Journal articles: 'Sexual harassment in schools Sexual harassment in education'

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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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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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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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Herman Nirwana, Syahniar Syahniar, Firman Firman,. "The Effectiveness of Information Service in Improving Students’ Self Control Against Sexual Harassment in Vocational School in Padang." Psychology and Education Journal 58, no. 1 (February 4, 2021): 4053–58. http://dx.doi.org/10.17762/pae.v58i1.1466.

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Information service as one type of guidance and counseling services in schools has lost its function in helping students to control themselves from performing sexual harassment. This research aims to determine the effectiveness of information service in improving students’ self control against sexual harassment. This is a quantitative research with an experimental design. The research population is students of a Vocational School in Padang and the sampling technique is cluster random sampling. Data collection was performed through a questionnaire on self-control and data were analyzed using t test. The results of the test reveal that information service is effective in improving students’ self control against sexual harassment, with the help of Guidance and Counseling teachers/ the school’s Counselor to prevent sexual harassment in schools.

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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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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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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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Fogel, Sondra J., and Martha L. Ellison. "Sexual Harassment of BSW Field Placement Students: Is It A Problem?" Journal of Baccalaureate Social Work 3, no. 2 (April 1, 1998): 17–29. http://dx.doi.org/10.18084/1084-7219.3.2.17.

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This research investigates the prevalence of sexual harassment in Bachelor of Social Work (BSW) field placement settings. A survey distributed to a random sample of230 accredited field social work programs with a BSW component asked whether field students were harassed, who the perpetrators were, what corrective actions were taken, and if the program had a specific sexual harassment policy related to field placements. Responses from Directors of Field Education revealed that incidents of sexual harassment in BSW programs are relatively common, indicating the urgent need for specific attention to this issue in field placements. Furthermore, the results of this work, as well as studies of sexual harassment of graduate social work students, suggest the need for a coordinated longitudinal research effort among schools of social work to document the types of harassment occurring in field placements and methods of effective interventions.

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Colaninno, Carol E., Shawn P. Lambert, Emily L. Beahm, and Carl G. Drexler. "Creating and Supporting a Harassment- and Assault-Free Field School." Advances in Archaeological Practice 8, no. 2 (April 20, 2020): 111–22. http://dx.doi.org/10.1017/aap.2020.8.

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ABSTRACTGiven the hierarchical nature and structure of field schools, enrolled students are particularly susceptible to harassment and assault. In 2018, the National Academies of Sciences, Engineering, and Medicine (NASEM) released recommendations to help prevent sexual harassment and assault of women in academia. Although these recommendations are specific to higher education and exclusive to women, some can be modified and applied to the context of archaeological field schools. We review the NASEM's recommendations, with particular attention to those applicable to the field school setting, and provide suggestions for making field schools safer and more inclusive learning environments for all students. Although we present recommendations for practices that can be implemented at field schools, additional research is needed to understand how sexual harassment occurs at field schools and how the implementation of these recommendations can make learning safer.

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Thapaliya, Radhika, and Samir Kumar Adhikari. "Effectiveness of Sexual Harassment Risk Reduction Education based on Health Belief Model: A Quasi Experimental Study." Journal of Karnali Academy of Health Sciences 3, no. 2 (August 29, 2020): 80–87. http://dx.doi.org/10.3126/jkahs.v3i2.30781.

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Background: Sexual harassment is a public health problem which has serious effects to girls’ psychosomatic health. Due to social stigma and lack of skills, even the girls can’t refuse sexual harassment. This study was done to evaluate the effectiveness of sexual harassment risk reduction education based on Health Belief Model. Methods: A quasi experimental study was conducted in secondary level public schools of Tokha Municipality, Kathmandu. The study was done from 5th February 2016 to 5th May 2016. The sample size was 117 for each group which was calculated with input of 95% CI, power of test=80%, assuming 38 % change based on baseline study and 10% nonresponse rate. The ratio of participants in intervention and control group was 1:1 and the total numbers of participants were 128 in pretest and 121 in posttest at the intervention group and 131 in pretest and 122 in posttest in the control group. Data was collected by using self-administered questionnaire for knowledge and likert’s scale was used for attitude and behavioural intention. Lecture, group discussion, role play and brainstorming were methods used for intervention. After two weeks of intervention, a post-test was done. Results: Testing of hypothesis revealed that the knowledge about sexual harassment, anti-sexual harassment attitude and behavioural intention of using refusal skills in sexual harassment in the intervention group were significantly higher than that of control groups i.e. p<0.001, p<0.001 and p<0.05 respectively. Conclusion: Sexual harassment risk reduction education intervention based on health belief model is effective to increase the knowledge, attitude and behavioural intention of participants. The findings of the study encourage further exploring creative approaches to programming in other violence prevention areas.

