高校学生性骚扰神话与受害者指责游戏

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of International Students Pub Date : 2023-03-30 DOI:10.32674/jis.v14i2.5013

S. Okafor, N. Ekwealor, Ogechi Nkemjika, Ukamaka Anekeje, Ikem Ogechi, Adaobi Egbe

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引用次数: 0

摘要

本研究调查了尼日利亚东南部地区高等院校学生的性骚扰神话问题，以这些院校的男女本科生为研究对象。本研究以结构化理论为指导，采用问卷调查设计来管理研究和数据收集过程。采用适当的分类和统计来检查实质性变量与研究的关系。从调查结果来看，学生普遍接受性骚扰神话(72.3%/55.6%);性别解释了性骚扰神话1和2的4.9%/10.4%的差异，性骚扰神话1和2解释了学生报告性骚扰经历能力的0.98%/0.22%的差异。该研究得出结论，性骚扰神话的接受已经通过系统中压倒一切的父权结构嵌入到年轻人的意识中，具有基于性别的暴力和可持续发展的影响。

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Sexual Harassment Myths and Victims’ Blame Game among the Students of Institutions of Higher Learning

The study investigated the issue of sexual harassment myths among the students of higher institutions of learning in Southeast Nigeria region, focusing on the male and female undergraduates from these institutions as the study population. While the study was guided by Structuration Theory, survey design with questionnaire instrument was applied to manage the study and data collection procedure. Appropriate classification and statistics were applied to check the relationship of the substantive variables to the study. From the findings, there is a prevalence of acceptance of sexual harassment myths (72.3%/55.6%) among the students; gender explained 4.9%/10.4% variance of sexual harassment myths1&2, sexual harassment myths1&2 explained about 0.98%/0.22% variance of ability to report sexual harassment experience among the students. The study concludes that sexual harassment myths acceptance has been embedded in the consciousness of the youths through the overarching patriarchal structures in the system with gender-based violence and sustainable development implications.

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来源期刊

Journal of International Students EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.90

自引率

25.00%

发文量

审稿时长

30 weeks

期刊介绍： The journal publishes scholarly peer-reviewed articles on international students in tertiary education, secondary education, and other educational settings that make significant contributions to research, policy, and practice in the internationalization of education worldwide. We encourage the submission of manuscripts from researchers and practitioners around the world from a myriad of academic fields and theoretical perspectives, including international education, comparative education, human geography, global studies, linguistics, psychology, sociology, communication, international business, economics, social work, cultural studies, and other related disciplines. We are especially interested in submissions which mark a new and demonstratively significant advancement in research on international students on topics such as: Cross-cultural studies of acculturation, intergroup relations, and intercultural communication Career preparation, employability, and career outcomes of short- and long-term mobility Development of international student social networks Emerging trends related to the mobility of international students and scholars English-mediated instruction (EMI) and second language acquisition (L2) Experiences of globally mobile LGBTQ+ students and other student populations Geopolitical perspectives and policies related to international students and other immigrants seeking education Global learning involving diverse people collaboratively analyzing and addressing complex problems that transcend borders International faculty, teaching assistants, and postdoctoral researchers Multicultural, intercultural, and cross-cultural engagement New educational contexts that involve the use of emerging technologies and online learning International student experiences in transnational higher education providers and programs.