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Journal articles on the topic 'Sexual harassment in education – Lesotho'

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Published: 4 June 2021
Last updated: 15 February 2022

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1

Curtis, Claire P. "Sexual Harassment." Teaching Philosophy 26, no. 1 (2003): 111–14. http://dx.doi.org/10.5840/teachphil20032618.

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2

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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3

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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4

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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5

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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6

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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7

Brown, Ralph S., Matthew W. Finkin, Betsy Levin, Carol Simpson Stern, Judith J. Thomson, and Linda E. Fisher. "Academic Freedom and Sexual Harassment." Academe 80, no. 5 (1994): 64. http://dx.doi.org/10.2307/40250671.

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8

Smit, Denine, and Voet Du Plessis. "Sexual Harassment in the Education Sector." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 14, no. 6 (June 9, 2017): 172. http://dx.doi.org/10.17159/1727-3781/2011/v14i6a2613.

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Education should safely shape the minds and attitudes of young adults and children, especially with the in loco parentis principle in mind. Young adults who have experienced sexual harassment in the very environment that should have protected them as learners suffer greatly from social problems and from emotional and academic strain. Victims often become future harassers themselves. Sexual harassment should be eradicated from the education sector in toto to ensure a safe learning environment. High incidences of harassment have been found among college students in America, while a very small percentage of such transgressions have been reported. Similar statistics in South African universities are not available, the problem is therefore managed in a void. The position in schools is more alarming. In South Africa it has been found that 30 per cent of girls are raped at school and that male learners and educators are the main culprits. Not only is the magnitude of this problem gravely underestimated, but the effect of sexual harassment on learners has also not been managed properly. The authors argue that the focus is on avoiding legal responsibility and accountability, rather than on being proactive. The historic invisibility of sexual harassment in education can be attributed to the wrongful silencing thereof.
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9

Stanko, Elizabeth A. "Intimidating education: Sexual harassment in criminology." Journal of Criminal Justice Education 3, no. 2 (November 1992): 331–40. http://dx.doi.org/10.1080/10511259200082701.

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10

Steiner, Linda. "Addressing sexual harassment in journalism education." Journalism 20, no. 1 (December 19, 2018): 118–21. http://dx.doi.org/10.1177/1464884918809272.

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11

Can, Tang. "Sexual Harassment in China." Chinese Education & Society 27, no. 4 (July 1994): 39–46. http://dx.doi.org/10.2753/ced1061-1932270439.

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12

Burn, Shawn Meghan. "The Psychology of Sexual Harassment." Teaching of Psychology 46, no. 1 (December 16, 2018): 96–103. http://dx.doi.org/10.1177/0098628318816183.

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Sexual harassment (SH) occurs when people are targets of unwanted sexual comments, sexual gestures, or sexual actions because of their actual or perceived gender, gender expression, or sexual orientation. Due to its frequency and harmful effects on people and organizations, and because it is often a symptom of social inequalities, SH is of concern to psychologists. Using psychological theory and research as well as intersectional and contextual lenses, this article describes how SH is varied in its forms, targets, and origins. I explore explanations for SH with a focus on sociocultural gender and power perspectives. I also employ a person-by-situation perspective to show how contextual factors interact with individual factors to influence incidence. Because reducing SH is important for safe and inclusive schools, organizations, and public settings, I identify possible solutions to this common social problem. Finally, I discuss how and why teaching about the psychology of SH can promote positive individual, group, organizational, and social change. In sum, I illustrate interesting and important psychological concepts and methods and show how psychology can be used to understand and treat social problems and inequalities.
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13

BALDWIN, DEWITT C., and STEVEN R. DAUGHERTY. "Distinguishing Sexual Harassment from Discrimination." Academic Medicine 76, Supplement (October 2001): S5—S7. http://dx.doi.org/10.1097/00001888-200110001-00003.

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14

Binder, Renee, Paul Garcia, Bonnie Johnson, and Elena Fuentes-Afflick. "Sexual Harassment in Medical Schools." Academic Medicine 93, no. 12 (December 2018): 1770–73. http://dx.doi.org/10.1097/acm.0000000000002302.

