harassment of academic staff at higher education institutions in South Africa / Pierre André Joubert." Thesis, North-West University, 2009. http://hdl.handle.net/10394/4765.
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The efforts to create an equal non-discriminatory South African society should also manifest in the workplace and, more specifically, in the academic arena. Academics are regarded as the leaders of society and the shapers of the future of a country. Their conduct should be of the highest ethical and moral standards, and no form of discrimination should be allowed by or against them. In terms of the Employment Equity Act, sexual harassment is a form of unfair discrimination and carries a substantial penalty should an employer be found guilty of vicarious liability. The purpose of this study was to determine the perceived incidence of sexual harassment of academic staff at higher education institutions in South Africa, as well as their awareness of the policies dealing with sexual harassment. The sufficiency of the grievance procedures designed to deal with complaints of sexual harassment was also evaluated. A cross-sectional survey design was used to reach the research objectives. The Sexual Harassment Questionnaire (SHQ) was randomly distributed amongst a sample of 710 academic staff members from 10 higher education institutions in South Africa. A response rate of 22,8 percent (n = 162) was achieved. The statistical analysis was carried out using the SPSS 15.0 program (SPSS 2007), a program that is used to conduct statistical analysis regarding reliability and validity of the measuring instruments, descriptive statistics, /-tests, analysis of variance, correlation coefficients and multiple regression analysis. Article 1 focuses on the perceived incidence of sexual harassment. In this article, five categories of sexual harassment were used as indicators of the incidence thereof, namely verbal, non-verbal, physical, gender and quid pro quo harassment. A statistically significant correlation coefficient with a large effect was found between verbal and non-verbal harassment. A practically significant correlation of a medium effect was also found between physical, verbal, non-verbal and quid pro quo harassment and sexism, as well as between the control item of sexual harassment and physical, verbal, non-verbal and quid pro quo harassment. Analyses of variance were performed on the different demographic groups using various variables and the findings indicate no practically significant effect of gender, age, population group or years of service on sexual harassment. In Article 2, the awareness of sexual harassment policies and procedures were determined. Various aspects of policies were investigated, such as content, development, types and implementation. The results show that despite indications that sexual harassment policies do exist and that they are regarded as effective tools in addressing sexual harassment, the implementation of such policies is not effective. In addition, few academic staff members receive training/guidance on the utilisation of these policies. Significant correlation coefficients were found between the elements of an effective policy and between population groups and some of the elements. Article 3 reports on findings regarding the sufficiency of grievance procedures in dealing with complaints of sexual harassment. The results show a positive correlation between confidence in the grievance procedure, the amount of attention that supervisors pay to grievances, regular feedback to employees regarding the progress of grievances, willingness of supervisors to take decisions, the amount of confidence in supervisors and the effectiveness of the procedure. The reluctance of management to deal with grievances unless they are reported via the grievance procedure was related to the perceived effectiveness of the procedure.Thesis (Ph.D. (Industrial Sociology))--North-West University, Vaal Triangle Campus, 2010.
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Dawkins, Gwendolyn Stuckey. "A review of case law since 1988 on sexual harassment of students in public elementary and secondary schools." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-04092008-155126.
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Cramer, Conita K. Markel. "Texas Public School Principals' Application of Procedures in Identification and Prevention of Sexual Harassment." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3093/.
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The procedural survey on sexual harassment procedures sent to 300 Texas principals had a response rate of 48.3 %. The mean score on the procedural survey for all 300 principals was 69.30 %. Eighteen research questions were addressed in detail in Chapter 4. Only five showed a significant correlation or effect size. Question 5 asked if there was a correlation between gender and the mean score of the survey instrument regarding sexual harassment procedures. The mean score of women was significantly higher than men. Question 6 asked if there was a correlation between the number of students in a school and the mean score of the survey instrument regarding sexual harassment procedures. This revealed that a significant correlation appeared between principals who worked at larger schools. Question 10 asked if there was a correlation between the location of the school, whether rural, urban, or metroplex and the mean score of the survey instrument. Principals of urban and metroplex schools scored significantly higher. Question 13 asked if there was a correlation between the hours of sexual harassment training attended in the last year and the mean score of the survey instrument regarding sexual harassment procedures. The results of this analysis revealed that a correlation approaching a medium effect size of .237 was present. Question 18 asked if there was a correlation between the total number of hours a principal had attended training and the mean score of the survey instrument. Neither the Pearson's correlation or the Spearman's rho was statistically significant. However, due to the large variation in responses on the sum of hours of training about sexual harassment, it was suspected that there might be a covariate accounting for sub-populations within the principals who participated in the survey. For ages 30-43.5, as the number of total training hours increased, the mean score on the survey instrument also increased. There was no significantly statistical significance between the other age groups and the mean score on the survey instrument. The other thirteen research questions did not show a significant correlation to the sexual harassment procedural survey instrument administered to Texas principals.
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Tamulevich, Jeffrey S. "Perceived differences in self-reported problems with sexual harassment, racial prejudice, and drug misuse among USNA varsity athletes." access online version, LEAD access online version, DTIC (Note: may not work with Internet Explorer), 2005. http://handle.dtic.mil/100.2/ADA435784.
