By Judith Berman Brandenburg
Judith Brandenburg describes how faculties can confront sexual harassment inside their very own groups and the way they could turn into versions that train scholars to accommodate sexual harassment within the greater social atmosphere. as well as explaining the theoretical, psychosocial figuring out of sexual harassment, she supplies colleges and faculties the bases to conform with the legislation fast and successfully whereas constructing long term plans of motion. The ebook covers all academic degrees and offers precise concentration to sexual harassment taking place in the course of off-campus actions and to the matter of peer harassment. It publications the reader via present regulations, techniques and academic programmes from round the state, and lists case sudies in keeping with the author's genuine reviews. Concluding this paintings is an annotated advisor to print and media instruments for swap and thorough solutions to the 10 most commonly asked questions about sexual harassment and colleges, comparable to: how do i am getting my tuition to take the difficulty of sexual harassment seriously?; what are the hazards or attainable expenditures to the individual bringing a grievance of sexual harassment?; how can a college verify if it is being powerful in fighting sexual harassment and a adversarial setting? ; and the way will we restrict sexual harassment with out infringing on people's privateness and freedom?
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Additional info for Confronting sexual harassment: what schools and colleges can do
S. Merit Systems Protection Board, 1981). Those sexually harassed may report physical symptoms, including insomnia, appetite disturbance, and nausea, and emotional reactions, including feelings of humiliation, anger, helplessness, and depression (Crull, 1991; Gutek & Koss, 1993; Hanisch, 1996; Shoop & Hayhow, 1994). The entire community may be affected by the way that a school Page xiv responds to sexual harassment. Third parties not directly involved in an incident of sexual harassment are affected as well.
Educating to Raise Awareness 66 A Model Environment 67 Implementing Educational Strategies to Change Attitudes and Behavior 68 Components of an Educational Intervention on Sexual Harassment 71 Workshops and Presentations on Sexual Harassment 72 Case Studies for Educating to Prevent Sexual Harassment 73 Pre-Kindergarten 74 K-12 Cases 74 Higher Education Cases 78 Page ix Suggestions for Case Study Development 81 Conclusion 82 6. Developing Educational Strategies 83 Higher Education 83 Schools of Education 86 Preparing Educational Leaders 86 Working with Other Institutions 91 Middle and High School Levels 92 Early and Elementary School Levels 94 Considerations for Parent Education 95 Conclusion 96 Conclusions: Frequently Asked Questions About Sexual Harassment and Schools 97 Appendix A: Current State, Local, and Institutional Policies and Grievance Procedures on Sexual Harassment 103 Appendix B: Educational Resources-Organizations, Publications, Programs, and Curricular and Media Materials 127 Appendix C: Federal Organizations and Selected Laws Related to Sexual Harassment and Schools 147 References 155 Index 167 About the Author 174 Page xi Preface Work on the difficult and complex issue of sexual harassment is still evolving.
1 for a summary of selected sexual harassment studies that includes definitions, methodology, and incidence reported. The number of sexual harassment complaints filed underreports drastically the number of incidents. It is estimated that less than 10% of those sexually harassed file complaints (National Council for Research on Women, 1992). People hesitate to bring complaints, fearing embarrassment, difficulty proving their case, lack of support from colleagues, and reprisals. While variations in available studies make a single incidence level of sexual harassment illusive, a conservative estimate is that during their college and professional lives, at least 50% of women and 14% of men will experience sexual harassment.