Losing Confidence and Networks as an Impact of Staff/Faculty-Student Sexual Harassment: Quantitative Findings From the UK.

IF 2.6 3区 心理学 Q1 CRIMINOLOGY & PENOLOGY
Anna Bull, Alexander Bradley
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Abstract

Sexual misconduct perpetrated by faculty/staff in higher education can have severe and long-lasting impacts. This study reports on a survey of 1,768 current and former students in U.K. higher education carried out in 2018, of whom 734 had experienced at least one incident of sexual misconduct. Sexual misconduct was measured by questions on sexual conduct from faculty/staff that aimed to establish whether a sexualized environment existed rather than asking whether behaviors were unwanted. Within this sample, 734 had experienced a sexualized environment from faculty/staff. They were asked to self-assess the impacts this had on them, and 34% reported that they had been negatively impacted by this conduct. The most common impacts were loss of self-confidence; mental health problems; professional relations being damaged; loss of confidence in academic work; and avoiding parts of campus, each experienced by 14% to 18% of this sample. Items that measured academic disengagement such as missing contact hours or dropping/changing a module were also impactful for a minority of respondents, in line with existing literature. The article discusses two impacts that are underexplored in previous research on sexual misconduct in academia: the ability to network; and self-confidence. First, our study indicates that there are significant impacts of sexual misconduct on students' ability to network and build professional relationships. However, existing studies on this topic have not discussed sexual misconduct as a barrier to networking. Second, the study reveals that, among this sample, loss of confidence was the most common impact of being subjected to sexual misconduct. This supports Gill and Orgad's theorization of the "confidence culture," a trend among popular and corporate gender equality discourses that exhorts women to develop their confidence, obscuring the structural reasons for women's lower confidence; our findings show that sexual misconduct is one of these reasons.

失去信心和网络作为员工/教师-学生性骚扰的影响:来自英国的定量研究结果。
在高等教育中,教职员工的不当性行为会产生严重而持久的影响。本研究报告了2018年对英国高等教育的1768名在校生和前在校生进行的一项调查,其中734人至少经历过一次不当性行为。性行为不端是通过教师/员工的性行为问题来衡量的,这些问题旨在确定是否存在性化的环境,而不是询问行为是否不受欢迎。在这个样本中,有734人经历过来自教职员工的性别化环境。他们被要求自我评估这对他们的影响,34%的人报告说他们受到了这种行为的负面影响。最常见的影响是丧失自信;精神健康问题;职业关系受损;对学术工作失去信心;并且避开校园的某些部分,这些样本中分别有14%到18%的人经历过。与现有文献一致,衡量学业脱离的项目,如缺少联系时间或放弃/更换模块,对少数受访者也有影响。本文讨论了学术界先前对性行为不端的研究未充分探讨的两个影响:网络能力;和自信。首先,我们的研究表明,性行为不端对学生建立网络和建立专业关系的能力有显著影响。然而,关于这一主题的现有研究并没有讨论不当性行为是建立关系网的障碍。其次,研究表明,在这些样本中,失去信心是遭受不当性行为最常见的影响。这支持了Gill和Orgad的“自信文化”理论,这是一种流行和企业性别平等话语的趋势,鼓励女性发展自信,掩盖了女性缺乏自信的结构性原因;我们的研究结果表明,性行为不端是其中一个原因。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
6.20
自引率
12.00%
发文量
375
期刊介绍: The Journal of Interpersonal Violence is devoted to the study and treatment of victims and perpetrators of interpersonal violence. It provides a forum of discussion of the concerns and activities of professionals and researchers working in domestic violence, child sexual abuse, rape and sexual assault, physical child abuse, and violent crime. With its dual focus on victims and victimizers, the journal will publish material that addresses the causes, effects, treatment, and prevention of all types of violence. JIV only publishes reports on individual studies in which the scientific method is applied to the study of some aspect of interpersonal violence. Research may use qualitative or quantitative methods. JIV does not publish reviews of research, individual case studies, or the conceptual analysis of some aspect of interpersonal violence. Outcome data for program or intervention evaluations must include a comparison or control group.
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