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Injany, Evinsa, Atikah Kanza Atsarina Hakim, Nadia Farah Lutfiputri, Zaki Khudzaifi Mahmud, and Isni Hindriaty Hindarto. "STUDI FENOMENOLOGI TERHADAP PELECEHAN SEKSUAL SESAMA JENIS DI KAMPUS: REALITAS DAN PENGALAMAN LAKI-LAKI SEBAGAI KORBAN." Interaksi: Jurnal Ilmu Komunikasi 13, no. 1 (June 30, 2024): 60–79. http://dx.doi.org/10.14710/interaksi.13.1.60-79.
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Research on sexual harassment has gotten a lot of attention in the last three decades, partly because the victims are not solemnly women and children, men also have a chance to become one. Sexual harassment might occur in any setting, anywhere, at any moment, including at higher education institutions. The aim of this study is to examine how males interpret the experience of sexual harassment by same-sex perpetrators. This study further explores the understanding of experiences, and responses of five male students who encountered sexual harassment in a higher education setting, using qualitative methodology, a phenomenological approach, and data collection techniques in the form of interviews. The results of data collection indicate that the acts of sexual harassment experienced by the informants can be divided into direct (physical contact) or indirect. Then there is a connection between how males perceive their sexual harassment experience and the concept of masculinity. Furthermore, victims of samesex sexual harassment's reactions and interpretations of sexual harassment are influenced by their own experiences and self-perceptions.
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Curtis, Claire P. "Sexual Harassment." Teaching Philosophy 26, no. 1 (2003): 111–14. http://dx.doi.org/10.5840/teachphil20032618.
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Middlemiss, Sam, and Rachel Stewart. "Sexual harassment in education." Education and the Law 5, no. 4 (January 1993): 189–97. http://dx.doi.org/10.1080/0953996930050402.
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Weston, Ralph. "Sexual Harassment." Community & Junior College Libraries 8, no. 1 (November 14, 1995): 37–61. http://dx.doi.org/10.1300/j107v08n01_07.
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Sivertsen, Børge, Morten Birkeland Nielsen, Ida E. H. Madsen, Marit Knapstad, Kari Jussie Lønning, and Mari Hysing. "Sexual harassment and assault among university students in Norway: a cross-sectional prevalence study." BMJ Open 9, no. 6 (June 2019): e026993. http://dx.doi.org/10.1136/bmjopen-2018-026993.
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ObjectiveThe aim of the current study was to provide estimates of both overall and specific forms of sexual harassment among male and female college and university students.Design and settingData stem from a recent national student health survey from 2018 for higher education in Norway (the SHoT study (Students’ Health and Wellbeing Study)).Participants50 054 full-time students (69.1% women) aged 18–35 years participated, yielding a response rate of 31%.Main outcome measureSexual harassment was defined according to Norwegian legal regulations, and was assessed by self-report on seven items covering verbal, non-verbal and physical sexual harassment. We also collected data on the timeframe and frequency of the sexual harassment, in addition to the formal position of the perpetrator of the harassment.ResultsLifetime sexual harassment was reported by 24.2% (women 31.3%, men 8.0%), while 16.7% (women 21.6%, men 5.7%) reported having been sexually harassed within the past year. The most common forms of lifetime (ever having experienced) sexual harassments were ‘sexual expressions, suggestions or comments about your body’ and ‘unwanted touching, hugging or kissing’ (both 15.4%), while rape and rape attempt were reported by 3.4% and 2.1%, respectively. Exposure to all forms of past-year sexual harassments was significantly more common among women and the youngest age cohorts. Fellow students committed the past-year sexual harassment in 18%–29% of the instances, while a university staff member was reported to have committed the harassment in 0.6%–4.6% of cases.ConclusionGiven the potential consequences suffered by those exposed to sexual harassment and assault, both the institutions and student welfare organisations should intensify their efforts to put the theme on the agenda and provide both legal and health services to victims of sexual harassment. The low response rate means that care should be taken in interpreting and generalising the findings to the whole student population.
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Boo, Sunjoo, and Myungsook Kim. "The Effects of Sexual Harassment Prevention Education on Nursing Students." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 14 (July 31, 2022): 501–10. http://dx.doi.org/10.22251/jlcci.2022.22.14.501.
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Objectives This study is a preliminary study conducted to investigate the effect of learning by teaching for sexual harassment prevention education. The study analyzed the effects of nursing students’ teaching experiences in providing sexual harassment prevention education to elementary school students on their gender equality awareness, sexual harassment perception, and sexual harassment behavior.
