Gender,Pubertal Development,and Peer Sexual Harassment Predict Objectified Body Consciousness in Early Adolescence

Objectified body consciousness (OBC)—the tendency to view one's body as an object for others to look at and evaluate—is theorized to emerge during sexual maturation as adolescents, particularly adolescent girls, experience sexual objectification. Although OBC generally is discussed in developmental terms, research so far has examined primarily the experiences of undergraduates and adults. Our goal in this study was to examine early adolescent experiences with OBC and to explicitly test the idea that OBC is linked to experiences of sexual objectification, such as peer sexual harassment, that early adolescents face as their bodies reach maturity. We tested several structural models of OBC and its relation to puberty, peer sexual harassment, and negative body experience. The prevailing model supported OBC theory's premise that pubertal development and peer sexual harassment increase adolescent girls' tendency toward self-surveillance, which in turn leads to greater body shame. Several pathways in the model were not significant for boys.     

"We are not aliens, we're people, and we have rights." Canadian human rights discourse and high school climate for LGBTQ students

Canadian law protects people from discrimination on the grounds of sexual orientation, but our public schools do not fulfill their ethical and legal obligations where sexual and gender minority youth are concerned. This article reports on a national survey study on homophobia and transphobia in Canadian high schools. Participants (n = 3,607) were questioned about school climate, harassment, school attachment, and institutional interventions. We found that schools were neither safe nor respectful for sexual and gender minority students, and we argue that ongoing exposure to this situation undermines students' respect for the Charter of Rights and their faith in adults.     

Hostile home environment predicting early adolescent sexual harassment perpetration and potential school-related moderators

Using family systems theory, this longitudinal study of middle school youth examined the effects of abuse, family conflict, and sibling aggression on sexual harassment perpetration (N = 1563; M_age 11.2, 51% boys; 39% Hispanic, 29% Black, and 19% White). Boys reported more sexual harassment than girls; perpetration increased for both. The association between a hostile home environment and sexual harassment perpetration was moderated by school experiences. School belonging buffered effects of hostile home environment on baseline sexual harassment perpetration for boys who experienced abuse and White adolescents with high sibling aggression. Academic grades moderated change in perpetration over time, but effects differed by sex and race. It is important to understand how early violence exposures relate to sexual violence perpetration during early adolescence.     

Taking Over the School: Student Gangs as a Strategy for Dealing with Homophobic Bullying in an Urban Public School District

SUMMARY

This article discusses the African American lesbian gang, DTO (Dykes Taking Over), as an example of a student-initiated strategy for dealing with homophobic bullying in an urban American school district. A series of alleged incidents of same-sex sexual harassment by gang members on heterosexual students illustrate how lesbian/bisexual threat was used by these women to re-establish a power differential after they experienced bullying based on their sexuality and gender expression. A series of alleged incidents of same-sex sexual harassment by gang members on female heterosexual students illustrate how gay/bisexual threat was used by these women to re-establish a power differential after they experienced bullying based on their sexuality and gender expression. This article considers how these students were reacting, perhaps preemptively and in retaliation, to homophobia in their schools, particularly from their peers, forming gangs and using same sex sexual harassment of other students as a weapon against homophobia and a means by which they could assert themselves in their masculinities, not unlike their male peers who experience same sex bullying and/or harassment and use anti-female sexual harassment to assert their masculinity. Intersections of gender, race, ethnicity, class, and sexuality frame several major questions that arise from these considerations, including: Might their masculinities be uniquely related to their performances of bullying? (How) could homophobic bullying be framed with sexual harassment in both policy and practice? Would this framing benefit or harm students who are bullied? How would/does that change the way we can handle it in schools (i.e., school policies), if at all? Implications for school-based practitioners are discussed with regard to how these students' behavior might be the result of a lack of programs and services available for LGBTQ and same gender loving youth both in and after school.     

Gender and multiple forms of peer victimization: how do they influence adolescent psychosocial adjustment?