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Halson, Jacqui. "Sexual harassment, oppression and resistance : a feminist ethnography of some young people from Henry James School." Thesis, University of Warwick, 1992. http://wrap.warwick.ac.uk/35982/.
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This research project is based on ethnographic observations of andinterviews with a sample of nineteen young women about their experiences of sexual harassment in everyday life. The fieldwork was carried out in a school. The aims of the project were to explore young women's perceptions and negotiations of sexual harassment as much as to document the variety of forms it took and to explore the role of schools in the institutionalization of sexual harassment. The methods employed and the methodological perspective adopted were both ethnographic and feminist, underpinned by a realist philosophy and a standpoint epistemology. I highlight the need to address questions about how methodology, epistemology and substantive data are indissolubly interconnected. Thus, the traditional 'scientific' principles of objective impartiality and unemotionality are explicitly challenged by the demand that we reflect critically on -our own inevitably emotional knowledge of the world which we investigate. The appeal to reflexivity rather than to reason or rationality (supposedly unfettered by emotionality) profoundly challenges our understanding of what 'science' means and, therefore, what knowledge is. A definition of sexual harassment is offered. I argue that the phenomenon is a situated, mundane and masculine power practice which reconstructs or reproduces patriarchal social relations. It is patriarchy operationalized. Since the young women with whom I worked collaborated in defining what the research was about by relating their experiences of heterosex, the thesis also explores some of the oppressive continuities between these more intimate encounters and sexual harassment in everyday life. Given that sites of oppression are also potentially at least sites of resistance, the thesis critically examines the ideological context which structures human agency and explores the extent to which young women are empowered to resist rather than accommodate themselves to the oppressive exercise of masculine power. I argue that the school effectively reproduces the oppressive reality in which the young women live their everyday lives.
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Strydom, Jeanette. "Sexual abuse within the context of public education." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1012156.
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The South African Constitution is considered as supreme law. This piece of legislation overrides all others and states in section 28(2): “A child’s best interests are of paramount importance in every matter concerning the child”. This emphasises the significance of the right of the child in South African law, by stating that children are to be protected at all cost. This section of the constitution forms the basis of this thesis with regards to the child and the protections that are to be afforded to them in instances of sexual abuse by educators. In the last several years there has been an increase in the number of cases reported on the sexual abuse, rape, violence and harassment of learners by members of the schooling community. The statistics prove that sexual violence in the schooling system in South Africa is rampant and furthermore indicate that young girls and boys are not as safe as they deserve to be. A teacher or educator is a professional, who is to act in a professional manner at all times – in the course and scope of their employment as educators. When a parent leaves its child at school for the day the educators are acting in loco parentis – in place of parent – thus these children are to be protected, nurtured and cared for in the correct manner. Sexual abuse of a learner by an educator is a gross contravention of South African legislation, the South African Council of Educators (SACE) code of conduct as well as international codes by the International Labour Organisation (ILO), the United Nations (UN) and other conventions. It is therefore fitting that any perpetrator of such violence, disrespect and transgression is to be punished quickly and harshly. Educators who abuse children are to immediately be removed from the school system through dismissal and also be tried criminally. These offenders should also be added to the SACE sexual offenders’ database which needs to be open to the Department of Education (DOE) and more importantly the general public – allowing parents to make the best possible decisions when putting their children in schools, thus ensuring their safety. However, throughout this process the rights of the child are to be protected and regarded with prevailing sensitivity, and their innocence is to be sheltered from any further psychological and emotional harm caused due to the abuse. The South African Professional Society on the Abuse of Children (SAPSAC) argues that a constitutional injunction is powerless to protect a child from being victimised and traumatised by criminal activity.1 All the more should it be incumbent upon the criminal law and criminal procedure and upon the courts, their functionaries and practitioners who regulate its procedure and apply its principles to “protect children from abuse and (to) maximise opportunities for them to lead productive and happy lives … (and to) … create positive conditions for repair to take place”. The thesis that follows, using the principles summarised here, aims to: define sexual abuse of the child, the legal position in South Africa in relation to the sexual abuse of children and case law. Recommendations will then be made and a code of good practice will be established on how to deal with educators who sexually abuse their learners promptly, effectively – without causing any further harm to the child in question.
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Slotten, Carolyn. "A qualitative study of twenty-four women who experienced sexual harassment in high school : what happened, how they coped, and how it affected them." Connect to resource, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1212174603.
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Matthis, Rosa. ""We protect animals well" : A structural approach to abusive conduct within circus schools." Thesis, Linköpings universitet, Institutionen för tema, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-177596.