Methods The study utilized a pretest-posttest non-equivalent group design with 65 subjects (40 in the experimental group, and 25 in the control group) of fourth year nursing students at a nursing school located in Gyeonggi Province. The experimental group was provided with reference materials, one observation experience of sexual harassment prevention education, and two teaching opportunities for upper elementary students. In contrast, the control group was provided with one session of lecture-type sexual harassment prevention education for 40 minutes. In order to evaluate the effectiveness, a survey was conducted on gender equality awareness, sexual harassment perception, and sexual harassment behavior before and after the intervention in both groups. The effect of sexual harassment prevention education was analyzed with the t-test.
Results Gender equality awareness and sexual harassment recognition scores significantly increased in the experimental group experiencing teaching activities, compared to the control group that received lecture-type education. Sexual harassment behavior was not statistically significantly different between the groups before and after the intervention.
Conclusions This study suggests that teaching experience can be an effective teaching and learning method to improve the awareness of gender equality and sexual harassment. In the future, repeated studies that expand the intensity, duration, and number of participants of the intervention program are recommended, as well as long-term effects evaluation studies on sexual harassment perception and behavior.
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Triguswinri, Krisnaldo, Hartuti Purnaweni, and Budi Puspo Priyadi. "Civil Society, Public Sphere and the Regulation of Ministry of Education and Culture Number 30 of 2021." Syntax Literate ; Jurnal Ilmiah Indonesia 8, no. 6 (June 19, 2023): 4195–206. http://dx.doi.org/10.36418/syntax-literate.v8i6.12493.
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The origins of civil society’s involvement in policies aimed at preventing and handling the sexual harassment cases which occur in college are caused by many sexual harassments, so civil society perceives that regulation which concerns on sexual harassment is needed as one of the steps to improve procedures for respecting the women’s dignity as stipulated in the Regulation of Ministry of Education and Culture Number 30 of 2021. This study uses qualitative approach, with the data collection method in the form of interviews with stakeholders representing country and civil society
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Nora, L. M. "Sexual harassment in medical education." Academic Medicine 71, no. 1 (January 1996): S113–8. http://dx.doi.org/10.1097/00001888-199601000-00061.
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Fasting, Kari, and Celia Brackenridge. "Coaches, sexual harassment and education." Sport, Education and Society 14, no. 1 (February 2009): 21–35. http://dx.doi.org/10.1080/13573320802614950.
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Eckert, Stine, and Linda Steiner. "Sexual Harassment in Media Education." Communication, Culture and Critique 11, no. 3 (July 31, 2018): 484–88. http://dx.doi.org/10.1093/ccc/tcy017.
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Kim, Yun-Jeong, Sang-Jin Lee, and Sun Young Seo. "The effect of sexual harassment and sexual violence prevention education on gender sensitivity: Focus on Korean public officials." Perspectives of Science and Education 60, no. 6 (January 1, 2022): 433–44. http://dx.doi.org/10.32744/pse.2022.6.25.
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Introduction. The Korean government has been making efforts to prevent sexual harassment and sexual violence by enacting the mandatory implementation of sexual harassment and sexual violence prevention education in 1999. Nevertheless, the rate of sexual harassment and sexual violence in the public service is continuously increasing. This study analyzed the effects of sexual harassment and sexual violence prevention education on gender sensitivity targeting Korean public officials, focusing on the effects of sex and age. Research method. The effectiveness of sexual harassment prevention education was compared with 108 people in the experimental group who completed sexual harassment prevention education and 91 people in the control group with a similar gender, age, and rank distribution who did not complete such education. Reliability, frequency, cross tab, ANCOVA, and paired t-test were conducted using SPSS 24.0. Results. First, it was found that sexual harassment and sexual violence prevention education had a positive effect on gender sensitivity. There were significant differences that the experimental group showed a lower level of misogyny (F=4.861, p<.05) and a higher level of susceptibility of sexual violence (F=249.188, p<.001) than the control group. Second, the effectiveness of sexual harassment prevention education was more pronounced for men than for women. In the case of men, misogyny (t=4.034, p<.001), hostile sexism (t=3.915, p<.001), and passive sexism (t=6.497, p<.001) were lowered, and susceptibility to sexual violence was higher (t=-3.730, p<.001), showing significant changes in all factors of gender sensitivity. Third, there were the improved recognition level for all items after prevention education. Lastly, satisfaction with sexual harassment and sexual violence prevention education was found to be very high. Practical significance. Sexual harassment and sexual violence prevention education needs to reflect the changed laws, social systems, and social culture according to various and specific situations in the educational content, and it is necessary to provide an education method that applies small-group regular education in each stage. Improving gender sensitivity within the organization will have an impact on eradicating sexism, which will eventually become a cornerstone for forming a gender-equal organizational culture.