This study explores the relationship among multiple forms of peer victimization (e.g., direct physical/verbal, relational, and sexual harassment) and psychosocial adjustment among urban students and uses cluster analysis to identify subgroups of victims. Students in sixth, seventh, and eighth grade completed self-report surveys about their psychosocial adjustment, peer victimization experiences, and the gender of the other person involved. Results reveal that both physical/verbal victimization and sexual harassment were related to internalizing behavior, and sexual harassment was related to externalizing behavior. Cluster analysis revealed preliminary subgroups of victims. In addition, being victimized by a boy was more strongly related to behavior problems for both boys and girls than the experience of being victimized by a girl. Results suggest that the gender of perpetrators and victims should be considered, and there is a need to include sexual harassment in the study of peer victimization when developmentally appropriate.     

School and Community Service Providers' Perspectives on Gay,Lesbian and Questioning Bullying

ABSTRACT

Existing literature details many forms of harassment against sexual minority youth, including those behaviors that are present in schools. School and community service providers, such as counselors and psychologists, often witness first-hand the bullying that occurs in schools. Through their direct contact with sexual minority youth, they remain knowledgeable of current school environments facing these youth. Their perspectives on bullying of this population, however, are lacking. Sixteen school and community service providers participated in face-to-face, in-depth interviews regarding their perceptions and observations of general bullying and specific bullying of GLBTQI youth. The principles of grounded theory are used to analyze the data, which resulted in themes on bullying of GLQ youth. Results on these themes are presented in six main categories: Types and Locations of Bullying, Characteristics of Victims, Characteristics of Bullies, Effects of Bullying, Victim Response, and “Non-Targets.” The perspectives of the service providers give support for existing literature on the nature of bullying of sexual minority youth, and provide anecdotal information on victim approaches seen to be effective at combating or preventing sexual minority bullying.     

Risk Factors of Sexual Harassment by Peers: A Longitudinal Investigation of African American and European American Adolescents

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 Sound of Silence

Abstract

In spite of professional association leadership, public schools have been reluctant to accept responsibility for protecting sexual minority students against acts of harassment and discrimination. Study results show attitudes of students and educators toward homosexual youth have changed little over the past ten years. It is proposed that active involvement of educators in the creation of safe and supportive environments for gay and lesbian students is no longer optional due to recent court decisions. Problem areas and suggestions for developing gay supportive school environments are provided.     

Understanding types,locations, & perpetrators of peer-to-peer sexual harassment in U.S. middle schools: A focus on sex,racial, and grade differences

This study employed a mixed-method design to examine sexual harassment victimization among American middle school youth (grades 5–8). Students completed a self-report measure of sexual harassment victimization and indicated where sexual harassment occurs in their school. They responded to open-ended questions about the most upsetting incident they experienced and identified characteristics of perpetrators (N = 858). Verbal victimization (e.g., unwanted sexual commentary and homophobic name-calling) was more frequent than physical victimization and sexual assault. The types of sexual harassment experienced and the perpetrators varied by sex, race, and grade level. Sexual harassment occurred most frequently in hallways, followed by classrooms, gym locker rooms, gym class, lunch room, and outside of the school. The most upsetting unwanted incidents included (1) verbal - homophobic language; (2) verbal - sexual commentary and sexual rumor spreading; (3) physical – being touched; (4) pulling down pants; (5) being sexually assaulted; and (6) dismissiveness of victimization. Girls reported other boys as perpetrators; whereas, boys reported their perpetrators as other boys and close friends. For African-American students, perpetrators were identified as older and romantic partners. For White students, perpetrators were reported as same-age peers and friends. Understanding and recognizing what constitutes sexual harassment and where it most commonly occurs among early adolescence is critical to preventing sexual harassment into late adolescence.     

Socialization Influences on Early Adolescents' Cognitive Susceptibility and Transition to Sexual Intercourse

This study examined the relationship between perceived socialization from parents, school, peers, and media and adolescents' cognitive susceptibility to initiating sexual intercourse and transition to intercourse 2 years later. Baseline and follow‐up in‐home Audio‐Computer Assisted Self Interview surveys were completed by 854 Black and White male and female adolescents who, at baseline, were 12–14 years old and had not engaged in sexual intercourse. Results showed that stronger connections to parents and schools and less exposure to permissive sexual norms from peers and media were associated with less susceptibility and sexual behavior, especially among White adolescents. Susceptibility mediated 38–64% of the relations between parent and school socialization and sexual intercourse behavior, and mediated 28–53% of the peer and media socialization links to behavior. Findings provide support for social cognitive models of adolescents' behavior and suggest potential strategies for successful interventions to delay initiation of sexual intercourse.     