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15

García-Hernández, Renán Jesús, Julita Elemí Hernández-Sánchez, and Verónica García-Martínez. "Sexual Harassment in a Higher Education Institution." Multidisciplinary Journal of Gender Studies 9, no. 3 (October 25, 2020): 210. http://dx.doi.org/10.17583/generos.2020.5609.

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Sexual harassment is a type of gender violence, which is generally naturalized and rarely reported. The aim of this qualitative study was to analyze the experiences of female university students who have been victims of sexual harassment. The intentional sample consisted of 10 participants between the ages of 22 and 24 years from a university in the southeast of Mexico. Interviews were analyzed through different categories, such as the perception of the interviewee, about the harassment, the consequences, and facing the event. The analysis was based on the QSR 6 (NVivo) software. It was found that students perceive harassment as something normal and even romantic, but subsequently there are feelings of humiliation and guilt. Those who reported the incident did not obtain help, in all of them there was a feeling of learned helplessness. In addition, harasser professors have a special language to communicate when they want sexual favors: "you have to take an equivalence test”, language that the students know and understand.
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16

Madson, Laura, and Jennifer Shoda. "Identifying Sexual Harassment: A Classroom Activity." Teaching of Psychology 29, no. 4 (October 2002): 304–7. http://dx.doi.org/10.1207/s15328023top2904_11.

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We created a classroom activity to illustrate the complexity involved in identifying sexual harassment. In the activity, students decided whether 6 fictional scenarios constituted sexual harassment. The activity stimulates animated discussion, and evaluation data indicate that it received positive feedback from students and refined students' conceptualizations of sexual harassment. We used this activity in teaching courses in Psychology of Women and Sexual Behavior, although instructors can use it in any course that covers sexual harassment.
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17

Kim Dae-Gun. "Prevention of Sexual Harassment in Ethics Education." Journal of Ethics 1, no. 102 (June 2015): 303–30. http://dx.doi.org/10.15801/je.1.102.201506.303.

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18

Dranzoa, Christine. "Sexual Harassment at African Higher Education Institutions." International Higher Education 94 (June 11, 2018): 4–5. http://dx.doi.org/10.6017/ihe.2018.0.10553.

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In most African states, joining higher education institutions (HEIs) is, for students, an investment in their own economic progress. Yet, HEIs are sites where sexual harassment and gender-based violence (GBV) occur, increasing the vulnerability of newly enrolled female students and of women in general. A strong gender policy environment, a clear stand by senior management at HEIs, and the empowerment ofmen with respect to gender equity issues are remedies to help achieve the Sustainable Development Goals (SDGs), especially goal 3 (Good Health and Well-being), goal 4 (Quality Education), goal 5 (Gender Equality), and goal 10 (Reduced Inequality).
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19

Dranzoa, Christine. "Sexual Harassment at African Higher Education Institutions." International Higher Education 94 (June 11, 2018): 4. http://dx.doi.org/10.6017/ihe.2018.94.10513.

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In most African states, joining higher education institutions (HEIs) is, for students, an investment in their own economic progress. Yet, HEIs are sites where sexual harassment and gender-based violence (GBV) occur, increasing the vulnerability of newly enrolled female students and of women in general. A strong gender policy environment, a clear stand by senior management at HEIs, and the empowerment ofmen with respect to gender equity issues are remedies to help achieve the Sustainable Development Goals (SDGs), especially goal 3 (Good Health and Well-being), goal 4 (Quality Education), goal 5 (Gender Equality), and goal 10 (Reduced Inequality).
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20

Bogart, Karen, and Nan Stein. "Breaking the silence: Sexual harassment in education." Peabody Journal of Education 64, no. 4 (September 1987): 146–63. http://dx.doi.org/10.1080/01619568709538575.

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21

Chang, Yunling, Sakina Ali, Ankita Sahu, Sidai Dong, Carly W. Thornhill, Polet Milian, and Linda G. Castillo. "Chinese International Student Sexual Harassment on U.S. College Campuses." Journal of International Students 11, no. 3 (June 15, 2021): 742–48. http://dx.doi.org/10.32674/jis.v11i3.2678.