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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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Ahrens, Andreas, Jelena Zascerinska, Mihails Zascerinskis, and Anastasija Bikova. "EXPLORING EU STUDENTS’ BELIEFS AND EXPOSURE TO SEXUAL HARASSMENT AND SEXUAL ASSAULT." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (July 3, 2023): 222–32. http://dx.doi.org/10.17770/sie2023vol1.7115.
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Sexual harassment and assault are the factors that decrease youth quality employment. The research aim is to explore students’ beliefs and exposure to sexual harassment and sexual assault in selected countries of the European Union underpinning the elaboration of implications for higher education. Theoretical analysis and modelling were used. The exploratory study was implemented to investigate the relationship between students’ self-assessment of their beliefs and levels of exposure in relation to sexual harassment and sexual assault in the selected countries of the European Union. The theoretical analysis resulted in the establishment of the inter-connections between sexual harassment and sexual assault, on the one side, and students’ employment and work/job, health as well as non-direct economic impact, on the other side. The exploratory study revealed that the level of students’ belief is higher if compared to the level of exposure to sexual harassment and assault. Students most believe that people physical appearance, race and being young impact sexual harassment and sexual assault. Exposure to sexual harassment and sexual assault coincide in relation witnessed sexual harassment and sexual witnessed assault as well as their ranking. Implications for higher education refer to teaching staff in higher education. Further research directions were proposed.
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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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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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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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Sakellari, Evanthia, Mari Berglund, Elina Santala, Claudia Mariana Juliao Bacatum, Jose Edmundo Xavier Furtado Sousa, Heli Aarnio, Laura Kubiliutė, Christos Prapas, and Areti Lagiou. "The Perceptions of Sexual Harassment among Adolescents of Four European Countries." Children 9, no. 10 (October 13, 2022): 1551. http://dx.doi.org/10.3390/children9101551.
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Sexual harassment is a crucial public health issue among adolescents. In order to develop school health promotion programs, there is a need to involve adolescents themselves paying particular attention to their perceptions, beliefs, attitudes and practices. Therefore, the aim of this study was to explore the adolescents’ perceptions about sexual harassment as well as the ways it could be prevented. Four focus groups were conducted during an online “camp” in autumn 2021, facilitated by members of SHEHAP project research team. Participants were secondary school students from Finland, Greece, Lithuania and Portugal. The qualitative data was analyzed using content analysis. Concerning how participants perceive sexual harassment, the themes that emerged were: physically expressed sexual harassment; verbally expressed sexual harassment; virtually expressed sexual harassment; violation of self-determination. Virtual environment; school environment; public environment; familiar environment, were identified as the places where sexual harassment may occur. Finally, in regard to the participants’ views on the prevention of sexual harassment, the following themes emerged: youth education; adult education aiming teachers and parents; professional, peer and family support; official consequences; health education methods. The findings of the current study can be used for the development of school-based programs aiming to prevent sexual harassment among adolescents.
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Et al., Adnan Ahmad Dogar. "Perception, Prevalence and Awareness of Sexual Harassment among University Students in Abbottabad." Psychology and Education Journal 58, no. 1 (January 29, 2021): 1182–95. http://dx.doi.org/10.17762/pae.v58i1.869.
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Policy guidelines against sexual harassment in institutions of Higher Learning were introduced in 128 public sector universities across Pakistan in January 2011. However, there has been an increase in the number of reported cases of sexual harassment that became prominent in mainstream media, so the institutional mechanism and the official definition of sexual harassment still needs a lot of clarity. The study aims to investigate the perception, prevalence and awareness of sexual harassment among university students along with possible causes of underreporting of the incidents of sexual harassment. Stratified random sampling and purposive sampling were used for data collection from students and members of sexual harassment committees respectively. The research findings revealed that sexual harassment at campus is a common phenomenon although majority of the cases go unreported owing to different institutional and cultural constraints. Instead of reporting to university administration, students adopt self adjustment mechanism by reducing the stay at campus or reducing the possibility of contact with males. There is dire need of more awareness sessions about what is sexual harassment and what students can do to deal with it.
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T, Nurhannifah Rizky. "Adolescent Coping Mechanisme At SMK Negeri 1 Medan On Sexual Harassment." Journal of Midwifery and Nursing 3, no. 3 (October 22, 2021): 98–102. http://dx.doi.org/10.35335/jmn.v3i3.1703.