The Slut-Shaming Instrument: Preliminary validation,correlates, and links with psychological distress among adolescent girls

Despite social awareness of the problem of slut-shaming for adolescent girls, no existing measure captures this construct. Using data from a sample of 202 girls from Québec, Canada (ages 14–17; 68% White), preliminary validation is provided for the Slut-Shaming Instrument, a seven-item measure of negative peer experiences related to being perceived as too sexually active, sexualized, or flirtatious. The measure showed strong psychometric properties including good reliability and factor structure, expected associations with daily experiences of slut-related victimization and sexual harassment, and links with number of sexual partners and other forms of peer victimization. Slut-shaming was associated with distress accounting for these other forms of victimization (including sexual harassment), suggesting the pertinence of addressing this type of gender-based victimization.     

The Trajectories of Adolescents' Perceptions of School Climate, Deviant Peer Affiliation, and Behavioral Problems During the Middle School Years

This longitudinal study examined trajectories of change in adolescents' perceptions of four dimensions of school climate (academic support, behavior management, teacher social support, peer social support) and the effects of such trajectories on adolescent problem behaviors. We also tested whether school climate moderated the associations between deviant peer affiliation and adolescent problem behaviors. The 1,030 participating adolescents from 8 schools were followed from 6th through 8th grades (54% female; 76% European American). Findings indicated that all the dimensions of school climate declined and behavioral problems and deviant peer affiliation increased. Declines in each of the dimensions were associated with increases in behavioral problems. The prediction of problem behavior from peer affiliation was moderated by adolescents' perceptions of school climate.     

Sexual Harassment,Psychological Distress,and Problematic Drinking Behavior Among College Students: An Examination of Reciprocal Causal Relations

Sexual harassment on college campuses is a frequent occurrence and serious public health concern. Victims of sexual harassment are at risk for many possible negative health consequences. In addition, certain psychological distress symptoms and/or alcohol use may put individuals at increased risk of being victims of sexual harassment. Data from more than 2,000 college students in the Midwestern United States were used to examine reciprocal causal effects of the relations between (a) experiencing sexual harassment and alcohol use and (b) experiencing sexual harassment and psychological distress symptoms, specifically depression and anger/hostility. Analyses were conducted separately for sexual harassment which occurs at school and which occurs in college students’ workplaces, and also separately for men and women. Results of cross-lagged panel models showed that there were reciprocal causal effects between sexual harassment and alcohol problems, depression, and anger. Discussion focuses on the overall patterns of results as well as the nuances within these findings.     

Teen Dating Violence,Sexual Harassment,and Bullying Among Middle School Youth: Examining Measurement Invariance by Gender

This study investigated measurement invariance by gender among commonly used teen dating violence (TDV), sexual harassment, and bullying measures. Data were collected from one cohort of seventh‐grade middle school students (N = 754) from four schools. Using structural equation modeling, exploratory and confirmatory factor analyses assessed measurement models and tested measurement invariance by gender for aggression measures. Analyses invoked baseline data only. Physical and psychological TDV perpetration measures achieved strict measurement invariance, while bullying perpetration demonstrated partial strict invariance. Electronic TDV and sexual harassment perpetration achieved metric/scalar invariance. Study findings lend validation to prior and future studies using these measures with similar populations. Future research should increase attention to measurement development, refinement, and testing among study measures.     

The Sexual Maltreatment of Students with Disabilities in American School Settings

This study presents results from the first nationwide survey of students with disabilities who were sexually maltreated in American schools. The Web survey results, which were mostly provided by caregivers, parents/guardians, and professional advocates, illuminate the types of sexual maltreatment committed, the characteristics of the victims and the abusers, where in the school setting the maltreatment occurred, the manner in which the maltreatment was reported, and the school’s response to the maltreatment. More than two-thirds of the maltreated students experienced at least one form of contact sexual maltreatment, and fully 35% of all incidences of maltreatment occurred more than 10 times. The majority of the incidences of maltreatment were committed by school personnel.     

