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Sexual Harassment and Related Behaviours Reported Among Youth from Grade 9 to Grade 11
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... The silence of the victim and the fear of society is another reason for sexual harassment [4]. David (2008) noted in his study that more than half of university students in Australia experienced sexual harassment at least once in 2016, according to a study by the Australian Human Rights Commission. The study revealed that nearly seven percent of students were sexually assaulted at least once in 2015 or 2016 [6]. ...
... The study revealed that nearly seven percent of students were sexually assaulted at least once in 2015 or 2016 [6]. Therefore, we find many forms of harassment: such as verbal, physical, sexual, physical etc., and there is no doubt that there are social, cultural, economic and political reasons, and whatever the reasons are, this phenomenon deserves to be examined and studied, as to study the reality of harassment in Iraqi universities [7]. Sexual deprivation is linked to sexual harassment. ...
The study aimed to find out the extent to which female students were exposed to the phenomenon of sexual harassment by the teachers and by the students, and whether there are differences between teachers and students of harassment of female students. Students where respect and appreciation prevail among them, as well as respect prevails between female and male students, and there are no individual differences between them, and this indicates that the university campus is dominated by respect and the reflection of tribal and religious values among them.
... Nearly 18% of 221 Lebanese women in educational institutions reported being harassed by their professors [7]. In Canada, >80% of the female students surveyed had been sexually harassed in a school setting [8]. ...
... Survivors and perpetrators of SH can be lecturers, students, administrative staff, and any gender [13], although more women than men experience SH and more men than women are likely to be perpetrators [1,8,14]. There are also cases of same-sex SH in tertiary institutions [15], although this experience is less explored. ...
Background
The phenomenon of sexual harassment (SH) is a complex issue with multiple prongs that concerns all members of academia and raises serious challenges, particularly regarding prevention and response. SH in tertiary institutions remains a huge problem worldwide, leading to severe emotional, academic, and career difficulties, as well as undue suffering. Institutions have responded in various ways to alleviate the burden of SH with little success, especially in Nigeria. The prevalence is high but reportage is low because of the culture of silence around SH in most educational institutions. This study aims to identify factors associated with SH in tertiary institutions in Nigeria and explore factors surrounding reportage or nonreportage following the experience of SH, the institutional mechanisms to prevent and respond to SH, and the lived experience of survivors of SH.
Objective
The objective of this study was to present a study protocol that is designed to identify factors associated with the experience of SH in tertiary institutions in Nigeria, the institutional mechanisms to prevent and respond to SH, and the lived experience of survivors of SH.
Methods
A mixed (quantitative and qualitative) methods approach is used consisting of a policy review of existing antisexual harassment policies in the selected universities, a quantitative survey to determine the correlates of SH, focus group discussions to explore the perspectives of the university community concerning SH, in-depth interviews to explore the lived experiences of survivors of SH, and key informant interviews to understand the perspectives of people who provide interventions to survivors.
Results
This study was funded in July 2022 by the Consortium for Advanced Research Training in Africa, and data collection started in November 2022. The SH policies were comprehensive, with clear policy statements and definitions, and recognized a wide range of survivors and perpetrators. However, there was no clear mention of prevention and response to same-sex SH. Lived experiences showed negative psychological and social sequelae and little institutional support.
Conclusions
This is the first study that has a component investigating same-sex SH in tertiary institutions in Nigeria. This is also one of the first studies to explore the lived experiences of survivors of SH in Nigerian universities. The findings from this study suggest that periodic evaluation of SH policy implementation will improve institutional support, thus creating safe spaces for survivors and will thereby encourage reportage and support; prevention and response strategies need to be more inclusive; and more interventions should focus on strengthening prosocial skills and healthy, equitable relationships.
International Registered Report Identifier (IRRID)
DERR1-10.2196/49126
... Research indicates that adolescents are often poly-victimized or exposed to multiple types of violence (Wolfe & Chiodo, 2008). Adolescents who report CVE also report experiencing at least one form of sexual harassment (Mora et al., 2022). ...