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This master thesis investigates abusive conduct in circus schools. Focus is put on the management level in order to achieve and provide knowledge of measures and attitudes related to prevention. The theoretical framework for the thesis is built on understanding knowledge as situated and the creation of normative borders producing ways for practitioners of identifying with artistic disciplines. Moreover, the thesis takes a structural understanding of abusive conduct. Stating the lack of research within circus schools, the thesis builds upon a research background relying on sports and academia as fields of reference. Research from these related fields are argued to help artistic education such as circus schools to make up for lost time. The data of this thesis comes from a survey conducted within a global federation of professional circus schools, FEDEC, and the results were thematically analyzed in eight categories. The results reflect circus schools as mainly willing actors against abusive conduct. However, the survey also shows a discipline that is in need of deeper knowledge in order to better apply policies and effectively prevent abuse. The respondents show varying degrees of uncertainty regarding policies and in certain cases refer to direct unwillingness to engage with designated safeguarding procedures, attitudes that must be seen as incompatible with management of any artistic school. In conclusion, this thesis argues that circus (and indeed other artistic) schools are in need of better knowledge and further research in order to better account for transparency, active leadership and bystanding dynamics within the specific social fields of the respective disciplines. Finally it is suggested that further research into identifying and naming problems related to cultures of abuse may help circus schools and other social actors within Circus to put these questions on the agenda.
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Muasya, Juliet Njeri. "Exploring discourses of access and sexual harassment in higher education A study of students' perceptions of University of Nairobi's Institutional Culture, Kenya." Doctoral thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/3593.
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Séne, Kristina N. "The Politics of Female Adolescent Sexuality: Perceptions, Conceptualizations and Experiences of Transactional Teacher-Student Sexual Relationships in Northern Beninois Secondary Schools." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1275494391.
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Johnson, Laura S. "GENDER DISCRIMINATION AND TITLE IX IMPLEMENTATION: LESSONS FROM THE OFFICE FOR CIVIL RIGHTS RESOLUTION LETTERS 1997-2011." UKnowledge, 2015. http://uknowledge.uky.edu/epe_etds/32.
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Gender discrimination, such as sexual harassment, sexual assault and inequitable treatment has long been considered a prominent issue on higher education campuses and is regulated under the Patsy Takemoto Mink Equal Opportunity in Education Act, commonly known as Title IX. Title IX is enforced by the Department of Education’s Office for Civil Rights (OCR) who responds to gender discrimination complaints on campus through investigations resulting in what are called OCR Resolution Letters. These letters define numerous policies and procedures Institutions of Higher Education (IHE) must put in place pertaining to the prevention of gender discrimination. This qualitative study looks specifically at the ways that gender discrimination on campuses of higher education was defined by the OCR from 1997-2011. The study explores the research questions (1) How have the types of conduct determined to be gender discrimination changed over time? (2) How have expectations of IHE responsibilities for gender discrimination issues changed over time? and (3) What gender discrimination issues have surfaced as priorities in the implementation of Title IX, as reflected in OCR resolution letters?
Analysis of the letters using a social construction framework demonstrates that while the definitions of specific types of gender discrimination remained constant, the context in which they occur and the types of behaviors determined to be gender discrimination have both expanded in response to societal attitudes. The OCR tends to take the stance of being an ally vs. a punishing body when aiding IHEs in implementing Title IX; however IHE’s required investment in addressing the problem in both response and preventive measures has grown. Finally, OCR Resolution letters demonstrate that student on student interactions have been less common than faculty on student interactions. Implications for IHE practices and future research are discussed.
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Clark, Joseph P. "A Legislative and Judicial Analysis of Sexual Relationships between American Secondary Students and Their Teachers." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1300310479.
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Zeanah, Kathryn L. "Experiences of Heterosexist Harassment Among Graduate Students Training to Work as School-Based Professionals: Impact on Psychological Functioning, Academic Wellbeing, and Attitudes Toward Sexual Minority Individuals." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1457540372.
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Joslyn, Jayme Lynn. "Female Teachers as Sexual Predators: A Qualitative study of grades 7-12 in the state of Florida's public schools." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3175.
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This study's purpose was to discover commonalities and differences among female predators and Florida female teachers who are perceived and reported to harass students sexually. When perceived and reported female sexual harasser and student safety was researched, a breath of studies did not occur. When current studies were reviewed, teacher sexual harassment continued to occur. In this qualitative study, ten Florida public school female teachers who were perceived and reported to sexually harass students were randomly selected. Findings indicted that further research is still needed on female teachers who are perceived and reported to sexually harass students. When researching the female teacher as a sexual predator, implications such as student safety in the public school system, school districts not reporting sexual harassment, and the need for additional research due to the minimal amount of completed research on the topic.
When the differences and commonalities between female teachers who are perceived and reported to harass students sexually and female predators was studied, the results were not conclusive. The data displayed minimal commonalities and differences leaving no definitive answer but created numerous questions for future research. In addition, recommendations were made for school leaders and for future research.
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Warncke, Nicole. "Eggplant Emoji." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011844/.