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Scollay, Susan J., and Judith Berman Brandenburg. "Confronting Sexual Harassment: What Schools and Colleges Can Do." Journal of Higher Education 71, no. 1 (January 2000): 108. http://dx.doi.org/10.2307/2649286.

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Scollay, Susan J. "Confronting Sexual Harassment: What Schools and Colleges Can Do." Journal of Higher Education 71, no. 1 (January 2000): 108–12. http://dx.doi.org/10.1080/00221546.2000.11780820.

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López, Verónica, Manuela García-Quiroga, Rami Benbenishty, Luis González, Ana María Squicciarini, and Paola Sánchez. "Sexual harassment by peers in Chilean schools." Child Abuse & Neglect 107 (September 2020): 104602. http://dx.doi.org/10.1016/j.chiabu.2020.104602.

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Holzbauer, Jerome J. "Disability Harassment of Students in Transition from School to Work: Implications for Rehabilitation Counseling." Journal of Applied Rehabilitation Counseling 35, no. 4 (December 1, 2004): 3–7. http://dx.doi.org/10.1891/0047-2220.35.4.3.

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Disability harassment of students in special education may have a significant impact on their transition from school to work. Risk factors could include not attending school, not seeking employment, and dropping out of the workforce if they experience harassment again early on in their work history. Background information includes an analogy to sexual harassment and two definitions of disability harassment. Several egregious legal accounts from schools and the workplace, along with research findings on the prevalence of work-related disability harassment of eligible clients of a state vocational rehabilitation agency are presented. Data reports from federal agencies monitoring public schools and places of employment indicate a trend of greater frequency of filed complaints of disability harassment. Important points to remember regarding this issue are discussed. Finally, specific and practical implications for rehabilitation counselors are mentioned to help break the silence on this insidious problem for young people with disabilities in transition.

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Rademakers, Jany J. D. J. M., Maria E. T. C. van den Muijsenbergh, Geerte Slappendel, Antoine L. M. Lagro-Janssen, and Jan C. C. Borleffs. "Sexual harassment during clinical clerkships in Dutch medical schools." Medical Education 42, no. 5 (May 2008): 452–58. http://dx.doi.org/10.1111/j.1365-2923.2007.02935.x.

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Sukarni, Sukarni, and Siti Nurjanah. "Experience of sexual harassment in patients with mental disorders." Proceedings Series on Health & Medical Sciences 1 (December 10, 2020): 156–59. http://dx.doi.org/10.30595/pshms.v1i.55.

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Sexual harassment is a form of an unpleasant experience making a person uncomfortable. It has physical or psychological impacts. 163-403-2-ED. The research aimed to find out the experience of sexual harassment that causes behavioral changes in patients with mental illness in Banyumas Regional Hospital.This was quantitative descriptive research. There were 32 people taken as the research sample using purposive sampling technique. The data resulted in the distribution of each variable in percentage, classified in the Slovin formula. A questionnaire from the Sexual Harassment Inventory (SHI) was also employed. The average age of the patients who had experienced sexual harassment was 31.53 years, and it happenned when they were 19.56 years. Most of them were male (68.8%), had primary school education (40.6%), and were already employed (53, 1%). The sexual harassment was in the form of verbal and non-verbal abuse (59.4%). It mostly occurred 1-2x (40.6%) in patients with a history of mental care 1-3x (40.6%). The perpetrators were mostly female (59.4%) and non-family members (87.5%). Most of the patients experienced severe sexual harassment (84.4%), causing annoyance (46.9%).In conclusion sexual harassment can be a factor in mental illness.

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Milton, Jan, Linda Berne, Wendy Patton, and Judith Peppard. "School Counsellors' role in sexuality education: What messages about sexual behaviour and sexual responsibility do they give Australian students?" Journal of Psychologists and Counsellors in Schools 11 (November 2001): 35–50. http://dx.doi.org/10.1017/s1037291100004325.

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Research in the area of adolescent sexuality suggests that young people use and trust school counsellors as a source of information about sexual issues. Interviews were conducted with 23 counsellors in 19 Australian high schools to explore the messages about sexual behaviour and sexual responsibility given to young people during counselling sessions. The main sexuality issues presenting in a counselling session were concerns about relationship breakdown, sexually transmitted infections after having unsafe sex, sexual orientation, pregnancy, harassment and sexual abuse. Messages given to young people included ones of valuing oneself, making choices without coercion, being informed about consequences and risks, and being safe and responsible if sexually active. A sexual relationship was portrayed as a normal part of life and adolescents were encouraged to talk with their parents. Strategies that these counsellors adopt to help young people are discussed and recommendations are made.