This study examines the potential moderating effects of mother– and father–adolescent communication on the relations between community violence exposure (i.e., witnessing violence and personal victimization), neighborhood-based sexual harassment, and adolescents’ depressive and posttraumatic stress disorder symptoms. The sample included 200 poor, rural adolescents ( M age = 14.93, SD = 1.40), the majority of whom were girls (58%) from two public schools in the State of Mexico, Mexico. Multiple hierarchical regressions indicated high rates of exposure to neighborhood violence, as well as positive associations between violence exposure and adolescents’ psychological outcomes. Mother– and father–adolescent communication each separately functioned as distinct protective factors, weakening the associations between violence exposure and adolescents’ psychological outcomes. Implications for research and practice are discussed.
... Besides, sexual harassment that is expressed verbally might take the shape of sexual remarks, jeers, rumours, or sexual jokes directed at an individual (Tien Yee et al, 2015;Wolfe et al, 2008). According to Jayapalan et al. in 2018, verbal sexual assault might be regarded as insulting a person's bodily parts, using obscene words and whistling. ...
Sexual harassment is defined as a single or sequence of unwelcoming sexual acts that the receiver perceives as threatening, aggressive, insulting, humiliating, or offensive, intending violate the recipient's dignity. It is impossible to deny that sexual harassment is on the rise in schools and on college campuses. One of the more significant issues in our modern era is the lack of suitable and effective measures to combat the prevalence of sexual harassment. Therefore, a systematic review was conducted to summarize the trend of sexual harassment within Malaysian educational institutions, its contributing factors, and its implications for the institution and community. Review identification was performed in a database search using PubMed, Scopus, and CINAHL. Based on the criteria consisting of full papers in English published from January 2011 to November 2021, 10 articles were eligible for review. The systematic review revealed that the prevalence of sexual harassment is surprisingly high among students, including physical sexual misconduct. Observing the formal dress code as regulated by the institution and providing a safe and controlled internet browser are believed to be helpful in producing a safe environment at the institution.
... In Malaysia Jamal, who carried out a research on the prevalence of sexual harassment among workers in 2002, they found that 35% of 1483 respondents had experienced at least one episode of sexual harassment in the workplace. Meanwhile, David and Debbie (2008) who undertook a study of 108 students at one of the centers of higher learning in Malaysia found that 87 (80%) of them had experienced sexual harassment. These figures are high, therefore sexual harassment problem in workplace should not be taken likely because it is one of the most difficult problems facing nursing students in recent years; it has been framed as an occupational health hazard posing particular risk to nursing students (Imonikhe et al., 2012). ...
Sexual harassment behavior is one of the most difficult problems facing internship nursing students in recent years; sexual harassment behavior evokes stronger emotional reactions among student nurses, such as frustration, anger, feeling hurt, fear, resentment, helplessness, anxiety and irritation. Therefore, this study aimed to investigate the effect of an educational guideline program on internship nursing students facing sexual harassment behaviors. A quasi-experimental design was utilized in this study. The study was conducted at Ain Shams university Hospital. purposive sample of 60 student nurses were recruited for this study. Three A structured questionnaire sheet for students which included A demographic characteristics of nurses as age, marital status, Gender, residence, working unit and working shifts. The sheet also included information related to Nurse's knowledge about exposure to sexual harassment, nature of sexual harassment, meaning of sexual harassment, risk factors of sexual harassment, different forms of sexual harassment, the effects of sexual harassment on victims, family and community and the measures used to prevent sexual harassment.; 2) Feeling word checklist; and 3) student nurses experience toward sexual harassment behaviors. The result of this study indicated that the implementation of the educational guideline program showed a highly significant improvement in nurses' level of knowledge about sexual harassment and nurses' reaction and experience toward sexual harassment. The study recommended that, effective policies and procedures to combat this situation are to be established as policies and procedures would empower both administrators and nurses, enabling them to take certain actions against sexual harassment.2-educational program, including nurses, human rights, gender perspective and assertiveness training are needed for both clinical and student nurses assertive attitude that could help nurses discourage patients from engaging in inappropriate sexual behavior. [Galila Shawky El-Ganzory; Manal Houssien Nasr and Amal Talaat. Effect of Educational Guidelines Program on Internship Nursing Students Facing Sexual Harassment Behavior. Life Sci J 2014;11(4):411-420] (ISSN: 1097-8135). http://www.lifesciencesite.com. 56
... Sexual aggression often first emerges in adolescence (White & Smith, 2004). In the Canadian context, Wolfe and Chiodo (2008) found a high prevalence of sexualized violent behaviors in high schools. Specifically, 30% of females and 24% of males reported that they had experienced physical victimization (being touched or grabbed in a sexual way). ...