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Eggplant Emoji is a documentary film that reveals a range of feminist perspectives on dick pics, sexting and online sexual harassment. Through intimate and hilarious interviews with women between the ages of 22 and 35, the film harnesses a collective voice that speaks back to the large and small ways patriarchy wields power in modern spaces, especially through sending unsolicited dick pics. By intertwining the testimonies of a dynamic group of female storytellers sitting amongst their close friends, the film provides candid and diverse commentary on this unique moment we are in, where the lines between private and public, online and offline are increasingly blurred. Until there are greater consequences, whether legal, social or otherwise, for men disrespecting women's choices and personal space, the domain of sexting is in a self-policing state and women are left to expend emotional labor to let men know why what they sent is unwanted or violating. Ultimately, the subjects' testimonials coalesce to provide suggestions for respectful, consensual sexting practices and fill in the gaps where sex education often neglects the importance of consent and communication altogether.
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Blomqvist, Jessica. "Alla har rätt till sin egen kropp! : En kvalitativ studie av lärares uppfattningar kring det förebyggande arbetet mot sexuella trakasserier i grundskolan." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-48074.
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Skolan har ett ansvar att arbeta förebyggande mot sexuella trakasserier. Trots detta visar undersökningar på att elever uppfattar att sexuella trakasserier förekommer på skolan, samtidigt som lärare uppfattar sin kompetens i sex- och samlevnadsundervisning som bristfällig. Genom #metoo fick sexuella trakasserier ett genomslag världen över. Syftet med studien är att undersöka hur det förebyggande arbetet mot sexuella trakasserier bedrivs i grundskolan samt om sex- och samlevnadsundervisningen har förändrats sedan #metoo. Studien baseras på kvalitativ metod där data har samlats in genom semistrukturerade intervjuer. Intervjuer har genomförts med fem NO-lärare som undervisar i årskurs 6-9 från olika grundskolor i Stockholms län, Västmanlands län samt Uppsalas län. En manifest innehållsanalys tillämpades för att analysera intervjumaterialet. Resultatet visar att arbetet mot sexuella trakasserier främst sker under sex- och samlevnadsundervisningen, i form av diskussioner och övningar för att främja en personlig integritet hos eleverna. Lärarna uppfattar att de inte prioriterar sex- och samlevnadsundervisningen lika mycket som de skulle vilja. Elevhälsoteamet bidrar till ett stöd för lärarna genom rådgivning. Lärarna uppfattar att sex- och samlevnadsundervisningen har förändrats sedan #metoo, med mer levande diskussioner i klassrummet om framför allt sexuellt samtycke. Slutligen visar resultatet på att lärarna belyser att arbetet mot sexuella trakasserier är viktigt, däremot uppfattar de ett behov av kompetensutveckling inom sex- och samlevnadsundervisningen och en mer ämnesintegrerad undervisning.The school has a responsibility to work preventively against sexual harassment. However, surveys show that students feel that sexual harassment is occurring at school, while teachers perceive their skills in sex and cohabitation as inadequate. Through #metoo, sexual harassment had a worldwide impact. The purpose of this study is to investigate how preventive work against sexual harassment is carried out in primary school and whether sex and cohabitation education has changed since #metoo. The study is based on a qualitative method where data has been collected through semi-structured interviews. Interviews have been conducted with five NO teachers who teach grades 6-9 from various primary schools in Stockholm County, Västmanland County and Uppsala County. A manifest content analysis was applied to analyze the interview material. The result shows that the work against sexual harassment is mainly done during sex and cohabitation education, in the form of discussions and exercises to promote the personal integrity of the students. Teachers feel that they do not prioritize sex and cohabitation education as much as they would like. The student health team contributes to support the teachers through counseling. Teachers feel that sex and cohabitation education has changed since #metoo, with more lively discussions in the classroom about, especially regarding sexual consent. Finally, the results show that the teachers emphasize that the work against sexual harassment is important, on the other hand, they experience a need for skills development in sex and cohabitation education and a more subject-integrated teaching.
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Senate, University of Arizona Faculty. "Faculty Senate Minutes November 6, 2017." University of Arizona Faculty Senate (Tucson, AZ), 2017. http://hdl.handle.net/10150/626195.
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Motsabi-Tsabi, Ntseliseng. "Girls coping with sexual harassment issues in a high school in Maseru, Lesotho." Thesis, 2002. http://hdl.handle.net/10413/3210.
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This study attempts to broaden the knowledge and understanding of issues of
sexual harassment experienced by girls in a high school in Lesotho. It does this
by focussing on Form D girls in one high school in Maseru, here referred as Fora
High School; and consequently how they cope with it.
The study locates itself as concerned with gender justice. It assumes that it
constitutes a discursive position that contrasts and opposes dominant patriarchal
discourses. It sets out also to establish to what extent sexual harassment
occurred and how it was perceived by those that experience it. It is a qualitative
study that employs narratives and observation as the research methods. To
achieve this, a module that introduced concepts of sexuality and sexual
harassment preceded the data collection.
Although the study was confined to Form D girls and did not include all the girls
in this school, findings reveal that girls in this class experienced and observed
sexual harassment in this school and more specifically in the classroom than
anywhere else. Teachers were the major perpetrators of sexual harassment.
Studying the narratives presented as data, physical harassment was the most
frequently reported form of harassment. When such behaviours are reported,
teachers ignore it and this suggests that they 'normalise' sexual harassment and
thus reinforce dominant patriarchal discourses of hegemonic masculinity.