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Allen, Melissa, Ellie L. Young, Betty Y. Ashbaker, Emily Heaton, and Marisa Parkinson. "Sexual Harassment on the School Bus." Journal of School Violence 2, no. 4 (December 12, 2003): 101–9. http://dx.doi.org/10.1300/j202v02n04_06.

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Yucel, A. serdar, Murat Korkmaz, Ã–zgÃ¼r KarataÅŸ, GÃ¼lten HergÃ¼ner, Ã‡etin Yaman, and Fatih Ã‡atÄ±kkaÅŸ. "Determination of Sexual Harassment and Abuse Women Athletes Face in Sports: A case study." South Asian Journal of Experimental Biology 4, no. 3 (June 29, 2014): 133–40. http://dx.doi.org/10.38150/sajeb.4(3).p133-140.

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Sexual harassment and abuse news are frequent subjects in the written and visual media in our country. In the recent years, sexual harassment and abuse women athletes suffer in sports are frequently brought to agenda. Women are faced with such incidents in sports as in the case of all other surroundings. The main objective of the study was to determine the sexual harassment and abuse women athletes suffer in sports at FÄ±rat University School of Physical Education and Sports and to review the cases in terms of various variables. Target population of the study was made up 280 female students attending to FÄ±rat University School of Physical Education and Sports and research sample is made up of 170 students, who are randomly selected. Questionnaires were conducted on 170 students within the scope of the study. Questionnaire data obtained from the participants were analyz-es using the SPSS 17.0 program. Descriptive statistical methods (Number, Percentage) were used within the scope of the analysis. Chi-square analysis was used in the comparison of the qualitatively categorical variables. As a result of the study, it was found out that 14.7% of the participants suffered from sexual harassment and there was no significant relation between the age, branch and active years of sports and exposure to sexual harassment. Those suffering from sexual harassment stated that they were exposed to sexual harassment by their team mates at the sports halls or fields and most-ly during the trainings and these incidents reduced their performance.

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Asrar, Zaeema, Syed Waqas Hussain, and Muhammad Mubeen. "Harassing The Mentors: A Phenomenological Study In Cross Gender Perspective." Pakistan Journal of Gender Studies 18, no. 1 (March 8, 2019): 227–48. http://dx.doi.org/10.46568/pjgs.v18i1.35.

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The phenomenon of sexual harassment in an educational setup has been an unpinned topic. With more than 47% of the teaching staff in educational institutions females, the situation is getting worst on the esteem and honour of the profession. The nobles of the profession are on the target of harassment by none other than their own students. This paper explores particular type of sexual harassment in an attempt to understand and apprehend the essence, meanings and elements of the sexual harassment caused by male students towards their female teachers in a formal education environment. The research strategy is based on interpretive consumer research, with influences from phenomenology. The main research data was generated by face-to-face interviews from five female secondary and higher secondary teacher about their experiences of facing sexually harassing behaviours in the course of class and school. This study theoretically contributes by exploring the breadth of the issue faced by teachers and explored the defining terms, elements, reasons and responses and measure taken by the interviewed teachers.

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Lestari, Lilis, and Aunurrahman Aunurrahman. "Sexual education for adolescent autism spectrum disorders: an interpretative phenomenological analysis." International Journal Of Community Medicine And Public Health 8, no. 4 (March 25, 2021): 1625. http://dx.doi.org/10.18203/2394-6040.ijcmph20211210.

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Background: The need for sexual education for adolescents with ASD in the formal education setting is increasingly important. The "taboo" perception of talking about sexual development and the absence of sexual education for adolescents with ASD in schools and therapy centers, then forces parents to take full responsibility for the sexual development of adolescents with ASD. The imbalance between the needs of sexual development, sexual education facilities, and the limitations of adolescents due to ASD disorders suffered, placing adolescents with ASD are in a group that is vulnerable to sexual exploitation and abuse. This study discusses the experiences of parents in meeting the sexual development needs of adolescents with ASD.Methods: In-depth semi-structured interviews were conducted with 10 parents who have teenagers with ASD in West Kalimantan, Indonesia.Results: The results showed a sexual orientation, romantic behavior of adolescents with ASD, sexual harassment committed, and experienced by adolescents with ASD and sexual education efforts provided by parents to adolescents with ASD.Conclusions: These findings indicate the emergence of sexual education emergencies needed by ASD adolescents in the formal education setting to facilitate the needs of the adolescent stage of sexual development, especially those with ASD as part of improving adolescent quality of life and preventing sexual harassment.

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Lestari, Hana, and Jonari Hanafi. "PERSEPSI GURU SD/MI TENTANG PENDIDIKAN SEKS BAGI ANAK DI ERA REVOLUSI 4.0." Reslaj : Religion Education Social Laa Roiba Journal 2, no. 2 (September 14, 2020): 142–53. http://dx.doi.org/10.47467/reslaj.v2i2.138.