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The #MeToo movement has brought the issue of sexual harassment to U.S. college campuses. Most scholarly work in this area focuses on White American women with little information on international student experiences. Because sexual harassment is considered hush-hush (shi) and taboo, many Chinese international students may not question harassment behaviors they experience. For many Chinese women attending a U.S. university, their first public discussion may occur during student orientation. Thus, students come to college campuses with varying levels of awareness of sexual harassment. Given the growing number of Chinese international students, the purpose of this article is to provide an overview of their experiences and perceptions of sexual harassment. The article provides recommendations for university personnel working with international students.
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22

Morgan, Carolyn Stout. "Sexual Harassment on the Job." Teaching Sociology 17, no. 3 (July 1989): 398. http://dx.doi.org/10.2307/1318114.

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23

Guangsheng, Bu. "The Dilemmas of Sexual Harassment." Chinese Education & Society 27, no. 4 (July 1994): 29–35. http://dx.doi.org/10.2753/ced1061-1932270429.

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24

Feng, Xiao. "How to Avoid Sexual Harassment." Chinese Education & Society 27, no. 4 (July 1994): 36. http://dx.doi.org/10.2753/ced1061-1932270436.

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25

La Lopa, Joseph “Mick”, and Zilan Gong. "Sexual Harassment of Hospitality Interns." Journal of Hospitality & Tourism Education 32, no. 2 (March 5, 2020): 88–101. http://dx.doi.org/10.1080/10963758.2020.1726767.

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26

Soliman, Hussein, Jennifer Koran, and Amal Abdelmordi Abdelmonem. "Testing a Model of the Threat of Street Sexual Harassment in Egypt: Implications for Social Work Education." International Journal of Social Work 8, no. 1 (February 11, 2021): 1. http://dx.doi.org/10.5296/ijsw.v8i1.18167.

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This study tested a model of Egyptian women’s well-being and perception of the threat of sexual harassment. The model was drawn from multiple theoretical frameworks, including the vulnerability perspective, objectification theory, and religious perspectives. Nine variables in the model reflect societal, interpersonal, and cultural variables that are believed to relate to women’s views about threats and social risks related to sexual harassment. A total of 1,977 Egyptian women aged 19-45 years voluntarily participated in the study. Path analysis showed that exposure to street sexual harassment was the strongest predictor of both perception of the threat of sexual harassment and a sense of vulnerability to sexual harassment. However, more nuanced results from the model had implications for social work education and research. This study fills an important gap in social work education related to sexual harassment by examining a complex web of interpersonal, environmental, and cultural factors relevant to women’s view of the threat of sexual harassment.
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27

Rhodes, Anne K., and Steven E. Stern. "Ranking Harassment: A Multidimensional Scaling of Sexual Harassment Scenarios." Journal of Psychology 129, no. 1 (January 1995): 29–39. http://dx.doi.org/10.1080/00223980.1995.9914945.

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28

Russ, Anne C., Dani M. Moffit, and Jamie L. Mansell. "Sexual Harassment and Internships: How Do We Protect Our Students and Program?" Kinesiology Review 6, no. 4 (November 2017): 391–93. http://dx.doi.org/10.1123/kr.2017-0041.

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Sexual harassment is a sensitive and pervasive topic in higher education. Programs and institutions have the responsibility to protect the students from sexual harassment under Title IX of the Education Amendments of 1972 (United States Department of Education Office of Civil Rights, 2011). While much attention has been focused toward on-campus interactions (i.e., professor/student, student/student), many students participate in off-campus fieldwork and internships associated with coursework, where the students are still protected under Title IX. The purpose of this discussion is to define sexual harassment, summarize research regarding sexual harassment in a fieldwork setting, consider how sexual harassment affects students, and identify resources to help programs identify and respond to sexual harassment.
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29

Feldman, P., S. Jones, and I. Shrier. "Eradicating sexual harassment during medical training." Academic Medicine 72, no. 12 (December 1997): 1026–7. http://dx.doi.org/10.1097/00001888-199712000-00005.

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30

Euben, Donna R. "Legal Watch: Sexual Harassment Policies on Campus." Academe 89, no. 6 (2003): 94. http://dx.doi.org/10.2307/40252569.