Based on the participants' narratives and also arguing from the discursive
position of gender justice, recommendations are suggested for this school and
others to introduce sexuality and sex education in an attempt to make schools
more equitable places for girls. It proposes that educational policies and
curricular development more generally be revisited and to ensure that they are
addressing sexuality education and therefore sexual violence particularly.Thesis (M.Ed.) - University of Natal, Durban, 2002.
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Virella, Basilisa. "Incidence, perceptions and attitudes toward sexual harassment in higher education." 1989. http://catalog.hathitrust.org/api/volumes/oclc/20980490.html.
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Miller, Erica Michelle. "Peer Sexual Harassment in Middle School: Classroom and Individual Factors." Thesis, 2013. https://doi.org/10.7916/D89311HC.
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In recent years, sexual harassment among adolescents has received significant national attention in the media and from behavioral science researchers. Initial research focused predominantly on describing the prevalence of peer sexual harassment (PSH) among adolescents and understanding the associated outcomes. More recently, researchers have begun to examine individual and contextual risk factors for victimization. Using the problem behavior hypothesis, opportunity theory and developmental theory, a theoretical framework to identify risk factors for PSH was developed, namely risky behaviors (i.e., self-reported delinquency, aggression and friend support for counter conventional behaviors) and sexual saliency variables (i.e., flirting, dating and opposite sex nominations). Moreover, this is the first study that has used classroom demographic factors (i.e., percent male and class size) to predict PSH. Thus, the current cross-sectional study adds to the literature by examining the associations of individual variables with PSH using multilevel modeling techniques, taking into account the nested design of students within classrooms, with theoretically based correlates (i.e., classroom variables, risky behaviors, sexual saliency factors) to examine vulnerability factors for PSH. A cohort of 8th grade students from an urban, culturally diverse and low-income school district was used. Self-report and peer-reported data were obtained from 744 students in the fall. Self-report measures include PSH (AAUW, 1993; 2001); self-reported delinquency (Elliot, Huizinga, and Ageton, 1995), a modified friends' support for counter conventional behaviors scale (Schierer and Botvin, 1998); and dating frequency. Peer ratings of aggressive behavior, flirtatious behavior, and opposite sex peer nominations came from the Revised Class Play (Matesen, Morrison, and Pellegrini, 1985). Hierarchical linear regression analyses indicated that PSH scores did not significantly differ between classrooms. As such, all variables were disaggregated to the individual level. Regression analyses found that classroom variables of class size and percent male were not related to the experience of PSH. Risky behaviors (i.e., self-reported delinquency, friend support for counter conventional behaviors, peer rated aggression) was a significant factor, with self reported delinquency being significant for girls and boys and peer rated aggression was a significant predictor for boys. Sexual salience variables (i.e., dating, flirtatiousness, opposite sex nominations) was also a significant factor, with flirtatiousness being a significant predictor for girls and boys and dating being significant uniquely for girls. Findings indicated that risky behaviors account for a greater variance in PSH victimization in boys, whereas sexual saliency account for a greater proportion of variance in girls. Findings also indicate that 6th grade pubertal status was predictive of 8th grade PSH. These results were discussed within the context of clinical implications for schools and future research directions.
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Lebona, Mampoi. "Gender power and sexuality : Basotho High School boys' responses to risky sexual behaviour." Thesis, 2012. http://hdl.handle.net/10413/9484.
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This study explores young men understandings of, and engagement in, risky sexual behaviours.
The group of young men the study focuses on is in a high school in Lesotho. They are aged
between 16 and 17 years. The motivation for the study is that, despite a series of campaigns
designed to increase awareness and knowledge associated with sexually transmitted diseases,
especially HIV/AIDS, young boys in Lesotho continue to engage in risky sexual behaviours and
practices. It is in this context that the purpose of the study was to investigate how gender power
is intimately tied in with meanings young men in Lesotho attach to sexuality. The related aspect
investigated in this study, furthermore, was to investigate ways in which gender power operates,
and ultimately contribute into boys’ and girls’ risky sexual behaviours that make them vulnerable
to the HIV/AIDS pandemic. The study employs qualitative research methods to achieve these
aims and, accordingly, utilises focus group and individual interviews, with six purposively
selected high school boys as research instruments. The findings reveal that, while some boys
engage in risky sexual practices, others express determination to practice safe sex. Thus, the
study reveals that despite the fact that some boys are engaged in unsafe sexual practises and
multiple sexual partners in heterosexual relationships to comply with the notion of masculinity
and societal expectations of MANHOOD, others are beginning to question such attitudes. There
is therefore multiple and varied perspectives on this issue among the small sample selected for
this study.Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.
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Chen, Ho-Ling, and 陳鶴齡. "A Study on Disputes of Applying Three Acts of Sexual Harassment－Gender Equality in Employment Act, Gender Equality Education Act and Sexual Harassment Prevention Act." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/57336526155801888971.