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Sexual harassment is all kinds of behavior that leads to sexual things that are carried out unilaterally and are not expected by the person who is the target, causing negative reactions such as shame, anger, hatred, offence, and so on in individuals who are victims of harassment. This study uses a descriptive design that aims to describe the coping mechanisms of adolescents at SMK Negeri 1 Medan against sexual harassment. The sample in this study were 94 teenagers at SMK Negeri 1 Medan. Sampling using the Stratified proportional random sampling method. The results showed that the adolescent's coping mechanism against sexual harassment was adaptive (n=78;83%). Adolescents used problem-focused coping mechanisms (n=61; 65%) and using coping mechanisms that focus on emotions (n=33;35%). Adolescents at SMK Negeri 1 Medan use adaptive coping mechanisms to the problem of sexual harassment. Based on the results of the research, it is hoped that the education office and the school can work together with health workers to provide counseling regarding the problem of sexual harassment and efforts to deal with the problem of sexual harassment in adolescents. So that acts of sexual harassment can be faced by adolescents with adaptive coping and can reduce the incidence of sexual harassment in adolescents. Based on the results of the research, it is hoped that the education office and the school can work together with health workers to provide counseling regarding the problem of sexual harassment and efforts to deal with the problem of sexual harassment in adolescents. So that acts of sexual harassment can be faced by adolescents with adaptive coping and can reduce the incidence of sexual harassment in adolescents. Based on the results of the research, it is hoped that the education office and the school can work together with health workers to provide counseling regarding the problem of sexual harassment and efforts to deal with the problem of sexual harassment in adolescents. So that acts of sexual harassment can be faced by adolescents with adaptive coping and can reduce the incidence of sexual harassment in adolescents.
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Victor E D Palapessy and Alif Rahman Habibi. "Penyuluhan Pelecehan Seksual Kepada Siswa-Siswi Kelas XII SMK Kartini Batam." Jurnal Kabar Masyarakat 1, no. 3 (August 12, 2023): 238–44. http://dx.doi.org/10.54066/jkb.v1i3.717.
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This community service is carried out with the aim of helping students of SMK Kartini to understand and comprehend the impacts and dangers that can arise from sexual harassment. Sexual harassment is a serious issue that can endanger the mental and physical health of individuals, especially teenagers. Students of SMK (Vocational High School) belong to a vulnerable group at risk of experiencing sexual harassment. The community service method is implemented through collaboration between speakers, educators, and the school authorities. The first step is to identify issues related to sexual harassment that are relevant to the context of SMK students. Subsequently, appropriate and informative educational materials are developed based on comprehensive and responsible principles of sexual education. Then, the education is conducted through interactive sessions involving presentations, group discussions, case studies, and role-playing games. The educational materials cover understanding the definition of sexual harassment, types of sexual harassment, its impact on the health and well-being of students, prevention strategies, and how to report cases of sexual harassment. This community service is an important initial step in combating sexual harassment among the students of SMK Kartini. Continuous education and collaborative efforts among the school, families, and the community are necessary to create sustainable changes in behavior and attitudes towards sexual harassment. It is expected that the results of this community service will contribute positively to creating a safe, supportive, and harassment-free school environment for the students of SMK Kartini.
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Sharma, Tribhuwon, Bhagwan Aryal, Bhumidatta Poudel, and Hricha KC Pandey. "Sexual Harassment in Female Students at Tribhuvan University: A Narrative Inquiry Research." Quest Journal of Management and Social Sciences 5, no. 2 (December 31, 2023): 234–43. http://dx.doi.org/10.3126/qjmss.v5i2.60869.
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Background: Higher education establishments in Nepal also disclose information on sexual harassment incidents. Sexual harassment is a detrimental encroachment onto the educational domain that extends beyond scholarly discussions. It is an undesirable, offensive, and frequently menacing behaviour that jeopardises a student's well-being. Objectives: This study examines the experiences of female students at Tribhuvan University regarding sexual harassment in the classroom. It aims to assess the prevalence of sexual harassment and identify its various forms among female students. Methods: Adopting a qualitative narrative inquiry research design, we included teachers and students from the Central Department of Education, with information collected from selected female students until data saturation was reached. In-depth interviews were used as the primary data collection method, and both primary and secondary sources were qualitatively and descriptively analysed. Results: The findings reveal a disturbing reality where female students at Tribhuvan University faced sexual harassment from their classmates, teachers, and university staff. The study identifies three primary forms of sexual harassment: verbal, physical, and cyber sexual harassment. Cybersexual harassment emerges as the most prevalent form, significantly impacting the physical and mental well-being of the affected students. Conclusion: Sexual harassment occurs in Nepalese higher education institutions, although it is less common among female students who are able to voice their concerns in an articulate and natural way. Those who feel intimidated struggle to voice their opinions or live in fear of facing a higher risk. The detrimental effect of this type of sexual harassment on the personality development of female students is emphasised. Keywords: Girl student, Sexual harassment, Tribhuvan University, Forms of sexual harassment
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Oldershaw, Richard. "Sexual harassment in schools." Children and Young People Now 2022, no. 9 (September 2, 2022): 52–53. http://dx.doi.org/10.12968/cypn.2022.9.52.