The Characteristics of Child Sexual Abuse in the School Environment in Turkey

School may represent a protective factor, boosting the mental health of the student body, while also representing a risk factor that heightens the potential for mental health problems. The present study aims to identify the individual and familial characteristics associated with the incidents of child sexual abuse (CSA) in Turkey’s school environment. The incidents involving school-related CSA constituted 5.6% (N = 125) of 2,238 cases. The following was discovered: an adult committed the majority (64%) of CSA in the school environment; most adult perpetrators were teachers (62.5%). This study determined that the perpetrators manipulated the victims via methods that included physical abuse (11.2%), threats (19.2%), tricks/deception (15.2%), and taking photographs/videos with sexual content (3.2%); and CSA incidents involved intercourse (15.2%); and almost three-quarter of the victims of CSA in the school environment reported the incident late. This study indicates that peer perpetrators abuse younger victims and a greater proportion of male victims relative to adult perpetrators. In light of these findings, school security must be improved, especially in public schools, and trainings aimed at preventing bullying and sexual abuse (SA) should be given to all school staff, students, and parents.     

Lifestyle, harassment at work and self-assessed health of female flight attendants, nurses and teachers

Health-related lifestyle, harassment at work, and self-assessed health of female flight attendants in comparison to that of female nurses and female primary school teachers were surveyed. A higher proportion of flight attendants than nurses or teachers were smokers, 26% vs. 15% and 17% respectively; and consumed alcohol at least once a week, 40% vs. 21% and 16%. Repeated sexual harassment at work was more common among the flight attendants, 31% vs. 8% and 4%; whereas bullying, physical violence and threats were less prevalent among the flight attendants (12%) than among nurses (19%). Flight attendants were on average somewhat taller, but weighed on average less, 63.8 kg vs. 72.4 kg and 72.7 kg respectively. Repeated exposure to sexual harassment, bullying, violence and threats was related to less physical and psychological well-being in all the groups. Teachers scored on average significantly lower than did the flight attendants on general health and physical well-being, while nurses did not.     

“No One Talked About It”: Social Work Field Placements and Sexual Harassment

ABSTRACT

Increasing student safety is an important part of Title IX compliance for colleges and universities. Sexual harassment is an all too common experience for college students, although little is known about incidences in social work field placements. The extent of training and preparation received by students from social work program and field instructors is also unknown. This study explores the extent of training and knowledge about sexual harassment in social work field placements from a sample of 535 BSW and MSW students. Only 51% of social work students received training about sexual harassment, with 21% receiving training from their school’s field office. Participants who had received training felt more prepared to address safety concerns in field. Implications for social work education are discussed.     

Bullying,sexual harassment and happiness in residential children's homes

Much is now known about bullying and, to some extent, sexual harassment in settings such as schools. In residential children's homes, however, the two remain disturbing features of institutional life. This is a particular cause for concern as many of the residents in these homes, given their troubled backgrounds, are at greater risk of becoming victims of perpetrators. This article looks at the incidence and effects of these related maladies within the context of a wider study involving 223 children in 48 residential homes in five local authorities. The study found that fellow residents, rather than staff, were the main sources of physical and sexual abuse. Both bullying and harassment (actual and attempted) were strongly associated with the widespread misery reported by many residents. Copyright © 2000 John Wiley & Sons, Ltd.     

School social work with gay,lesbian and bisexual students: The case of Fairfax County

Teenagers who are coming to terms with their sexual orientation are a high-risk population in terms of substance abuse and suicide. They are often in need of counseling, especially when the school climate is hostile towards lesbian, gay and bisexual (LGB) students. School officials in Fairfax County, Virginia, are reluctant to address the issue of sexual orientation, and school social workers must abide by the policies of the school. Community resources for LGB teenagers are scarce in this affluent county. It is the author's opinion that school social workers have an obligation to be advocates for oppressed populations, including GLB youth, and should take a leading role in promoting a climate of safety, acceptance and freedom from harassment.