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ABSTRACT Teachers' perceptions of sex education are key points in developing an appropriate sex education model for children to prevent sexual abuse. This study aims to determine teachers' perceptions about sex education, sexual harassment, and prevention of sexual harassment in the revolutionary era 4.0. The study was conducted in 5 SDNs and 5 MIs in Bogor Regency and obtained 124 teachers as respondents who were taken randomly. This research uses a descriptive qualitative approach. The results of this study are (1) In the era of the industrial revolution 4.0, an understanding of sex education for children is needed as one of cultivating character in children so that they can be responsible for themselves and protect and avoid themselves from sexual violence. However, teachers 'perceptions of sex education are still taboo to discuss, so that teachers' understanding is limited by focusing on the boundaries of the relationship between men and women, and information related to sexual education that is conveyed to students is not systematic, situational in nature, not evenly distributed to all students; (2) teachers' perceptions of sexual harassment in the form of physical violence, psychological violence and unpleasant sexual violence against children; (3) teachers' perceptions in preventing sexual harassment by deepening children's religious values, recognizing physical or behavioral differences between boys and girls, recognizing children's family members, fostering student's courage, teaching the limits of genitalia, then teaching boundaries association of children. Keyword: Elementary school, Sex Education For Children, Teachers’ Perseptions

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Singer, Terry L. "Sexual Harassment in Graduate Schools of Social Work: Provocative Dilemmas." Journal of Social Work Education 25, no. 1 (January 1989): 68–76. http://dx.doi.org/10.1080/10437797.1989.10671271.

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Webb, L. Dean, Kay Hartwell Hunnicutt, and Arlene Metha. "What Schools Can Do To Combat Student-to-Student Sexual Harassment." NASSP Bulletin 81, no. 585 (January 1997): 72–79. http://dx.doi.org/10.1177/019263659708158512.

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Moore, Michele Johnson, and Barbara A. Rienzo. "Sexual Harassment Policies in Florida School Districts." Journal of School Health 68, no. 6 (August 1998): 237–42. http://dx.doi.org/10.1111/j.1746-1561.1998.tb06346.x.

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Goldschmidt-Gjerløw, Beate, and Irene Trysnes. "#MeToo in school: teachers’ and young learners’ lived experience of verbal sexual harassment as a pedagogical opportunity." Human Rights Education Review 3, no. 2 (October 12, 2020): 27–48. http://dx.doi.org/10.7577/hrer.3720.

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Based on a case study of verbal sexual harassment experienced by a young female teacher and her 17-year-old student in a Norwegian upper secondary school, this article addresses challenges and strengths of drawing upon negative experiences of ‘lived injustice’ in class, arguing that such experiences can serve as a resource for education about, through and for human rights. Complementing this case study, we discuss a survey we have conducted among secondary school students (N=382), concerning how young learners report being sexually harassed and how often they experience that an adult intervenes in the situation. Combining the theoretical framework of human rights education (HRE) and the concepts of intersectionality and recognition, this article discusses the pedagogical potential of drawing upon teachers’ and young learners’ experiences of verbal sexual harassment.

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Nuamah, Sally A. "The makings of feminist schools across the globe." Phi Delta Kappan 100, no. 2 (September 24, 2018): 51–53. http://dx.doi.org/10.1177/0031721718803571.

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Despite complaints about a “boy crisis” in schools, girls in many parts of the world continue to face unnecessary obstacles to getting an adequate education. Many experience sexual assault and harassment at school, lack bathroom facilities they need during their menstrual periods, and must contend with gender stereotyping that keeps them from expressing their true identities. Sally A. Nuamah suggests that feminist schools address these inequities and put all children on an equitable footing as they pursue an education.

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Khumalo, Shuti Steph. "ANALYZING THE EXPERIENCES OF WOMEN PRINCIPALS IN PRIMARY SCHOOLS IN LIMPOPO PROVINCE, SOUTH AFRICA THROUGH SOCIAL JUSTICE THEORY." Problems of Education in the 21st Century 79, no. 1 (February 10, 2021): 47–59. http://dx.doi.org/10.33225/pec/21.79.47.