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Richard Oldershaw, legal adviser at Coram’s Child Law Advice Service, outlines statutory guidance revisions on safeguarding in education and their impact on how schools should tackle inappropriate sexual behaviour
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Peter Tawor Etta, Louis Friday Agbor, and Mary Eta Ekpo. "Sexual Harassment on Campus: A Case Study of Federal College of Education, Obudu, Cross River State, Nigeria." World Journal of Advanced Research and Reviews 22, no. 3 (June 30, 2024): 2121–34. http://dx.doi.org/10.30574/wjarr.2024.22.3.1859.
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Sexual harassment is a serious issue plaguing Nigerian Institutions, particularly in the tertiary institutions such as the Polytechnics, Colleges of Education, Universities, etc. Studies suggest a staggering prevalence, with up to 70% of female graduates reporting experiences of harassment. This paper examines sexual harassment on campuses with particular interest in the Federal College of Education, Obudu, in Cross River State, Nigeria. The study seek inter alia; to obtain baseline data on the forms and prevalence of campus-based sexual harassment in Federal College of Education (FCE), Obudu Campus and to ascertain the level of awareness and knowledge of sexual harassment among undergraduates in the College as it relates to campus-based sexual harassment. Literature review was carried out covering the concept of sexual harassment in Institutions of learning and its consequences. The study adopted a cross-sectional descriptive survey design and a total of 1408 students participated in the Campus Climate Survey on sexual harassment drawn from 8 Departments in the Campus. Data collected with the use of a well-structured Campus Climate Survey questionnaire were subjected to analysis using means and simple percentages descriptive statistics. The findings confirmed the existence of sexual harassment in FCE Obudu campus, though reported not to be on a rampant scale. Also, the behavior elements that indicate features of a hostile-environment harassment were reported with most likely occurrence on the campus. The policy implications of the findings were highlighted and recommendations were made towards the prevention of Sexual Harassment and victimization on the College Campus.
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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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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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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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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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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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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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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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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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Wolohan, John T., and Sharon Mathes. "Title IX and Sexual Harassment of Student Athletes: A Look Back and to the Future." Journal of Sport Management 10, no. 1 (January 1996): 65–75. http://dx.doi.org/10.1123/jsm.10.1.65.
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With the increased attention on the issue of sexual harassment in our society, coaches and athletic administrators need to take a more proactive role in eliminating sexual harassment in the locker room. Although in sport, sexual harassment lawsuits have been rare, the number of reported cases of sexual harassment and misconduct among athletic coaches are on the rise. This article examines what constitutes sexual harassment in sport and what behavior of coaches may now be the bases of a lawsuit. The scope of Title IX of the Education Amendments of 1972, and its relevance to charges of sexual harassment in educational institutions will also be discussed. Next, the article reviews the evolution of sexual harassment case law as demonstrated by two cases. Finally, guidelines for avoiding sexual harassment will be reviewed.
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Ulubas-Varpula, Isik Zeliha, and Kaj Björkqvist. "Peer Aggression and Sexual Harassment among Young Adolescents in a School Context: A Comparative Study between Finland and Turkey." International Journal of Educational Psychology 10, no. 3 (October 24, 2021): 199–221. http://dx.doi.org/10.17583/ijep.6853.
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The study investigates peer aggression and sexual harassment among young adolescents in Finland and Turkey. Sex differences and the interaction effect between country of residence and sex are also examined. A questionnaire was completed by 1,747 adolescents (1, 268 from Finland, 479 from Turkey, Mage = 14.1). Six different forms of aggression (physical, verbal, indirect, cyber, verbal sexual harassment, physical sexual harassment) were examined. More adolescents from Turkey, and more boys, were found to be involved in aggression as both victims and perpetrators compared to adolescents from Finland and girls. The interaction effect was significant between country of residence and sex with being a boy from Turkey was related to having the highest involvement in cyber aggression, verbal sexual harassment, and physical sexual harassment, as both victim and perpetrator. Regarding victimization from indirect aggression, girls from Finland scored higher than Turkish girls, while boys from Turkey scored higher than Finnish boys.
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Byoun, Su Youn. "Sexual Harassment of Women Faculties in the Korean Higher Education: Frequency, Perpetrators, and Consequences." Association of Global Studies Education 14, no. 4 (December 31, 2022): 199–235. http://dx.doi.org/10.19037/agse.14.4.08.