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31

Rowe, Mary P. "The Lecherous Professor: Sexual Harassment on Campus." Journal of Higher Education 56, no. 4 (July 1985): 482–83. http://dx.doi.org/10.1080/00221546.1985.11780708.

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32

Schneider, Beth E. "Graduate Women, Sexual Harassment, and University Policy." Journal of Higher Education 58, no. 1 (January 1987): 46–65. http://dx.doi.org/10.1080/00221546.1987.11778227.

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33

Rowe, Mary P., Billie Wright Dziech, and Linda Weiner. "The Lecherous Professor: Sexual Harassment on Campus." Journal of Higher Education 56, no. 4 (July 1985): 482. http://dx.doi.org/10.2307/1981310.

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34

Schneider, Beth E. "Graduate Women, Sexual Harassment, and University Policy." Journal of Higher Education 58, no. 1 (January 1987): 46. http://dx.doi.org/10.2307/1981390.

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35

Wet, Corene De, and Therza Palm-Forster. "The voices of victims of sexual harassment." Education as Change 12, no. 1 (July 2008): 109–31. http://dx.doi.org/10.1080/16823200809487198.

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36

Welibrock, Rcard D. "Sexual Harassment Policies and Computer-Based Training." Community College Review 26, no. 4 (April 1999): 61–68. http://dx.doi.org/10.1177/009155219902600405.

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37

Hoffmann, Frances. "Sexual Harassment in Academia: Feminist Theory and Institutional Practice." Harvard Educational Review 56, no. 2 (July 1, 1986): 105–22. http://dx.doi.org/10.17763/haer.56.2.y11m78k58t4052x2.

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In recent years many colleges have responded to the problem of sexual harassment of students and workers in various ways that do not address certain structural conditions underlying the problem. Frances Hoffmann provides a feminist critique of the problem of sexual harassment and of the institutional responses to it. She also offers guidelines for formulating policies and procedures that make clear connections between sexual harassment and social/cultural conditions and that empower victims and potential victims.
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38

Joseph, Janice. "Sexual harassment in tertiary institutions: A comparative perspective." Temida 18, no. 2 (2015): 125–44. http://dx.doi.org/10.2298/tem1502125h.

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Sexual harassment is not a new phenomenon in tertiary institutions. It has been receiving considerable attention in research and the media and public awareness has increased dramatically. However, the term sexual harassment is not used uniformly across the globe because countries have defined it differently. Consequently, prevalence of sexual harassment in education varies across cultures. This paper examines sexual harassment from a comparative perspective. It specifically focuses on the definition of sexual harassment, incidence of sexual harassment of students in tertiary institutions, effects of sexual harassment on victims; and victims? responses to sexual harassment. It also offers suggestions for curtailing sexual harassment in these institutions.
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39

Taylor, Elizabeth A., Gareth J. Jones, Kristy McCray, and Robin Hardin. "Creating Ethical Decision Makers: The Influence of Education on Perceptions of Sexual Harassment and Sexual Assault." Sport Management Education Journal 13, no. 2 (October 1, 2019): 73–82. http://dx.doi.org/10.1123/smej.2019-0004.

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The sport industry is ripe for issues of sexual harassment/assault due to the high value placed on masculine characteristics and the power differential between male leaders/coaches and female subordinates/athletes. This culture permeates sport organizations, as issues of sexual harassment/assault committed by athletes and coaches/administrators are commonplace and have recently been mishandled, raising questions about effective education. This study examined the relationship between education on sexual harassment/assault and the endorsement of rape myths by sport management students. Results indicate that training on sexual harassment/assault in sport management classrooms is low and is potentially ineffective at curbing rape myth acceptance, suggesting current curricula are insufficient. These findings have both theoretical and practical contributions related to how sport management departments can prepare future professionals to change the culture of sport.
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40

Soonthornpasuch, Pongprad. "Sexual harassment: Laws in Thailand." Women's Studies International Forum 31, no. 5 (September 2008): 345–54. http://dx.doi.org/10.1016/j.wsif.2008.08.006.