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School leadership research has provided extensive empirical evidence which shows that women as school leaders face challenges on many fronts. The objective of this study was to provide insight regarding the challenges that female primary school principals face, in the Waterberg Education District, Limpopo Province, South Africa. These challenges were in respect of the perception of staff members towards women as school principals. This study was qualitative and interpretive in nature. The theory of social justice was used as a theoretical framework. Social justice theorists argue that social institutions have the responsibility to dispense justice, fairness, and equity. The researcher used semi-structured in-depth interviews to gain rich descriptive data on the experiences relating to the leadership roles of the principals. Findings indicate that female principals face challenges, such as insubordination by male staff members, frustrations of not progressing beyond the position of principalship and sexual harassment. This study is of great value as it extends the body of knowledge on the challenges that primary school women principals face in their leadership practices. Key words: social justice, women principals, sexual harassment, primary schools, insubordination, self-esteem, self-image

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Strauss, Susan. "Sexual Harassment in the School: Legal Implications for Principals." NASSP Bulletin 72, no. 506 (March 1988): 93–97. http://dx.doi.org/10.1177/019263658807250616.

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Handayani, Trisni, Asep Supena, and Rasmita Rasmita. "The Effectiveness of Snakes and Ladders Media on Sex Education for Children With Intellectual Disabilities." Jurnal Inovasi Pendidikan Dasar 5, no. 2 (June 7, 2020): 71–80. http://dx.doi.org/10.22236/jipd.v5i2.122.

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Cases of sexual harassment and sexual deviations from year to year are increasing. Many factors cause it, including technological sophistication and ease of access, the existence of a family that does not care and a less sensitive educational environment. Parties who are victims of sexual harassment are usually women, especially children who experience intellectual disabilities. Nearly half of them have experienced 10 times the harassment. This study aims to determine the effectiveness of snakes and ladders media in improving understanding of sex education and preventing acts of sexual abuse and abuse in children who experience intellectual disabilities. This research uses descriptive qualitative method. Research subjects were students who experienced intellectual disabilities at Bekasi Jaya Extraordinary Elementary School. Data analysis was carried out through three main stages, namely reduction, data presentation, drawing conclusions. Snakes and ladders media is a game that uses symbols and images reinforced by verbal communication delivered by the teacher. The results showed that the use of snakes and ladders media effectively helped students who experienced intellectual barriers in understanding the messages contained in sex education content.

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George, B. "Legal Aspects of Ethical Decision-Making in the Event of Sexual Harassment and Discrimination in the Workplace." Business Ethics and Leadership 3, no. 4 (2019): 34–42. http://dx.doi.org/10.21272/bel.3(4).34-42.2019.

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Sexual harassment-related complaints in the workplaces have increased multifold in the recent past. It is unclear whether this is because of more frequent harassment incidents because victims feel more emboldened to report, or only because more media reports happen on these complaints these days. Regardless, employers have improved both preventive and recovery mechanisms in order to minimize the incidents, or if they happen, support the victims in the best possible manner and also to protect themselves from adverse judicial scrutiny. While courts do not necessarily consider the job related and psychological consequences of harassment cases, organizations also need to worry about these – even as they build lawsuit-proof systems. In this paper, we discuss five historically important US Supreme Court lawsuits that would later have major consequences for how sexual harassment complaints are dealt within our contemporary workplaces. The five pioneering cases that would be discussed are Meritor v. Vinson; Faragher v. City of Boca Raton; Burlington Industries v. Ellerth; Gebser et al. v. Lago Vista Independent School District; and, Davis v. Monroe County Board of Education. The paper specifically elaborates on the implications of the court decisions upon these cases for subordinate-supervisor and student-teacher relationships in the US universities. Most harassment cases in the university contexts are not between employees but between employees/faculty and customers/students and this makes straightforward interpretation of court rulings difficult. The resultant ambiguity, along with the interest of universities to protect their reputations by suppressing incidents, make pursuing harassment investigations difficult. While these cases did not succeed in providing a saturated sample for generating a cohesive or comprehensive set of guidelines, they nevertheless guided future court judgements and also organizational policies with respect to managing sexual harassment. In the conclusion section of this paper, the author offers a glimpse into newer forms of sexual harassment, particularly those mediated by social media technologies, and offers ways for organizations to deal with them. Keywords: business ethics, discrimination, sexual harassment, lawsuits, Civil Rights Act of 1964, Universities, Supreme Court, United States.

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Zulfahita, Zulfahita, Citra Utami, Fitri Fitri, Fajar Wulandari, and Iip Istirahayu. "Socialization Of Prevention Of Sexual Harassment Through Toilet Training In The Village Of Jagoi." International Journal of Public Devotion 2, no. 2 (January 8, 2020): 31. http://dx.doi.org/10.26737/ijpd.v2i2.1484.