Full textAbstract:
碩士淡江大學
公共行政學系公共政策碩士班
97
With an increasing emphasis on the issues of sexual harassment, specific acts have been proposed and established accordingly. However, cases of applying acts of sexual harassment have suggested that the acts do not ultimately lead the public to satisfaction, but discussion instead. Thus, an attempt to figuring out the disputes of gender equality in three significant acts—Gender Equality in Employment Act, Gender Equality Education Act, and Sexual Harassment Prevention Act, has become of concern. The purpose of this study is to investigate the disputes of applying the acts in order to examine their effectiveness in Taiwan. Chapter 1 will present not only the motives and purpose of the research but also the methods and frame. Chapter 2 will introduce the theoretical backgrounds of sexual harassment and administrative relief based on the equal human right defended by the Constitution. Chapter 3 will describe individual cases of the three acts and then discuss the disputes within. Chapter 4 will explain Taiwan’s regulations of Gender Equality in Employment Act, Gender Equality Education Act, and Sexual Harassment Prevention Act compared to American regulations of Title VII of the Civil Right Act of 1964, Civil Right Act of 1991, and Education Amendment Act of Title IX. Chapter 5 will conclude the research and demonstrate how effective the acts can be amended and executed in the prospective future. This study is intended to suggest the appropriate amendment in the three acts concerning about the issues of sexual harassment.
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Weiser, Jessica. "The discursive marginality of gender-based harassment in high schools." 2005. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=232643&T=F.
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Ntuli, Thabisile Kim. "The effects of sexual harassment on rural secondary school female learners in Ndwedwe circuit, KZN." Thesis, 2006. http://hdl.handle.net/10413/1421.
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Whitlock, Elaine R. "Assessing changes in bystander intervention: The impact of an undergraduate educational program on peer sexual harassment." 2002. https://scholarworks.umass.edu/dissertations/AAI3056289.
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The purpose of this study was to assess how attendance at a peer-led sexual harassment workshop affects college students' intervention in response to their peers' sexually harassing behaviors. A quasi-experimental panel design was used to assess change over an interval of six months. An instrument, the Sexually Harassing Behaviors Bystander Intervention Inventory (SHBBII), was developed to measure self-reported intervention response to different sexually harassing behaviors. College student peer sexually harassing behaviors were categorized as gender harassing, taunting or intrusive sexually harassing behaviors. Statistically significant differences were found between control and workshop students' post-test interventions on Gender Intervention, Intrusive Intervention and Total Intervention scores. Students intervened more as observers among other witnesses than when they were sole witnesses. A causal model was constructed from a blocked hierarchical regression analysis for each of the sexually harassing behavior dimensions and for Total Interventions, using five student characteristics (student gender, academic class, racial/ethnic identity, resident assistant status and other sexual harassment training experience), pre-test scores and treatment condition. Implications for program assessment, educational policy, future legal directions and future research are discussed.
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LI, HSIN-YI, and 李欣怡. "Impact of the implement of gender equity education on student's coping capacity to peer sexual harassment." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/73853068980094473576.
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碩士國立臺北大學
犯罪學研究所
101
Adolescents are curious about sex and try to explore it. Nevertheless, sexual harassment happens in the period of peer interaction. The implement of gender equity education at school tried to prevent peer sexual harassment and helped them cope with sexual harassment. This research tried to comprehend the benefit of the implement of gender equity education to peer sexual harassment and the impact of this program on students from a school officer's point of view and took it as a reference for educators. This research recruited students from three junior high schools in Tucheng district in New Taipei City (overall response rate: 85.3%), and the study results showed: 1. The implement or propagation of gender equity education at school helped students understand gender equity and sexual harassment. 2.“Film shows”,“comics” or “role play” helped students know more about coping skills to sexual harassment. 3. There were no gender differences in proportion of victimization to sexual harassment; males were 5.6% more than females and gender differences in types of victimization was remarkable. 4.“Speaking out undesirable words: porny jokes and grody, seductive or obscene words”was the most common form of sexual harassment. 5. Gender differences in identification of a single assaulting behavior were found, and physical contact was more usually identified as sexual harassment than non-physical type. 6. The more frequently minor assaulting behaviors happened, the more unobtrusively would those behaviors be identified as sexual harassment. 7.“Refusing and protest on the spot”, “leaving the locale” and “using one’s body or weapons to fight back ” were the three most common ways to deal with sexual harassment. 8. There were no gender differences in coping skills, and significant differences in “fighting back” strategies among students who joined in lectures for sexual harassment prevention was marked. Study limitation, policy implication for gender equity education and direction for future research were noticed in the end.
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-Yung, Ying, and 陳靖媛. "A Study on Relationship among Experience of Confronting Harassment, Sexual Harassment Prevention Knowledge and Attitude for Vocational High School Students in Rotating Cooperative Education Program." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/72003612400398179880.
