Harassment Of Students Research Articles

Underreported and unknown student harassment at the Faculty of Science.

Reports of sexual harassment at medical faculties throughout the world, including the Radboud University, raised the question how prevalent this is at the Faculty of Science. We performed a survey among students to assess their experiences with harassment. This questionnaire consisted of questions from the EGERA survey, a questionnaire held among staff of multiple European Universities. We found that 9% of the respondents had observed or experienced harassment at the Faculty. Hardly any of these cases were reported to one of the institutional services. Moreover, most students did not now any of the provided services. We therefore suggest raising awareness on harassment and to make students more familiar with the trust person.

Impact of a simulation on educator support of LGBTQ youth

LGBTQ youth frequently experience bullying and harassment in the school setting. Teachers are in an ideal position to prevent student harassment, yet most don’t have adequate training. This study evaluated the effectiveness of “Step In Speak Up,” an interactive online simulation. In a randomized controlled trial, 1390 participants received “Step In Speak Up” or no intervention. Participants were assessed pre- and post-intervention on the Gatekeeper Behavior Scale and attitudes toward the simulation. Results demonstrated significant differences (p < 0.001, multivariate η2partial = 0.17) between the training and control groups on learners preparedness, likelihood, and self-confidence in managing bullying behavior.

Correction to: Sexual harassment of students on public transport: an exploratory study in Lucknow, India

The article Sexual harassment of students on public transport: an exploratory study in Lucknow, India written by K. Tripathi, H. Borrion and J. Belur was originally published electronically on the publisher’s internet portal (currently SpringerLink) on 7 September 2017 without open access.

Briefing

Recruiting & Retaining Adult LearnersVolume 20, Issue 1 p. 2-2 Briefing Briefing First published: 19 September 2017 https://doi.org/10.1002/nsr.30284Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Abstract Black female grad students choose for-profits Grad student harassment worse than thought Transitions: Collaborate to ensure accessible enrollment experience Volume20, Issue1October 2017Pages 2-2 RelatedInformation

Sexual harassment of students on public transport: An exploratory study in Lucknow, India

Sexual harassment of students on public transport: An exploratory study in Lucknow, India

Sexual harassment of students on public transport: an exploratory study in Lucknow, India

Studies suggest that incidents of sexual harassment are common occurrence on public transport in India, but there is little reliable data to understand and tackle the problem. This research explores actual and witnessed victimisations as well as perceptions of the risk by a sample of 200 tertiary female students in Lucknow, India. Consistent with literature, sexual harassment victimisation appears to be most prevalent in buses and increases with the frequency of use of public transport. We found that the number of incidents experienced as a victim and as a witness were comparable, suggesting events of sexual harassment are not widely noticed by other passengers, perhaps because they are so commonplace as not to be especially noticed. Finally, the respondents felt female students were particularly targeted amongst women more generally, but did not identify any specific risk factors in relation to the profiles of the offenders or victims.

Sexual harassment of students - survey results

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.

Naming Experience: Registering Resistance and Mobilizing Change with Qualitative Tools

This project draws from our work investigating the state of collected data on policeofficer-involved homicides (POIH) in Los Angeles County and using action research to involvecommunity members in understanding and deploying data in new and meaningful ways. In thispaper, we develop the conceptual bounds for a project that addresses the reports our team hasencountered detailing police harassment of students and faculty at UCLA. A common thread inthese reports is that individuals wish to share their experiences with police harassment at UCLA,but feel they have few spaces to voice their concerns or channel them into productive tools forchange. This paper reviews literature in fields of critical legal storytelling, as well as informationand archival studies’ practices of data management for social justice to conceptualize a projectthat will tackle the issue of police harassment at UCLA through the creation of a mobileapplication for reporting such incidents. We draw from this literature to develop a reporting toolthat that is easily accessible, understood, and utilized by people on the UCLA campus, and thatallows for the collection and dissemination of these narratives detailing such incidents as a wayto meaningfully channel such expressions to shape discourse in a way that mobilizes positivechange.