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<em>Sexual harassment is still a taboo subject. This causes many victims of sexual harassment who do not dare to report to others or to the authorities. The number of cases of sexual harassment that occurred, both in the neighborhood and at school, it is important to give a good understanding of sexual harassment and how to avoid it. In response to this, the community service team needs to provide counseling about violence that occurs to children, how to communicate well with children, how to learn language in children, and the importance of conveying reproductive health to children properly. So that this socialization activity has a major role to prevent and provide knowledge and understanding of toilet training, personal areas, and sexual violence so as to prevent sexual harassment. The method used is socialization and documentation, this socialization activity was carried out on Friday, 18 January 2019 and took place in the village of Jagoi Babang. A facilitator must be very careful in the process of socialization, given the very heterogeneous conditions of the community, both the level of education, character, acceptance and understanding of the community. Socialization that is carried out to prevent sexual abuse especially in the area of private organs (sensitive areas) of the body is an important thing that should have been introduced to children from an early age. This is the duty of parents to be able to convey this information in good language and easily understood by children, because of the rampant incidence of sexual abuse, especially in children, whether boys or girls</em>.

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Bryant, Anne L. "Hostile Hallways: The AAUW Survey on Sexual Harassment in America's Schools." Journal of School Health 63, no. 8 (October 1993): 355–57. http://dx.doi.org/10.1111/j.1746-1561.1993.tb07153.x.

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Hooker, Steven D. "Can gay and lesbian educators form authentic relationships in their school communities?" Education, Citizenship and Social Justice 14, no. 1 (March 13, 2018): 82–98. http://dx.doi.org/10.1177/1746197918760223.

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The purpose of this study was to determine how gay and lesbian teachers who are out or closeted form and maintain relationships with members of their school community. A total of 11 gay and lesbian public and Catholic school educators from rural, suburban, and urban schools were interviewed. Each of these educators negotiated their sexual identities differently within their school communities, allowing them to form or not form relationships with colleagues, students, and parents. Descriptors such as age, experience level, and school setting, however, did not affect how open they were to establish authentic relationships with others in their schools. Most of these educators were unable to negotiate their sexual identity with their teacher identity due to fear of being authentic due to possible harassment and even being fired, keeping them from forming any meaningful relationships in their workplace settings. This study does, however, have strong implications toward developing policies that are inclusive for all lesbian and gay members of the school community.

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Wear, Delese, Julie M. Aultman, and Nicole J. Borges. "Retheorizing Sexual Harassment in Medical Education: Women Students' Perceptions at Five U.S. Medical Schools." Teaching and Learning in Medicine 19, no. 1 (February 2007): 20–29. http://dx.doi.org/10.1080/10401330709336619.

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Palmer, Robert Alan. "Sexual Harassment at School: New Concerns for Colleges and Universities." Journal of Hospitality & Tourism Education 9, no. 2 (April 1997): 76–78. http://dx.doi.org/10.1080/10963758.1997.10685317.

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Lichty, Lauren F., Jennifer M. C. Torres, Maria T. Valenti, and NiCole T. Buchanan. "Sexual Harassment Policies in K-12 Schools: Examining Accessibility to Students and Content." Journal of School Health 78, no. 11 (November 2008): 607–14. http://dx.doi.org/10.1111/j.1746-1561.2008.00353.x.

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Agyepong, Felicia, James Adu Opare, Nana Opoku Owusu-Banahene, and John Anaesi Yarquah. "The Typology and Magnitude of Sexual Harassment of Female Students in Ghanaian Senior High Schools." Research in Education 86, no. 1 (November 2011): 61–73. http://dx.doi.org/10.7227/rie.86.6.

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Yousaf, Farzana, Kiran Shehzadi, and Hajra Bibi. "What Limits the Access of Education for Out of School Children? Implications for Teacher Education." Review of Education, Administration & LAW 4, no. 1 (March 31, 2021): 253–64. http://dx.doi.org/10.47067/real.v4i1.133.

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Investigation of reasons for being out of school and how to overcome the number of out of school children by identifying some implications for teacher education is the focus of this study. Thematic analysis was used to explore these reasons by using semi structured interviews of 216 children. Views from social media (Face book) were also collected to get the clear picture of out of school children’s problems. The analysis was conducted with the help of N Vivo 11 plus software. Data highlighted many reasons of being out of school using codes, themes and subthemes. These reasons were unfriendly schools, poverty, illiteracy, gender, disability, and jobless fathers’, fear of sexual harassment, domestic conflicts, high inflation rate and family size. As some of the reasons such as gender bias, unfriendly schools, disability have direct implications for teacher education. Efforts, therefore, were made to identify the required changes in the teacher education. A strategic plan to overcome these barriers was defined at the end for teacher education programs.

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Robinson, Kerry H. "Reinforcing hegemonic masculinities through sexual harassment: issues of identity, power and popularity in secondary schools." Gender and Education 17, no. 1 (March 2005): 19–37. http://dx.doi.org/10.1080/0954025042000301285.