Full textAbstract:
碩士國立雲林科技大學
技術及職業教育研究所碩士班
101
The purpose of this study was to understand the current status of sexual harassment prevention knowledge and attitude of vocational high school students in rotating cooperative education program, and the experience of confronting sexual harassment during their practical training period. The method is questionnaire survey and adopts 10th ~12th graders in the rotating cooperative education program of the department of restaurant, information technology and beautification in a private commercial and industrial vocational senior high school in the central region of Changhua County as the research object. Descriptive statistics, t-Test and regression analysis were used to analyze the collected data. The conclusion of this study is shown as follows: (1) All research objects scored more than the average 3 on the “sexual harassment prevention knowledge” and “sexual harassment prevention attitude” scales, this result significantly indicates that students in rotating cooperative education program who have sufficient sexual harassment prevention knowledge and positive sexual harassment prevention attitude. This study further set the total average of the sexual harassment prevention knowledge and sexual harassment prevention attitude as the test value, and then carries out the statistic method, One-Sample T Test, to understand the difference between each item and test value of the sexual harassment prevention knowledge and attitude scales for each grader in this vocational high school. The results show: 12th graders significantly have significantly higher level of sufficiency for either the sexual harassment prevention knowledge or sexual harassment prevention attitude than 10th and 11th graders; however, they still have myths for some specific topics which may use as the key to promote further sexual harassment prevention education then. (2) Research results show that the main types of harassment male students frequently confronting than female students are: “showing pornographic books and images”, “intentionally touch or caress chest, hips, thighs or sexual organs”, “posturing with sexual innuendo”, and “intentionally touch or caress the sexual organs”, “intentionally lift or take off clothes or pants”. (3) The regression result of using “sexual harassment prevention knowledge” as the dependent variable indicates that these predictive variables, such as gender, department and grade, can effectively interpret 18.9% variance in “sexual harassment prevention knowledge”; among which, the gender variable possesses the maximum impact, and next is the grade variable. The correlation between these three predictive variables and dependent variables is shown as follows: female 12th graders of the department of information technology have more “sexual harassment prevention knowledge” than male 10th graders of the department of beautification. (4) The regression result of using “sexual harassment prevention attitude” as the dependent variable indicates that these predictive variables, such as gender, department, grade and sexual harassment prevention knowledge can effectively interpret 58.7% variance in “sexual harassment prevention attitude”; among which, the variable of “sexual harassment prevention knowledge” possesses the maximum impact. The correlation between these four predictive variables and dependent variables is: “sexual harassment prevention knowledge” is more sufficient, and then possesses more positive “sexual harassment prevention attitude”; female 11th graders of the department of information technology have more positive “sexual harassment prevention attitude” than male 10th graders of the department of beautification.
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LIN, YU-HAO, and 林雨壕. "The study of using Situational Game Materials to Enhance Learning Effect of Sexual Harassment and Sexual Assault Prevention Education for Primary Students." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/e8r8n5.
Full textAbstract:
碩士國立臺中教育大學
數位內容科技學系碩士在職專班
105
The purpose of the study was to explore the learning effect and self-effectiveness on the corresponding action of sexual harassment and sexual assault prevention education for primary students by using situational game materials. The research was used by Quasi-experimental design, and the students included four classes in the fourth grade of elementary school in Taichung. There are 98 students, 50 in the experimental group and 48 in the control group. The former was used by situational game materials, and the latter was used by traditional teaching strategies. Comparing different teaching strategies, difference of learning effect and self-effectiveness on the corresponding action of sexual harassment and sexual assault prevention education for primary students was analyzed. According to the research results, the findings were as follows: 1.The students of two groups had no significant differences in learning effect of sexual harassment and sexual assault prevention education. 2.Different learning achievement of students used different learning strategies had no significant differences in learning effect of sexual harassment and sexual assault prevention education. 3.By the situational game materials, the self-effectiveness on the corresponding action of sexual harassment and sexual assault was obviously a significant difference. 4.Using situational game materials is a safe way to practice combating sexual harassment and sexual assault.
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柯今尉. "Gender Equity Education Act Enforced on Campus-a study of Governing Sexual Harassment on Campus in Taiwan." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/54039843027175459798.
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碩士國立臺灣師範大學
公民教育與活動領導學系在職進修碩士班
97
Gender Equity Education Act was put on effect on June 23, 2004, symbolizing the great progress in gender education in Taiwan, especially for the prevention of Sexual Assault or Sexual Harassment on Campus Based on this regulation, the schools should organize the regular professional agencies being in charge of the events of sexual assault or sexual harassment, and work on related events by following the standard operation process. However, because of some reasons such as the personnel’s lack knowledge of the related regulations causes some troubles in practice. In addition, because of the special features of the school’ environment there are three regulations related to the prevention of sexual assault or sexual harassment, including Gender Equity Education Act, Gender Equality in Employment Act, and Sexual Harassment Prevention Act: the school need to adopt them simultaneously while dealing with this kind of events. This complex law framework forces the school not only thinking about the problem mentioned above but also judging which regulations should be adopted, making the practical operation more complicated. By applying the research methods such as literature discussion, analysis on regulations and depth interview, the researcher studied the current regulations related to the process of dealing with the sexual harassment events Furthermore, with surveying opinions from specialists and staffs of the gender equality education committee in higher education institutions the researcher understood those practical difficulties, and provided the suggestions.
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Oni, Helen Tosin. "Student's level of awareness and views about the implementation of sexual harassment policy in the University of Venda." Diss., 2015. http://hdl.handle.net/11602/815.