Bullying and Harassment of Students With Disabilities in Schools

Bullying is a common occurrence in U.S.’s schools and is currently at the forefront of national attention. Unfortunately, students with disabilities are frequently the targets of peer-on-peer bullying. The purpose of this article is to examine the legal ramifications when students with disabilities are bullied in school settings. We address court cases, state educational agency decisions, Office of Special Education Programs (OSEP) guidance, and Office of Civil Rights (OCR) rulings that have held that bullying may violate Section 504 of the Rehabilitation Act of 1973 and the Individuals With Disabilities Education Act. School personnel must address the bullying of students with disabilities in a quick and efficient manner. In fact, these decisions show that when bullying is not stopped, school district officials and personnel may be subjecting their school districts to legal risks. We end by proposing how school district officials can develop legally sound policies for identifying, investigating, and responding to incidences of bullying of students with disabilities.

Was a university liable for a professor's sexual harassment of students?

Frantz Bernard — an East Stroudsburg University student — told one of its vice presidents in August 2007 he'd been sexually harassed and assaulted by Isaac Sanders, director of the ESU Advancement Office. Bernard claimed the harassment consisted of an off‐campus sexual assault, two on‐campus instances of attempted unwanted touching, and several unwelcome comments. He also alleged Sanders obtained a job for him, secured financial aid for his summer courses, and gave him several personal gifts.

Was university liable for professor's sexual harassment of students?

Frantz Bernard — an East Stroudsburg University student — told one of its vice presidents in August 2007 that he had been sexually harassed and assaulted by Isaac Sanders, director of the ESU Advancement Office.

Sexual harassment in tertiary institutions: A comparative perspective

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.

'The Last Acceptable Prejudice': Student Harassment of Gay Public School Teachers

In the United States, where the “marketplace of ideas” is a key social philosophy, few Americans receive the benefits of attending public schools with “out” gay and lesbian teachers. Even in an era where civil rights for homosexual public employees are increasing, more than one quarter of adults in the United States continue to believe that school boards should be permitted to fire teachers known to be homosexual. Amidst a permissive legal climate that too easily puts aside the rights of teachers in a myopic focus on students, incidents where students harass teachers based on the teachers’ sexual orientation go virtually unpunished. These cases are seldom litigated, but because they promote a closeted culture of silence in a profession that employs more than one million Americans, they represent a significant fissure in the civil rights landscape. The anti-gay movement, drawing on a long legacy of discrimination, perversely employs notions of morality and role modeling to enforce a culture of heteronormativity and bigotry. Without adequate gay and lesbian role models, students cannot be active participants in the multiple social locations and spheres that form the lived experience of citizenship. While states are increasingly protecting homosexual public employees through non-discrimination statutes, only federal guidance in the form of Title VII protection or a national non-discrimination statute are sufficient to properly shield teachers and institute a truly democratic classroom.

The Legal Aspects of Bullying and Harassment of Students with Disabilities: School Leaders’ Legal Obligations

Research demonstrates that students with disabilities are harassed more than their nondisabled peers. Students with disabilities who have been severely harassed have argued that they are not receiving a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE) as required by Individuals with Disabilities Education Act (IDEA). A school district's failure to respond to known acts of harassment could result in district liability. In addition to IDEA, Title II of the American's with Disabilities Act of 1990 (ADA) and Section 504 of the Rehabilitation Act of 1973 (Section 504) also prohibit school districts from discriminating against students with disabilities. Employing traditional legal research methods, this paper examines the legal issues surrounding the bullying and harassment of students with disabilities. Legal cases involving disability-based harassment under the IDEA, the ADA, and Section 504 will be coded to determine implications for schools leaders. It is hoped that school leaders will gain a better perspective on disability law and their school's antibullying/harassment policy in order to minimize litigation and more importantly to provide a socially just public schooling environment for all students.

