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Query: How can we overcome sexual harassment in our schools?
Sexual harassment needs to be framed as a community issue and not as isolated incidents. A complex issue, sexual harassment becomes embedded in a culture of violence, one that condones normative gender bias and other forms of power abuses. Resolving the problem of sexual harassment in our schools requires honest self-insight, into the values that guide the organization. On a conscious level, most educators will recognize that sexual harassment does violate core concepts of social justice, yet patterns of violence and conflict are frequently unconscious and irrational. Conflict is subtle and often manifests below “conscious awareness,” (Holton, 1995, p. 79). Thus, formal policies are sometimes ineffective for addressing sexual harassment because they fail to uncover and deal with the underlying issues that are triggering the violent behavior.
To cultivate the values of social justice, educators need to create a culture of peace in their communities, beginning with their organizations (Reardon, 2001). A culture of peace ensures that sexual harassment is non-normative, and is socially sanctioned in ways that promote social justice and emotional intelligence. Sexual harassment can also be understood in part a product of unhealthy male socialization and unrealistic “myths of masculinity,” which may be insufficiently...
173). To overcome sexual harassment, it is necessary to have a frank discussion of the root causes of gender bias and male hegemony via constructive dialogues, storytelling, and forward-thinking processes of conflict resolution and organizational change. Discussions of male hegemony can and should be introduced into the curricula, to engage students in the process of resolving conflict and promoting a culture of peace.
Diagnosing the problem depends on identifying the triggers of any specific incidents, while also recognizing and tracking broader behavioral patterns. Triggers may be located in the organizational structure and culture itself. The structural relationships within an organization including degrees of authority, participation in decision making, nature of supervision, and sources of power can perpetuate violence—or alternatively, co-create peace (Holton, 1995). Conflict tends to increase with the size of the organization, so it is important for educators and administrators to be warier in larger institutions with more formal relationships, increased role ambiguity, increased specialization, and social fragmentation (Holton, 1995). Triggers could also be related to unconscious approval of stereotyping, or of gender biased activities and discourse in the classroom or in extracurricular activities.…
Sexual harassment is not something that has a sole effect on the accuser and the victim. This type of behavior has an influence on everything around them. Sexual harassment policies are put in practice to make sure there is a safe environment and lessen employer liability. There are approaches that can be performed in order to display the commitment that is from people in high places. With that said, this
Works Cited Anderson, Sherwood. (1919). Winesburg, Ohio. New York: B.W. Huebsch. Bartleby.com, 1999. 8 Jan. 2008 www.bartleby.com/156/. Dragan, Edward F. "Setting Boundaries for Sexual Harassment." School Administrator Dec. 2006: 53. Questia. 7 Jan. 2008 http://www.questia.com/PM.qst?a=o&d=5019026469. Duffy, Jim, Stacey Wareham, and Margaret Walsh. "Psychological Consequences for High School Students of Having Been Sexually Harassed." Sex Roles: A Journal of Research 50.11-12 (2004): 811+. Questia. 8 Jan. 2008 http://www.questia.com/PM.qst?a=o&d=5008171353. Lucero, Margaret a., Robert E. Allen, and
Under these circumstances, an ethical dilemma is born. Should society control its development or leave it to chance? And in the case that it should control it, which categories should it help? If the person in the above mentioned example is helped, we could assume that in a certain way, the person who was not helped because he or she already disposed of the necessary means, the latter one might
Gender Stratification in the Workplace The Experience of Gender in Gender-Biased Professions Ruth Simpson interviewed 40 males working in the female-dominated professions of primary school teachers, flight attendants, nursing, and librarians to better understand their experiences. Of those interviewed, only two found their career choice unsatisfactory and had plans to leave (356). The rest were glad they chose or stumbled upon their current career. Simpson contrasted the experiences of male flight attendants, nurses,
Gender Inequality in the Workplace Families, societies, workplaces, moreover the whole world at large is bubbling with inequality. Color, religion, ethnicity, age, financial status and mostly gender are the basis of this biasness. Families do not mingle with people outside their own community, they do not consider cross marriages. Societies look down upon lower statuses and the elite have their noses held high in the air where no conscience can reach.
Gender Equity in Education Taking the Field: Women, Men and Sports (Michael a. Messner) Chapters One, Two, Three & Five Women and men are clearly different, in ways far beyond mere physical composition, as Men are from Mars, Women are from Venus discusses in deep detail. But, the author (Messner, 2002) of Taking the Field: Women, Men and Sports also wonders: where children are from, how children "do gender," how the American Youth