Passing the Trash: Absence of State Laws Allows for Continued Sexual Abuse of K–12 Students by School Employees

ABSTRACT

“Passing the trash,” enabling teachers who sexually abuse students to pursue another job with no record of their sexual misconduct, is common practice for K–12 school district administrators who fear legal liability and tarnished reputations. The “Prohibition on Aiding and Abetting Sexual Abuse” provision in the United States Every Student Succeeds Act (ESSA) of 2015 aims to eliminate passing the trash. This study explores states’ progress toward developing and implementing relevant law and policy to comply with the provision. Researchers collected data from representatives of state departments of education, asking whether representatives were aware of the provision and what progress their state had made toward complying with it. Overall, researchers found that just four states had fully complied; several others were in the process of creating relevant policy and legislation and a few began the process in response to researchers’ queries. However, the overwhelming majority of states—39—had no plans to create relevant legislation or policy, either because they were unaware of the provision or because they believed, erroneously, that existing laws fulfilled the ESSA mandate. Passing the trash is clearly an unacceptable practice, yet research suggests it still occurs, and state-level laws and policies to prevent it are slow to emerge. The lack of knowledge or awareness exhibited by many state representatives suggests a need to educate policymakers and education leaders about what aiding and abetting sexual offenders consists of, what consequences it can have for vulnerable students, and what provisions states can enact to prohibit it.     

A Standard of Care for the Prevention of Sexual Misconduct by School Employees

ABSTRACT

This article describes the development of a standard of care for the prevention of adult to student sexual abuse in pre K-12 schools. Standard of care is not a phrase often used in educational practice, and yet, it is a legal concept that may be useful for school administrators. A sample of administrators, child sexual abuse specialists, and attorneys with experience in school employee sexual misconduct responded to 101 items that the literature indicates should be included in a standard of care. There was agreement on 94 of these items by sample participants. Categories of the standard of care were policies, hiring process, hiring screening, hiring interview, training, and reporting. Where there was disagreement by role of respondent, attorneys, child sexual abuse specialists, or both rated the item as more important for inclusion than did administrators.     

Returning to sexual stigma: post‐trafficking lives

This article is concerned with returning to sexual stigma in two key respects. First, it prompts a return to the conceptual understanding of sexual stigma and makes an important contribution to critiques of the individualized frameworks that have dominated much of the literature on stigma to date, through a critical analysis of sexual stigma as a collective process at different scales and locations. Second, using empirical data from a qualitative study of post‐trafficking experiences of women in Nepal as a case study to develop theoretical understandings of the production of stigma, it explores modalities of sexualized stigma encountered on return from trafficking situations. Within the trafficking literature there has been very little attention to what happens after trafficking. This article addresses this gap in focusing on lives post‐trafficking and, in addition, contributes to the limited research on trafficking in Nepal.     

Quasi-experimental evaluation using confirmatory procedures: A case study of an economic and social empowerment intervention to reduce girls’ vulnerability to HIV in rural Mozambique

PurposeOur goal was to determine whether an economic and social empowerment intervention implemented in Zambézia Province, Mozambique reduced girls’ vulnerability to HIV. We use this experience to discuss challenges of evaluating real-world interventions.MethodsTwo rounds of data were collected from 885 girls, 13–19 years, for this clustered, non-equivalent (two-stage) cohort trial. We used multi-level exact matching and difference-in-differences estimation to estimate intervention effects on two outcomes: girls’ knowledge of gender-based violence and school attendance.ResultsEstimates of two outcomes analysed indicated no statistically significant intervention effects. Preliminary analysis of data from the intervention group revealed this study was unable to obtain accurate measures for five outcomes related to HIV vulnerability.ConclusionsAlthough our study did not find evidence of impact on the a priori selected outcomes, we report on our experience implementing this robust methodologic design and describe how the challenges encountered in this program setting affected our ability to attain results. We recommend prospective evaluation designs with random allocation be accommodated early during planning. When not possible, quasi-experimental studies should collect data from large samples. To reduce measurement bias, biological endpoints such sexually transmitted infections should serve as primary outcomes for programs intending to reduce sexual behaviors.     