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41

Terpstra, David E., and Douglas D. Baker. "A Hierarchy of Sexual Harassment." Journal of Psychology 121, no. 6 (November 1987): 599–605. http://dx.doi.org/10.1080/00223980.1987.9712689.

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42

Stein, Nan. "Sexual Harassment in School: The Public Performance of Gendered Violence." Harvard Educational Review 65, no. 2 (July 1, 1995): 145–63. http://dx.doi.org/10.17763/haer.65.2.7080h5t354300557.

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In this article, Nan Stein argues that sexual harassment in schools is a form of gendered violence that often happens in the public arena. She presents the narratives of girls and boys about their experience of sexual harassment in schools and finds parallels with cases documented in court records and depositions. While highly publicized lawsuits and civil rights cases may have increased public awareness of the issue, inconsistent findings have sent educators mixed messages about ways of dealing with peer-to-peer sexual harassment. The antecedents of harassment, she suggests, are found in teasing and bullying, behaviors tacitly accepted by parents and teachers. Stein makes a case for deliberate adult intervention and the inclusion of a curriculum in schools that builds awareness of these issues.
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43

Chang, Ting-Shan, Ya-Ling Tzeng, and Yu-Kuei Teng. "Sexual Harassment Experiences, Knowledge, and Coping Behaviors of Nursing Students in Taiwan During Clinical Practicum." International Journal of Environmental Research and Public Health 17, no. 13 (July 1, 2020): 4746. http://dx.doi.org/10.3390/ijerph17134746.

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Sexual harassment not only endangers nursing students’ physical and mental health but also considerably affects their future willingness to engage in the field of nursing. To identify experiences, knowledge, coping behaviors, and determinants of sexual harassment among nursing students during clinical practicum, this study conducted a cross-sectional survey where a structured self-report questionnaire was used. A total of 291 senior nursing students were recruited from four universities in Central Taiwan. Sixty-six nursing students (22.7%), including 59 women (23.3%) and 7 men (18.4%), reported experiencing sexual harassment during clinical practicum. Male students scored significantly higher than female students did on knowledge of sexual harassment (p = 0.028). Female students scored significantly higher than male students did on attitudes toward preventing and coping with sexual harassment (p = 0.05). Nursing students who were older, had fathers who had higher education levels, or had undergone gender-related courses were more likely to experience sexual harassment. More than one-fifth of nursing students experienced sexual harassment during their clinical practicum, making this a formidable challenge in nursing education. Education is required to prevent sexual harassment and enhance gender sensitivity among nursing students, who are at a greater risk of experiencing sexual harassment in clinical practicum.
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44

Dimitrijevic, Aleksandra, and Milena Mladenovic. "Sexual harassment of students - survey results." Temida 20, no. 2 (2017): 291–309. http://dx.doi.org/10.2298/tem1702291d.

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This paper aims to present results of the survey on sexual harassment of students of the Faculty of Special Education and Rehabilitation, University of Belgrade. It starts with presenting and discussing different definitions of the term ?sexual harassment?. Afterwards, a brief overview of available surveys on this subject is provided. Results of the surveys completed so far show that this kind of students? victimization in educational institutions is frequent in all parts of the world, regardless of the economic, ethnic and religious grounds. The aim of the survey conducted at the Faculty of Special Education and Rehabilitation (FASPER) was to identify the prevalence and characteristics of sexual harassment among undergraduate students, as well as possible forms of assistance and support to students who experience sexual harassment. A survey was conducted by the students of FASPER during April and May 2014 on a sample of 147 students of all four years of undergraduate studies. For data collection a victimization survey was used. The survey results suggested that sexual harassment of students of FASPER is prevalent, while it only manifests itself in a form of verbal harassment with a sexual connotation. Female students are more exposed to harassment than male students, but we need to interpret this finding with a caution due to the fact that a sample was mostly consisted of female respondents. According to the students? opinion, possible solutions for preventing and eliminating sexual harassment of students of FASPER are education of students and employees, adoption of rules for protection of students from this kind of victimization and establishment of support service for students who experience victimization by sexual harassment.
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45

Nora, Lois Margaret, Margaret A. McLaughlin, Sue E. Fosson, Terry D. Stratton, Amy Murphy-Spencer, Ruth-Marie E. Fincher, Deborah C. German, David Seiden, and Donald B. Witzke. "Gender Discrimination and Sexual Harassment in Medical Education." Academic Medicine 77, no. 12, Part 1 (December 2002): 1226–34. http://dx.doi.org/10.1097/00001888-200212000-00018.