Sexual violence is a global phenomenon needing sustainable interventions. The article extends findings from media literacy scholars by exploring ways that critical media literacy (CML) pedagogies can be used to teach affirmative consent education for the purposes of violence prevention. The article is not a curriculum blue-print, as the pedagogies are still being piloted for adolescents in Ontario. However, the rationales for bridging consent education and critical media literacy apply transnationally. Engaging educators and students with critical analysis of media and creative media production is key to transformative learning about consent, within and beyond the classroom. The article ends by outlining methods that will be used to test the hypothesis that a CML approach rooted in social justice frameworks and best practices in violence prevention will improve the way affirmative consent is taught to adolescents.
... Sexual harassment can be understood as unwelcome gender and sex-related comments and behaviours, which can take the form of verbal (such as sexual comments or sexist jokes, taunts and rumours) or physical interaction, such as pulling their clothes or rubbing up against the person (Wolfe and Chiodo 2008). However, individual perceptions of such incidents are multiple and diverse; cultural contexts, personal experiences and exposure to information can shape what people understand as sexual harassment. ...
What is the status of women in the discipline of International Relations (IR) in Brazil? This study provides a pioneering map of gender issues in Brazilian IR, focusing on inequality, discrimination and harassment. It includes a literature review as well as the findings of two sets of research: the first a survey of personal and professional issues faced by academic staff in Brazilian IR, and the second a report on the staffing of IR and related departments at private and public academic institutions in Brazil. Our research shows that despite the specificities of the Brazilian higher education system, Brazilian IR academics conform to international trends in respect of gender issues , facing monetary and/or familial inequalities and gender discrimination in their careers. It also shows that 25% of female academics have experienced undesired sexual contact at least once, and that there is a gap between male and female understandings of what constitutes sexual harassment.
... Sexual harassment can be understood as unwelcome gender and sex-related comments and behaviours, which can take the form of verbal (such as sexual comments or sexist jokes, taunts and rumours) or physical interaction, such as pulling their clothes or rubbing up against the person (Wolfe and Chiodo 2008). However, individual perceptions of such incidents are multiple and diverse; cultural contexts, personal experiences and exposure to information can shape what people understand as sexual harassment. ...
What is the status of women in the discipline of International Relations (IR) in Brazil? This study provides a pioneering map of gender issues in Brazilian IR, focusing on inequality, discrimination and harassment. It includes a literature review as well as the findings of two sets of research: the first a survey of personal and professional issues faced by academic staff in Brazilian IR, and the second a report on the staffing of IR and related departments at private and public academic institutions in Brazil. Our research shows that despite the specificities of the Brazilian higher education system, Brazilian IR academics conform to international trends in respect of gender issues , facing monetary and/or familial inequalities and gender discrimination in their careers. It also shows that 25% of female academics have experienced undesired sexual contact at least once, and that there is a gap between male and female understandings of what constitutes sexual harassment.
... Because much of this violence - occurring in schools, the community, in intimate settings, and on the street -can be so pervasive, victimization can easily go unnoticed. Indeed, girls themselves often accept violence or fail to identify it as such when it occurs (Berman, Jiwani 2002;Wolfe, Chiodo 2008). In their review, researchers (Collin-Vézina, Trocmé 2009) found an estimated 25-50 % child sexual abuse prevalence rate in Aboriginal adults surveyed in several communities across Canada over the past 20 years. ...
Claudia Mitchell – PhD, James McGill Professor, McGill University, Montreal, Canada. Email: Claudia.mitchell@mcgill.ca Turbulent times in relation to sexual violence in the lives of girls and young women call for solidarity and global action. One of the effects of globalization is the increased recognition of a borderless world that, in some ways, erases the boundaries between 'over there' and 'over here', challenging some of the distinctions behind a Global North and a Global South. In this article, I offer an analysis of the issues behind sexual violence, which frame the possibilities for research teams working with girls and young women across the Global North and the Global South. At the same time, I highlight the possibilities for learning more about North-North and South-South interactions. What would such an approach entail and what kinds of strategies are useful for sustaining such a strategy in combating sexual violence? In particular, how can such a framework support dialogue? In order to address these questions the article suggests a practical framework which draws on the findings from a Canada-South Africa project, Networks for Change and in particular focuses on the importance of advocating for a public voice for girls and young women that is framed within an activist agenda. The article refers to this approach as a 'circles within circles' approach, arguing for both bringing together girls and young women who have been involved in participatory visual work from a number of country contexts, and ensuring that the circle puts girls and young women at the centre.