Explicit Verbal Sexual Consent Communication: Effects of Gender,Relationship Status,and Type of Sexual Behavior

Objectives: College students believe that they are supposed to be explicit and verbal in their sexual consent communication. We examined various contexts to determine when sexual consent is likely to be communicated explicitly and verbally. Method: We surveyed U.S. college students’ (n?=?707) sexual consent communication. Results: We identified contexts when explicit verbal consent cues are less likely—when the person is a woman, when the sexual relationship is casual, and when the sexual behavior is not vaginal-penile intercourse. Conclusions: If sexual consent is contextual, that means communicating consent should not ever be taken for granted.     

Sexual Strategies Across Sexual Orientations

Abstract

The psychological intersection of biological sex, personality, and sexual orientation represents a unique prospect for investigating the evolution of human mating strategies. Evolved sex differences in human psychology may encounter different mating environments within homosexual and heterosexual contexts. The personality traits of homosexuals, if different from heterosexuals, may influence human mating dynamics in revealing ways. In the current study, 5,310 men (5,083 heterosexuals, 131 homosexuals, and 96 bisexuals) and 7,589 women (7,240 heterosexuals, 143 homosexuals, and 206 bisexuals) across four major world regions completed personality and sexuality self-report surveys. Consistent with previous research, sociosexual behavior (e.g., number of one-night stands) and personality traits (e.g., masculinity and openness to experience) varied across sexual orientation. In addition, personality traits were predictably related to sociosexual behavior. However, variability in personality traits did not account for the observed differences in sociosexual behavior across sexual orientation.     

农村智障女性的婚姻获得与权益缺失 ———对河北省X县两村的田野观察

文章对河北省x县两个农村社区中智障女性的婚姻生活案例进行了分析,揭示了农村智障女性婚姻的特征及存在的问题：男性挤压的农村婚姻市场在为智障女性的婚姻获得创造条件的同时使女性面临着更多性侵害的风险;在家庭主导的婚姻建立中,智障女性失去了婚姻自主权,与配偶难以建立亲密的夫妻关系,情感需求被严重忽视。农村智障女性的婚姻获得并不意味着残疾人婚姻权益的实现和保障,相反,她们的婚姻受到了社会人口结构的深层影响和家庭的强力干预,婚姻获得的背后暗含着女性权益缺失的巨大隐患。     

介入——试论丁玲的女性写作姿态雷水莲

丁玲是一位政治化了的女性作家,她始终致力于对女性命运的关注,并表现出对男性中心世界的挑战。在女性文本中表现出对外部世界的直接介入,其女性书写也逐渐向政治文本倾斜。女性意识由"莎菲期"的个人化向"莎菲后"的社会化转型。她随时势变化而调整文学创作的趋向,革命越深入,个人意识越是向人的类意识趋近。从而将女性解放的主题与其他各种斗争形式融合在一起。她是中国特殊政治环境下的一个典型。     

第二届“亚太地区性和生殖健康及权利”会议综述

2003年10月6-11日在泰国曼谷召开了第二届"亚太地区的性和生殖健康及权利"会议.会议围绕亚太地区的性和生殖健康进展、性观念和性行为、性和生殖健康权利、性和生殖健康的性别平等、性和生殖健康优质服务5个主题,就这些方面的现状、问题及其原因进行了交流和探讨.     

Confirmatory Validation Of The Factor Structure And Reliability Of The Sexual Risk Survey In A Large Multiuniversity Sample Of U.S. Students

Objectives: The Sexual Risk Survey (SRS) is a measure of sexual risk behavior designed to comprehensively assess sexual risk taking among college students and has been found to have good psychometric properties. However, the SRS was created and validated within a sample of U.S. Midwestern university students and the factor structure and reliability may differ in other samples. The current study expands on existing research by examining the factor structure and reliability of the SRS in a large, diverse archival data set and also provides a standardized approach to scoring the SRS. Methods: Archival data included in this study were collected from 2006 to 2013 from 5,496 university students in 16 different American academic institutions in 11 states. Results: Confirmatory factor analysis supported the original 5-factor solution described by Turchik and Garske (2009). In comparing mean subscale scores across demographic characteristics—age, gender, race/ethnicity, sexual orientation, and religion—a number of demographic differences were found, although most differences were small in magnitude. Internal consistency reliability for the total scale was .90, and subscale alphas ranged from .63 to .90 for the total pooled sample. Conclusions: The factor analysis supported the original five-factor scale and new information is presented regarding demographics differences. Scoring guidelines have been updated and information to assist researchers with the standardized scoring of the SRS is presented.