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Winarsih, Murni, Lussy Dwiutami Wahyuni, and Umi Nanik. "Reproductive Health Animations as Efforts to Prevent Sexual Harassment in Deaf Students." JPI (Jurnal Pendidikan Indonesia) 9, no. 3 (September 4, 2020): 525. http://dx.doi.org/10.23887/jpi-undiksha.v9i3.24916.

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This research aims to obtain information about the needs of developing reproductive health animation media to prevent sexual harassment and deviation in deaf students. The research was conducted at 14 school of special in Jakarta and West-Java Province with quantitative method. Data was taken from 105 teachers through a questionnaire and analyzed using Huberman and Miles models and the process including data reduction, data display, and verification. The results of this research obtain communication barriers which are the main cause of the ineffectiveness of sex education in deaf students can be overcome by developing reproductive health media for deaf students. So, it can be concluded that learning of reproductive health for deaf students provide a good understanding of sex education in reproductive health.

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Peters, Andrew J. "Isolation or Inclusion: Creating Safe Spaces for Lesbian and Gay Youth." Families in Society: The Journal of Contemporary Social Services 84, no. 3 (July 2003): 331–37. http://dx.doi.org/10.1606/1044-3894.122.

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This article demonstrates the use of action research to bring youth and adults together to address homophobia in their community. Two community-based organizations led an action research project, using student surveys, peer-to-peer interviews, student artwork, and artifacts of homophobia in schools. The research found that 94% of the students surveyed hear anti-gay epithets “frequently” or “sometimes” in their schools; 86% of students say that anti-gay harassment is “rarely” or “never” confronted by school officials; and nearly 1 in 10 (9%) of students have been physically harassed based on their real or perceived sexual orientation. This project culminated in an inter-generational conference during which participants developed a network to provide ongoing education, advocacy, and youth development around the problem of school-based homophobia.

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Phinney, Greta Shilling. "Sexual Harassment: A Dynamic Element in the Lives of Middle School Girls and Teachers." Equity & Excellence in Education 27, no. 3 (December 1994): 5–10. http://dx.doi.org/10.1080/1066568940270302.

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Coulter, Robert W. S., and Susan R. Rankin. "College Sexual Assault and Campus Climate for Sexual- and Gender-Minority Undergraduate Students." Journal of Interpersonal Violence 35, no. 5-6 (March 15, 2017): 1351–66. http://dx.doi.org/10.1177/0886260517696870.

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Sexual- and gender-minority (e.g., lesbian, gay, bisexual, and transgender) undergraduate students are at greater risk for sexual assault victimization than their cisgender (i.e., nontransgender) heterosexual peers. However, few studies have examined how social environments affect sexual assault victimization among sexual- and gender-minority undergraduate students. Nevertheless, this research area was identified as a priority by the Institute of Medicine as well as President Barack Obama’s White House Task Force to Protect Students From Sexual Assault. Therefore, we tested the association between college campuses’ inclusion of sexual- and gender-minority people and experiences of sexual assault victimization. Cross-sectional surveys were completed by sexual- and gender-minority undergraduate students ( N = 1,925) from higher education institutions in all 50 U.S. states in 2010. Our dependent variable was experiencing sexual assault victimization at college. Our primary independent variable was campus climate, measured with items assessing perceived inclusion of sexual- and gender-minority people and witnessing sexual- or gender-minority harassment. We used multivariable logistic regression with generalized estimating equations (accounting for the clustering of students within schools) to estimate the association between campus climate and experiencing sexual assault victimization. Overall, 5.2% of the sample reported ever being victims of sexual assault at college. Controlling for sexual orientation, gender identity, race/ethnicity, and year in school, greater perceived inclusion of sexual- and gender-minority people on campus was associated with significantly lower odds of experiencing sexual assault victimization. Our study suggests that improving campus climate for sexual- and gender-minority individuals may reduce their prevalence of college sexual assault, which has potential implications for college practitioners and administrators as well as sexual assault prevention programs and policies.

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Eckes, Suzanne. "Sex Discrimination in Schools: The Law and Its Impact on School Policies." Laws 10, no. 2 (May 11, 2021): 34. http://dx.doi.org/10.3390/laws10020034.

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The law has the potential to influence school policy in the United States. Specifically, statutes, constitutional provisions, and the outcomes of court cases can impact the civil rights of students, which, in turn, can presumably lead to policies that prohibit discriminatory practices. For example, Congress has enacted federal laws (statutes) that prohibit discrimination based on race, sex, and disability; these laws arguably impact school practice. After setting the legal context, through an analysis of statutes, constitutional provisions and case law, this article examines how law has the potential to influence education policy related to sex discrimination. In doing so, a few illustrative cases related to sexual harassment, single-sex programs, pregnant and parenting teens, dress codes, transgender student rights, and athletics are discussed to provide examples about how case outcomes may help create more equitable school environments.