The Wolf in Sheep's Clothing: Student Harassment Veiled as Bullying

The U.S. Department of Education, individual states, and the media are focused on the need for schools to adequately address and alleviate bullying. School districts face lawsuits for failing to adequately protect students from bullying and harassment, as in the recent case resulting in the suicide of Phoebe Prince (Moreno, 2011). Phoebe was an immigrant from Ireland and committed suicide after being “bullied” at school. Her school was aware of the “bullying” and did not effectively intervene. There seems to be a pandemic issue with how schools choose to respond to bullying. It seems that “bullying” has become a term to soften the misconduct that is often occurring—harassment. Federal law specifically mandates that certain behaviors that create a “hostile and offensive” (Title XXVIIII, CFR §1604.11) environment are harassment, yet the nation and its schools continue to mislabel harassment as bullying, much like the wolf donning sheep's...

Think globally, act locally: understanding sexual harassment from a cross-cultural perspective

Sexual harassment in medical education has been studied in the Americas, Europe and Asia; however, little is known about sexual harassment in Middle Eastern cultures. Our initial aim was to describe the sexual harassment of female doctors-in-training by male patients and their relatives in Turkey. During our analysis of data, we expanded our objectives to include the formulation of a framework that can provide a theoretical background to enhance medical educators' understanding of sexual harassment across cultures. Questionnaires were provided to female resident doctors. Respondents were asked about their experiences of sexual harassment, about their reactions and about any precautionary measures they had used. Descriptive statistics were generated using SPSS software. Qualitative data were analysed using content analysis. Forty-nine (51.0%) of 96 distributed questionnaires were completed. Thirty-three (67.3%) participants stated that they had been sexually harassed by a patient or patient's relative at some point in their career. 'Gazing at the doctor in a lewd manner', selected by 25 (51.0%) participants, was the most common form of harassment. The methods of coping selected by the highest numbers of respondents involved seeking the discharge of the patient (24.2%), avoiding contact with the patient or relatives (24.2%) and showing rejection (21.2%). Participants' comments about the prevention of sexual harassment revealed a deep sense of need for protection. The interface between quantitative and qualitative findings and a review of the literature supported the development of a value-based, cross-cultural conceptual framework linking the valuing of hierarchy and conservatism with the occurrence of sexual harassment. We relate our findings to issues of patriarchy, power and socio-cultural influences that impact both the perpetrator and the target of sexual harassment. Medical educators are responsible for the control and prevention of sexual harassment of students. The globalisation of medical education requires that medical educators use a multi-cultural approach which considers socio-cultural influences and the diversity of female and male students' actions and perceptions of sexual harassment.

Determination of levels of harassment of students on the set of educational achievements discipline "Mathematics for Economists"

It is developed and proved to practical realization of procedure of determination of levels of solicitations on the plural of educational achievements of students certain on the 100-ball scale of evaluation of knowledges, by the analysis of first pokhіdnoi from analytical description of the proper functions of utility. The individual functions of utility, built by 120-ма students-economists during the study of educational discipline of «Mathematician for economists», succeed to be described by the polynomial of the third degree. It is discovered that only for 10% students (all of them feed by the basic dominant of educational activity a «weakness to the risk») the proper quadratic equalizations have actual roots. Thus their size causes the deep doubting in relation to accordance to the concept «level of solicitations», as less, even the generally accepted criterion of academic progress, set in a 100-ball scale for an estimation «satisfactorily». Other ways are drawn for the construction of functions of utiliy and determination of levels of solicitations of students.

Disability Harassment Observed by Teachers in Special Education

The occurrence and impact of disability harassment of students in special education apparently have a low priority for official policy makers and education administrators. Literature on policies of generic school bullying, one state's prohibition of pupil harassment, and a federal memorandum of school-based disability harassment are reviewed. The purpose of this preliminary study is to investigate observed occurrences of harassment of students with disabilities based on 15 specific types of harassment conduct and explore potential policy implications of such conduct. Ninety special education teachers from a large public school district reported on their direct observations of harassment of their students. The most frequently reported types that occur “many times” in rank order include epithets, slurs, mimicking, mockery, and staring. Overall, 96.7% of the participants report that they observed more than one incident of these types of school-related disability harassment conduct. Implications, study limitations, and recommendations for research and policy are discussed.

