Comparing Sexual Harassment Subtypes among Black and White Women by Military Rank: Double Jeopardy, the Jezebel, and the Cult of True Womanhood

Autor/inn/en	Buchanan, NiCole T.; Settles, Isis H.; Woods, Krystle C.
Titel	Comparing Sexual Harassment Subtypes among Black and White Women by Military Rank: Double Jeopardy, the Jezebel, and the Cult of True Womanhood
Quelle	In: Psychology of Women Quarterly, 32 (2008) 4, S.347-361 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-6843
DOI	10.1111/j.1471-6402.2008.00450.x
Schlagwörter	Race; Sexual Harassment; Females; Military Personnel; Racial Differences; Psychology; Whites; African Americans; Emotional Response; Anxiety; Adults + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Sexuelle Belästigung; Weibliches Geschlecht; Rassenunterschied; Psychologie; White; Weißer; Afroamerikaner; Emotionales Verhalten; Angst
Abstract	Drawing upon feminist analyses of double jeopardy and the cult of true womanhood, we examine race, rank, sexual harassment frequency, and psychological distress for Black and White female military personnel (N= 7,714). Results indicated that White women reported more overall sexual harassment, gender harassment, and crude behavior, whereas Black women reported more unwanted sexual attention and sexual coercion; enlisted women reported higher rates of each subtype than officers. Black enlistees reported more sexual coercion than White enlistees, and enlistees reported more than officers, but there were no racial differences across officers. Black women reported more psychological distress following gender harassment than White women, and enlisted women reported more distress following gender harassment, unwanted sexual attention, and sexual coercion than officers. Although Black officers were less distressed at low levels of sexual coercion, as coercion became more frequent, their distress increased significantly, and at high levels, all groups were similarly distressed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10