Sexual Harassment of Women Graduate Students: The Impact of Institutional Factors.

Autor/inn/en	Fuehrer, Ann; Schilling, Karen Maitland
Titel	Sexual Harassment of Women Graduate Students: The Impact of Institutional Factors.
Quelle	(1987), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; College Environment; College Faculty; Equal Education; Ethics; Females; Graduate Students; Higher Education; Mentors; Power Structure; Sex Differences; Sexual Harassment; Student Needs; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Hochschulumwelt; Fakultät; Ethik; Weibliches Geschlecht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sex difference; Geschlechtsunterschied; Sexuelle Belästigung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Sexual harassment is one concern of women graduate students in community psychology programs. When a sexual relationship exists between male faculty and female students, the distribution of power reflects the subordinate status of women and the dominant position of men. Many studies have documented the negative consequences of sexual contact between faculty and students. Walker, Erickson, and Woolsey (1985) suggest three sets of ethical issues raised by such contact: (1) unwanted sexual advances limit the victim's ability to choose when and with whom she will have a sexual relationship; (2) sexualization of a professional relationship interferes with mentoring; and (3) the mentor abuses his power to obtain personal gratification. Sexual harassment within academia may be understood within a framework which suggests that competing moralities are likely to perpetuate such behaviors. A lack of understanding between men and women about what a common set of behaviors means and a difference in perspectives on the role of relationships in the work environment may result in conflict. Community psychology programs can create an environment compatible with the needs of women students by recognizing faculty responsibility to provide equal opportunity to female graduate students in a climate free from sexual intimidation and by calling on universities to foster an empowering climate for these students. (NB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01