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Sexual harassment of women faculties in the Korean higher education has been scarcely researched. However, their experiences of sexual harassment are important in that they become an important criterion for judging the spread of a culture of gender equality in universities. The Sexual Experience Questionnaire (SEQ)(Fitzgerald et al. 1995) was conducted on 506 female faculty from 56 four-year universities. About 35% of the respondents experienced sexual harassment at least once in three stages of their career development. Among the eight perpetrator categories, male supervisors, male student seniors and juniors, and male fellow faculties were found to be the most frequent perpetrator groups. Binary logistic regression analysis showed that the majors and positions of female faculties had a significant influence on their experiences of sexual harassment. Lastly, the experience of sexual harassment after appointment until now had a statistically significant negative effect on job satisfaction of female faculties.
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Seon, Eun-Ae. "A Legislative Review on the Prohibition and Prevention of Sexual Harassment." Korean Public Land Law Association 103 (August 31, 2023): 309–18. http://dx.doi.org/10.30933/kpllr.2023.103.299.
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In accordance with Article 3 in 「Fundamental Law on Equality between Women and Men」, “sexual harassment” implies an act of causing the other party to feel sexual humiliation or disgust by sexual behavior or sexual demands, etc. and an act of penalizing the other person for not complying with sexual behavior or sexual demands or of expressing one’s intention to give a profit on condition of compliance in relation to one's position or work, etc. by the employee, employer, or worker of a state agency, a local government, or a public organization prescribed by the Presidential Decree, in terms of work, employment, and other relations.
To prevent sexual abuse, the employer shall set conditions so that employees can work under the safe and peaceful working conditions. The employers of all workplaces with one or more full-time workers must carry out the education on the prevention of sexual harassment in the workplace, which is a statutory compulsory education, more than once a year targeting all employees.
Despite the legislation of the preventive education in this way, it is the real situation of being difficult to be easily saved in light of social structure given the issue of sexual abuse that occurred in non-regular workers or temporary workers and dispatched workers.
Especially, a yardstick for judging sexual harassment in the event of a sexual abuse case is not clear, thereby causing confusion in applying this. The punishment for sexual harassment is consistently facing the lukewarm attitude such as disciplinary action or separation from the victim within the organization to which the assailant belongs, not mostly criminal charges, thereby having a problem dubbed not the direct relief for victims through criminal penalty.
To prevent this sexual harassment, the application of the law should be embodied by unifying a law on sexual harassment, which is stipulated now in 「Gender Equality Law」, 「Act on Equal Employment and Support for Work- Family Reconciliation」, 「National Human Right Committee Act」, and by clarifying the criteria for judging sexual harassment. Also, even with regard to the relief step for sexual harassment, there is a need to ensure the expertise in sexual harassment relief through the centralization rather than the decentralization of the responsible department. There will be a need to develop and expand the Integrated Education Services aiming at boosting the expertise of complaint handling professionals and at preventing sexual abuse.
And to secure the effectiveness of sexual-harassment prevention education that is legal compulsory education, the execution of the tailored education in line with subjects’ characteristics along with the development in diverse education programs will lead not only to being possibly uprooted the problem of sexual harassment in our society but also to preventing sexual abuse and relieving victims. Thus, it will result in being capable of realizing the national welfare promotion as well as in what these victims lead a life worthy of human dignity.
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Al Nuaimi, Saeed Abdulla, Mohammad Amin Alkrisheh, and Khawlah M. Al-Tkhayneh. "The Crime of Sexual Harassment: A Comparative Study Between UAE & French Law." Journal of Educational and Social Research 13, no. 3 (May 5, 2023): 241. http://dx.doi.org/10.36941/jesr-2023-0073.
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Sexual harassment, common in workplaces and in public, gives rise to psychological, social, and economic distress to victims, their families and society. The UAE legislator has criminalized this phenomenon in Article 413 of the Federal Penal Law (No. 31 of 2021). In France, the Sexual Harassment Law, first developed in 1992, focused on quid pro quo harassment. To gain familiarity with UAE and French laws regarding sexual harassment, this article elaborates on the concept, the basic elements of sexual harassment and the penalties stipulated for it. The article concludes with results and recommendations, most importantly that the UAE legislature should amend Article 359 by criminalizing harassment through information technology. It also describes that, according to the French law, sexual harassment is subjecting a person, repetitively to words and behaviours that humiliate and violate his dignity and character. This article recommends imposing more stringent punishments and penalties on those committing sexual harassment.
Received: 4 February 2023 / Accepted: 21 April 2023 / Published: 5 May 2023
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Trentley, Chaselyn M., Debbie A. Bradney, Stephanie M. Singe, and Thomas G. Bowman. "The Experiences of Professional Master's Athletic Training Students with Sexual Harassment During Clinical Education." Athletic Training Education Journal 17, no. 4 (October 1, 2022): 293–301. http://dx.doi.org/10.4085/1947-380x-21-052.