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46

Recupero, Patricia Ryan, Alison M. Heru, Marilyn Price, and Jody Alves. "Sexual Harassment in Medical Education: Liability and Protection." Academic Medicine 79, no. 9 (September 2004): 817–24. http://dx.doi.org/10.1097/00001888-200409000-00002.

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47

Young, Ellie L., Melissa Allen, and Betty Y. Ashbaker. "Responding to Sexual Harassment in Special Education Settings." TEACHING Exceptional Children 36, no. 4 (March 2004): 62–67. http://dx.doi.org/10.1177/004005990403600409.

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48

Bondestam, Fredrik, and Maja Lundqvist. "Sexual harassment in higher education – a systematic review." European Journal of Higher Education 10, no. 4 (February 18, 2020): 397–419. http://dx.doi.org/10.1080/21568235.2020.1729833.

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49

Njihia, Dr Rose Wambui. "ASSESSMENT OF THE PREVALENCE OF SEXUAL HARASSMENT OF FEMALE STUDENTS IN PUBLIC SECONDARY SCHOOLS IN DAGORETTI DISTRICT IN NAIROBI COUNTY, KENYA." Journal of Education and Practice 2, no. 1 (November 22, 2018): 53. http://dx.doi.org/10.47941/jep.262.

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Purpose: The study sought to investigate the prevalence of sexual harassment of female students in public secondary schools in Dagoretti District in Nairobi County, the possible causes of sexual harassment on female students, the mechanisms which exist to handle sexual harassment issues and the strategies which can be put in place to curb sexual harassment of female students in public secondary schools in Dagoretti District.Methodology: The study adopted mixed paradigms (qualitative and quantitative research paradigms) in order to present a more comprehensive view of the prevalence of sexual harassment of female students in Dagoretti District. Therefore, the study used descriptive survey and phenomenology research design.Results: The study found out that sexual harassment of female students in schools under study by male teachers and male students exist. The study also established that both perpetrators and victims are accountable for the harassment, that is, causes of sexual harassment of female students were attributed to both victims and perpetrators. It was also revealed that the major ways of combating sexual harassment were empowering young women to report, stiff punishment for offenders and awareness campaigns, adequate security and decent dressing of female students. Strategies for curbing sexual harassment included students’ education about harassment, development of sexual harassment policy in schools, establishing workshops and meetings, empowering students and creating a harassment-free school environment.Unique contribution to theory, practice and policy: In order to curb sexual harassment of female students in schools the Ministry of Education should mainstreams policies that address sexual harassment at all educational levels. Teachers Service Commission on the other hand should offer stiff punishment to offenders such as teachers by excluding them from the service.
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50

Guschke, Bontu Lucie, Kaitlin Busse, Farhiya Khalid, Sara Louise Muhr, and Sine Nørholm Just. "Sexual Harassment in Higher Education - Experiences and Perceptions among Students at a Danish University." Kvinder, Køn & Forskning, no. 1-2 (July 30, 2019): 11–30. http://dx.doi.org/10.7146/kkf.v28i1-2.116114.

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Taking higher education to be an arena in which professional and social interaction has a special propensity to overlap, this paper investigates university students’ experiences and perceptions of sexual harassment. Based on survey data, we find varying responses according to their gender and nationality, indicating that men and Danish students are least likely to experience and perceive situations as sexual harassment. Further, we find a wide-spread normalization of certain potentially offensive acts and behaviours. In addition, students report varying degrees of acceptability of certain acts, depending on context. On this basis, we argue that normalization hinders individual students’ ability to recognize and denounce sexual harassment. The influence of social norms on individual experiences and perceptions, we assert, means sexual harassment is neither an objective category nor an individual responsibility. In consequence, issues of sexual harassment can only be dealt with if and when universities assume responsibility for the norms that prevail within their spheres of influence.
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