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Chen, Hsiu-Fang, and 陳琇芳. "The cartoon “Naruto” : construction of masculinity of school boys and the anti-sexual harassment education in elementary schools." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/99470530851787048549.
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碩士高雄醫學大學
性別研究所碩士班
95
Anti-sexual harassment education has been promoted in Taiwan since the late 1990s, but one may still find school children engage in sexual games that might amount to sexual harassment from an adult’s perspective. Using the popular cartoon “Naruto” as an example, this thesis aims to understand elementary school children’s perceptions of sexual harassment and how they make sense of certain sexual games. I interviewed 32 (14 groups) school children and one counseling leader and conducted observation in three classrooms in Kaohsiung to see how the idea of sexual harassment was explained in classrooms. Drawing on theoretical insights from feminist theories (theories of gender), I analyze how school boys learned (hegemonic) masculinity from the popular cartoon “Naruto” and played the game “Cianyan nianyan sha” in their daily life. Moreover, I analyze the ways in which school boys made a distinction between playing it as a “funny game” and as (sexual) violence against their peers. I discover that teachers made an effort to explain the concept of the sexual harassment. However there is a gap between what the children knew about sexual harassment and what they practiced. Concurring with some other researchers, I found that there is a protective and gendered tendency in anti- sexual harassment education in schools. This tendency makes the children not only saw sexual harassment prevention as merely protecting the reproductive and/or sexual organs, but also have developed gendered strategies to avoid being accused of sexual harassment when they play certain games. Moreover, there are many gender issues in the cartoon “Naruto”, for example the female protagonist is always protrayed as naïve and romance-pursuing, while the male protagonists are challenging, pursue success, and value companion friendship. The cartoon also contains many practical jokes and behaviours that convey sexual meanings. These sexual jokes and behaviours are a sexual violent text available for school boys. In some cases, school boys re-enacted these sexual practices in their daily life, and justified these practices by claiming that “everyone is playing the same game”. However, it is worth noting that not all (sexual and/or violent) games were acted out in daily life. In many cases, they picked up the game “Cianyan nianyan sha” from the cartoon and played it at schools. They rationalized this practice (which in adults’ eyes might amount to sexual harassment) by not attacking other players’ “important organs” and not targeting at girls’ and strangers’ participation. It would have been considered sexual harassment if it were targeted at girls and strangers. In addition, this research also finds that boys and girls develop different ways to cope with sexual harassment. Girls would tend to keep silent while boys would often fight back. This study recommends that the anti-sexual harassment education should emphasize on teaching students that they hold the ownership of their own bodies and sexualities rather than merely protecting their sexual organs. Key words: sexual harassment, cartoon, Cianyan nianyan sha, masculinities
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Chen, Jan-Wu, and 陳瞻吾. "A research among Equality in Employment Act, Gender Equity Education Act, and Sexual Harassment Prevention Act— In the university campus." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/27237800086592538863.
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碩士中原大學
財經法律研究所
99
With the lines to the constitutions of many countries, including Republic of China, have clear and definite that men and women are equal in law and should not be treated unequally. Although women are still being treated unequally around the world, in economic, political matters, legislations, and social dimension. In particular, when a woman goes into an employment, the sexual harassment is the most inevitably problem that she must to face. According to the United States Federal Law, Title IX of the Education Amendments Act of 1972 has provided that: 1. No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance. 2. Nothing contained in subsection (a) of this section shall be interpreted to require any educational institution to grant preferential or disparate treatment to the members of one sex on account of an imbalance which may exist with respect to the total number or percentage of persons of that sex participating in or receiving the benefits of any federally supported program or activity, in comparison with the total number or percentage of persons of that sex in any community, State, section, or other area: Provided, that this subsection shall not be construed to prevent the consideration in any hearing or proceeding under this chapter of statistical evidence tending to show that such an imbalance exists with respect to the participation in, or receipt of the benefits of, any such program or activity by the members of one sex. The government of the Republic of China (R.O.C) has promulgated Gender Equity Education Act on June 23rd, 2004, which has been designed to deal with the sexual assaults and sexual harassments on campus. However, on university campus, besides the students and the school staffs, the parents or legal guardians of the students, sales managers and people from outside, etc., could possibly occur sexual assaults and sexual harassments to students and the school staffs. The ways, on which the university es apply the law on Gender Equality in Employment Act, Gender Equity Education and Prevention of Sexual Harassment would be very important. The paper will be divided into six chapters. Chapter one includes the introduction of the motives and the goals basically on doing this research. Chapter two introduces the purposes of promulgating the Gender Equality in Employment Act, Gender Equity Education Act and Prevention of Sexual Harassment in R.O.C. Chapter three has a main discussion based on the comparison of the definition on “sexual harassment” and the differences in law of R.O.C and the United State. Chapter four is going to talk over the cases of sexual harassment on the university campuses. Chapter five is basically discussing the ways of learning the experiences and enlightenments from the US, in order to promote the gender equity education in R.O.C. The conclusion of the research will be given in chapter six.