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Context Sexual harassment is a concern in health care professions and on college campuses nationwide. Athletic trainers are health care professionals who work in close conjunction with athletes, coaches, officials, and other stakeholders, predisposing them to potential sexual harassment occurrences. Objective To examine the experiences of sexual harassment of professional master's ATSs during their clinical education experiences. Design Mixed-method study. Setting Online questionnaire. Patients or Other Participants Eighty-seven athletic training students (68 women, 19 males; age = 23.40 ± 1.85 years; 44 first-year students, 43 second-year students) currently enrolled in Commission on Accreditation of Athletic Training Education (CAATE)–accredited professional master's athletic training programs. Data Collection and Analysis We sent an online questionnaire to CAATE-accredited professional master's athletic training program directors, along with a recruitment email encouraging program directors to send the questionnaire to students currently enrolled in the programs they lead. We validated the questionnaire using expert and peer review. We used a general inductive approach to analyze the results and used multi-analyst triangulation and peer review to ensure credibility. Results Our study revealed that 28.70% of participants reported they felt as though they were subjected to sexual harassment behaviors during clinical education. Themes reported through recipients' accounts of sexual harassment defined a timeline that started when sexual harassment most commonly manifested through inappropriate comments, followed by ATSs having to adjust after incidents instead of the perpetrators, and finally ended with insufficient resolution in which victims felt the situations should have been handled differently. Conclusions Sexual harassment affects some professional master's ATSs in clinical education settings. Athletic training program administrators should educate students on clearly defined policies and procedures that will lead to resolution when sexual harassment occurs during athletic training clinical education.
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Russell, Lucy. "Resisting the Invisible: How Do We Resist the Gendered Social Norms That Help Sexual Harassment Exist in Our Schools?" FORUM 64, no. 2 (July 21, 2022): 87–97. http://dx.doi.org/10.3898/forum.2022.64.2.09.
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Guidance for schools now includes policy to address sexual harassment and statutory requirements to deliver relationships and sex education, yet recent evidence shows that sexual harassment, in schools and online, remains a pernicious problem. Why does educating for gender equality feel like resistance, and what are educators actually resisting? This paper explores the gendered social norms that lead to sexual harassment and proposes some of the key elements of education – a whole-school approach to tackling sexual harassment, relationships and sex education, working with boys and young men, hearing and including the student voice, and making sure that resistance is intersectional – that both deliver the curriculum and can act as tools for resistance.
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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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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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Nguyen, Hong-Thu Thi, and Giang Thi Le. "Victims’ perspectives towards sexual harassment prevention measures at work: Using victims’ voices to build an anti-harassment working environment." Intersections 9, no. 4 (2023): 159–75. http://dx.doi.org/10.17356/ieejsp.v9i4.1188.
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This mixed-method study revolves around female victims’ perspectives and voices concerning sexual harassment prevention measures in their workplaces. Two hundred and eighty-nine participants responded to questionnaires, in-depth questions, and interviews (with 20 interviewees). Data were collected from various professionals who had experienced sexual misconduct at work. The research objectives were to investigate victims’ perspectives of sexual harassment prevention and the effectiveness of related measures, to examine the impact of sexual harassment measures on work-related motivation, and to explore female employees’ voices concerning reforms involving the implementation of sexual harassment prevention measures. The quantitative results reveal that the victims did not highly evaluate the effectiveness of sexual harassment prevention measures implemented at their workplaces. Also, the measures negatively impacted employees’ work-related motivation. Qualitative data indicated that the victims strongly recommended positive changes in sexual harassment awareness education, sexual harassment laws, and women's protection policies to create an anti-sexual harassment working environment.
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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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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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Chan, Darius K. S., Catherine So-Kum Tang, and Wai Chan. "Sexual Harassment." Psychology of Women Quarterly 23, no. 4 (December 1999): 661–72. http://dx.doi.org/10.1111/j.1471-6402.1999.tb00390.x.
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Desrilla, Widiana, Abdurrahman Hamid, and Yuyun Priwahyuni. "Efektivitas Pendidikan Seks dengan Peer Education terhadap Pengetahuan Remaja Putri Tentang Sexual Harrasment." Al-Asalmiya Nursing: Jurnal Ilmu Keperawatan (Journal of Nursing Sciences) 8, no. 2 (January 31, 2020): 96–100. http://dx.doi.org/10.35328/keperawatan.v8i2.183.