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Ubabuddin, Ubabuddin, Umi Nasikhah, and Adi Subowo. "ESTABLISHMENT OF A RELIGIOUS CULTURE IN SCHOOL." Journal of Contemporary Islamic Education 1, no. 1 (February 3, 2021): 1–9. http://dx.doi.org/10.25217/cie.v1i1.1320.

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The moral crisis that occurs today makes an anxiety for all circles, not least schools as an institution that prints a generation of directors are constantly demanded to improve services in order to produce knowledgeable output, and good character. Various events such as brawl, promiscuity, abuse of illegal drugs, immoral acts, sexual harassment always adorn the school. If the abuse is allowed to continue, then all moral depravity will become a bad culture in school. Education is expected to provide a way out and have a role in shaping human beings who are intellectual and Islamic. To realize it all, it is important to make the school atmosphere with religious culture through planting, habituation, cultural imitation based on Islamic shari'ah by all school residents.

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Weist, Mark D., Yaphet U. Bryant, Joyce Dantzler, Saran Martin, Marie D'Amico, Brian Griffith, and Betsy Gallun. "Evaluation of a statewide initiative in the United States to prevent/reduce sexual harassment in schools." Health Education 109, no. 2 (February 20, 2009): 112–24. http://dx.doi.org/10.1108/09654280910936576.

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Wijhati, Ellyda Rizki, and Suharni Suharni. "Pelatihan Pendidikan Seks Anak Usia Dini Pada Kader ‘Aisyiyah Ranting Pandeyan Kecamatan Umbulharjo Kota Yogyakarta." AKSIOLOGIYA : Jurnal Pengabdian Kepada Masyarakat 2, no. 1 (February 8, 2018): 82. http://dx.doi.org/10.30651/aks.v2i1.1308.

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Age 0-6 years is a period of "golden age" very important and determine the quality of life of children later. Nowadays there are many sexual violence with child victims, caused by weakness of parental supervision and not optimal of sex education in children. Children are particularly vulnerable to being sexually assaulted as being powerless to take action against the perpetrators. Sex education is an effort that can be done to prevent the sexual violence, but many parent assume that sex education is a taboo, less important, children will get that knowledge in school so many parents who do not provide sex education in children. As a result, the child does not have sufficient knowledge about sexual health and cannot protect himself if he experiences violence or sexual harassment. Training activities are expected to increase the knowledge and awareness of cadres of the importance of providing sex education in children. Implementation of the training is done for 2 meetings with a duration of 5 hours. The first meeting discussed the urgency of providing sex education in children and Focus Group Discussions (FGD). The second meeting discussed ways of providing sex education and materials to be conveyed to children about their reproductive health, question and answer discussion, and production healthcare cadres. The results of training there is an increase in the level of knowledge and changes in perception of sex education in children and the establishment of reproductive health cadres.

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Senyametor, Felix, Anane Agyei, Vincent Mensah Minadzi, and Tahir Ahmed Andzie. "Sociocultural Variables Influencing Female Pupils’ School Dropout in the Asante Akim South Municipality of Ghana." European Scientific Journal, ESJ 17, no. 27 (August 31, 2021): 76. http://dx.doi.org/10.19044/esj.2021.v17n27p76.

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Educating the girl-child has witnessed an elevated influence of women in education, politics, health, industry and sports among others. Advancing girls’ education is probably the most cost-effective measure for an evolving country like Ghana and other nations to enrich womanhood. Sadly, the girls’ education in Ghana appears to be on a downward trend due to their high school dropout rate. This study therefore investigated sociocultural factors influencing female school dropout -in the Asante Akim South Municipality of the Ashanti Region of Ghana. The descriptive design was employed for the study. A sample of 96, made up of 40 teachers and 56 female school dropouts was purposely selected out of a population of 3,543 from 10 public Junior High Schools. The questionnaire and structured interview were used for data collection. The results showed that some teachers’ negative attitudes, persistent teacher and peer sexual harassment of female students, teenage pregnancy and some cultural practices among others were causes of female school dropout. It was recommended that regular workshops be organized by the Ghana Education Service for Junior High School (JHS) teachers on how to professionally handle the girl-child in schools in the Asante Akim South Municipality to enable the girls stay in school thereby reducing their dropout.

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Jacobs, Charlotte D., Merlynn R. Bergen, and David Korn. "Impact of a Program to Diminish Gender Insensitivity and Sexual Harassment at a Medical School." Academic Medicine 75, no. 5 (May 2000): 464–69. http://dx.doi.org/10.1097/00001888-200005000-00017.

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Journal articles on the topic 'Sexual harassment in schools Sexual harassment in education'

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