Creating and Maintaining Safe College Campuses: A Sourcebook for Evaluating and Enhancing Safety Programs (review)

Reviewed by: Creating and Maintaining Safe College Campuses: A Sourcebook for Evaluating and Enhancing Safety Programs Jim Rund Creating and Maintaining Safe College Campuses: A Sourcebook for Evaluating and Enhancing Safety Programs. Jerlando F. L. Jackson and Melvin Cleveland Terrell (eds.). Sterling, VA: Stylus, 2007, 286 pages, $24.95 (paperback) In Creating and Maintaining Safe College Campuses: A Sourcebook for Evaluating and Enhancing Safety Programs editors Jackson and Terrell tackle the complex issues of safety at America's multiple and diverse college campuses. They note the significance of institutional type, location, and student composition in shaping the campus environment and the influence these factors have on developing a safe campus environment. This is an extraordinary undertaking (to address standards of safety while acknowledging and accounting for institutional difference), but the editors and respective authors of the 14 chapters of this work do justice to the task. Following the outline of the book's intent as iterated by the editors Jackson and Terrell (with Heard) in chapter 1, they begin with Ceglarek and Brower's analysis of high-risk drinking. This chapter moves well beyond the normative work on college drinking by noting the secondary and tertiary impacts of excessive [End Page 265] alcohol consumption. The authors also offer insight into the context of the environment noting how municipal law enforcement, local culture, and institutional values play a role in shaping student behavior and informing strategies for intervention and improvement. The authors analyze both licensed and nonlicensed settings and offer best practices for others to adopt. Cole, Orsuwan, and Sam take a careful look at violence and hate crimes on campus and profile both perpetrators and victims, offering insights into each. These are key observations for university administrators when considering the circumstances on one's own campus and why the composition of the student body may not be well served by conventional approaches to hate crimes. The authors offer empirical evidence measuring the impact of discrimination and harassment of students at a minority serving institution and its corresponding impact on student satisfaction and success. These are key insights for student affairs administrators. In chapter 4, the long standing issue of student hazing is addressed by Kimbrough in a comprehensive and thoughtful review that includes strategies for improvement. Key in this review is Kimbrough's observation that students who are not affirmed in the larger student community, often students of color, are yet further neglected when they fall victim to hazing. Kimbrough offers a call to action for student affairs administrators to recognize the destructive nature of hazing as a crisis and encourages consistent and decisive action to eliminate it. Chapters 5 and 6 offer thoughtful observations and insightful critiques of how two communities of students fare within the larger campus culture. Rankin, Millar and Matheis provide a comprehensive overview of the circumstances facing LGBTQA students including useful theoretical paradigm by Palmer and a reflective philosophical frame-work by Roper that would serve administrators well to employ. Student identity and authenticity is paramount to personal success and administrators have both the responsibility and the capacity to nurture and embrace these fundamental traits while building a community of the whole. Likewise women, despite being the largest demographic group on nearly every college campus, face a range of environmental circumstances that not only endanger personal safety but create a perilous environment for personal well-being and individual achievement. Disenfranchised students are by definition more vulnerable to victimization and O'Callaghan makes a compelling case for women students in this regard. Student affairs administrators who believe they are well versed and familiar with the issues facing today's female students are advised to refresh their knowledge and consider O'Callaghan's recommendations to improve campus safety for women. Institutional context is paramount in understanding the complexities of campus safety as Dukes and Harris so effectively note in their chapter 7 description of community college campus safety. Balancing the mission of community connectedness and the value of openness creates a challenging circumstance for community colleges. Campus administrators are reminded by Dukes and Harris of their responsibility to students, the institution and the community at large and are urged to be vigilant in their cause. These words...

In the age of professionalism, student harassment is alive and well

In the age of professionalism, student harassment is alive and well