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Remaja memiliki tugas perkembangan remaja mampu melindungi diri sendiri dari ancaman yang membahayakan ataupun yang dapat merugikan remaja, salah satunya adalah sexual harassment. Sexual harasment pada remaja dapat dicegah dengan cara memberikan pendidikan kesehatan kepada remaja, salah satunya dengan melakukan pendidik sebaya (Peer education). Penelitian ini bertujuan untuk mengetahui efektifitas pendidikan seks dengan peer education terhadap pengetahuan remaja putri tentang sexual harrasment. Penelitian ini menggunakan jenis penelitian kuantitatif dengan desain quasi experiment, dengan populasi berjumlah 169 orang dengan jumlah sampel sebanyak 50 orang. Teknik sampel adalah proporsional random sampling. Analisa data dilakukan univariat dan bivariat dengan uji wilcoxson. Hasil penelitian ini pendidikan seks dengan peer education efektif dalam meningkatkan pengetahuan remaja putri tentang sexual harassment dengan nilai p-value 0.000. Hasil penelitian ini diharapkan bagi ilmu keperawatan dapat mengembangkan kegiatan promosi kesehatan melalui peer education khususnya disekolah-sekolah terkait masalah sexsual harrasment pada remaja.
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Rolfe, Shawn M., and Ryan D. Schroeder. "“Sticks and Stones May Break My Bones, but Words Will Never Hurt Me”: Verbal Sexual Harassment Among Middle School Students." Journal of Interpersonal Violence 35, no. 17-18 (May 24, 2017): 3462–86. http://dx.doi.org/10.1177/0886260517709802.
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Research has recently found that sexual harassment occurs throughout our education system. Although the focus of these studies has been on both verbal and physical sexual harassment, the literature is scant when examining just verbal sexual harassment. Using self-report data from 30 New York City middle schools, the current study adds to the literature by examining the prevalence of verbal sexual harassment victimization and perpetration through the lens of gender and dating experiences. The study highlights that boys are verbally sexually harassed more than girls and students with dating experience are more likely to be victims or perpetrators of verbal sexual harassment. Additional findings, limitations, and policy implications are discussed.
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Park, Hee Rin. "Prevention Strategies for Secondary Victimization of Sexual Harassment Victims in the Workplace." Crisis and Emergency Management: Theory and Praxis 12, no. 2 (February 28, 2022): 25–30. http://dx.doi.org/10.14251/jscm.2022.2.25.
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Most Korean organizations and companies have tried to solve the sexual harassment problem through compulsory sexual harassment prevention education and formal grievance handling procedures. Nevertheless, many women still say they have been sexually harassed at work. Moreover, secondary victimization of sexual harassment in the workplace has been reported constantly. After the damage, sexual harassment victims at work experience negative experiences such as mental health problems such as depression, anxiety, low self-esteem, guilt, suicidal thoughts, and overall stress. This affects not only individual problems but also organizations. The strategies to prevent secondary victimization of sexual harassment in the workplace are as follows. First, laws, policies and agencies related to secondary victimization of sexual harassment in the workplace should be unified. Second, the victim and supporters must be actively protected. Third, it is necessary to train a dedicated supervisor with expertise in handling sexual harassment and gender discrimination cases in the workplace. Fourth, Specific guidelines for secondary victimization of sexual harassment in the workplace should be prepared. Fifth, a gender equality in the workplace culture should be created.
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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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Asif, Muhammad, Siraj Bashir, and Dr Ghulam Murtaza. "Impact of Sexual Harassment on Female Students’ Educational Experience in Higher Education in Quetta City." Journal of Policy Research 9, no. 4 (December 31, 2023): 198–216. http://dx.doi.org/10.61506/02.00142.
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Sexual harassment is a global phenomenon. The instances of harassment range from work place to educational institutions. Hence, sexual harassment prevails in every setting of society. But, the causes, nature and extent of harassment vary from place to place and culture. Therefore, impact of harassment on the victims also varies. There has been considerable research on the causes, prevalence and impact of harassment across the globe. The causes also vary due to different cultural contexts. Moreover, there has been legislation on international and national levels to curb this social issue but still cases of harassment pour in news from different corners of the world. There have been cases of sexual harassment in educational institutions of Pakistan for a couple of years. Furthermore, several researches have been conducted in Pakistan to evaluate the causes and consequences of SH in work place settings, but there has not been enough research on SH in educational settings especially on the effects of SH on the academic performances of the students. Hence, the current study was conducted under the objectives of finding the impact of harassment on educational experience of females studying in higher educational institutions in Quetta city. The study also contained two other objectives i.e. prevalence of harassment in higher educational institutions of Quetta city and understanding or perception of the concept of harassment by the subject female students. Results of the study found that Sexual harassment is prevalent in the higher educational institutions of Quetta city and it affects the studies of the students considerably with varying degrees. Finally, recommendations are also given after results and conclusion.
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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.