Available literature suggests that research that seeks to effect social change in communities must be largely informed by the views of those most affected. Yet, evidence also suggests that such research involves both methodological and ethical challenges. For example, our own work, which focuses on understanding and addressing sexual violence with girls in southern African rural contexts, the focus of this chapter, suggests that gender, social class, age, and geographic location, among other issues, are all critical. Thus, using our work on sexual violence with girls in rural KwaZulu‐Natal, South Africa as an illustrative case study, this chapter examines the benefits and challenges that arise from the use of “girl‐method” in doing research. In particular, it examines the ways in which participatory visual methods might address the methodological and ethical issues that arise in the context of unequal gender norms and cultural taboos in such research.
The present study surveyed the prevalence of sexual harassment among high school students. A total of 1,582 students from 18 schools completed a version of the American Association of University Women (1993) survey. Reported sexual harassment events were restricted to those that: a) had been experienced first-hand, b) had occurred within the preceding two weeks, and c) were reported by students who were notably upset by their experiences. Despite this stringent approach, sexual harassment was found to be a significant problem in high schools. Fifteen percent of students were both sexually harassed and very or somewhat upset by their harassment experiences. Nearly half of these upset students were recipients of physical forms of sexual harassment. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The present study examined the link between sexual orientation and adjustment in a community sample of 97 sexual minority
(gay male, lesbian, bisexual, and questioning) high school students, taking into account their experiences of peer victimization
and social support within peer and family contexts. Adolescents were identified in a large-scale survey study conducted at
5 high schools. They were matched to a comparison sample of their heterosexual peers. Sexual minority adolescents reported
more externalizing behaviors and depression symptoms than heterosexual youth. Compared to their heterosexual peers, sexual
minority youth reported more sexual harassment, more bullying, less closeness with their mothers, and less companionship with
their best friends. There were no significant differences between gay male, lesbian, bisexual, and questioning adolescents.
Overall, both victimization and social support mediated the link between sexual orientation and psychosocial symptoms. Among
sexual minority youth, the link between social support and externalizing was mediated by experiences of peer victimization.
These findings highlight the contextual risk and protective factors associated with non-heterosexual sexual orientation in
accounting for the emotional and behavioral problems in this population.
The goal of this investigation was to examine gender differences in experiences of sexual harassment during military service and the negative mental health symptoms associated with these experiences. Female (n = 2,319) and male (n = 1,627) former reservists were surveyed about sexual harassment during their military service and current mental health symptoms. As expected, women reported a higher frequency of sexual harassment. Further, women had increased odds of experiencing all subtypes of sexual harassment. Being female conferred the greatest risk for experiencing the most serious forms of harassment. For both men and women, sexual harassment was associated with more negative current mental health. However, at higher levels of harassment, associations with some negative mental health symptoms were stronger for men than women. Although preliminary, the results of this investigation suggest that although women are harassed more frequently than men, clinicians must increase their awareness of the potential for sexual harassment among men in order to provide the best possible care to all victims of harassment.
The present research explores risk factors for, and longitudinal associations of, sexual harassment by peers during adolescence. Eight-hundred and seventy-two African American and European American adolescents (65.4% African American, 51.1% females) were assessed during the summer after the eighth grade (mean age=14.2 years) and then again in the 11th grade (mean age=17.1 years). At the first assessment, adolescents were asked about their experiences with sexual harassment, their psychological reactions to sexual harassment, and also about their peer relationships, perceived pubertal timing, problem behavior, and mental health. At the second assessment, adolescents reported on their problem behavior and mental health. In general, youth who associated with peers who were involved in problem behavior were at risk for victimization. Among females, those who perceived themselves to be experiencing early pubertal development were also at risk. Additionally, for some adolescents, sexual harassment predicted later adjustment difficulties.
The impact of bullying and sexual harassment on six health outcomes among middle school girls were compared to these outcomes among high school girls. High school girls experienced more bullying and sexual harassment and poorer health outcomes than their middle school counterparts, but the impact of these experiences was less among high school students. Differences in outcomes may be the result of better support systems and coping mechanisms among high school girls and/or challenging developmental changes during middle school. Sexual orientation, race, and disability had some notable relationships to bullying and sexual harassment experiences as well as health outcomes.