Jamie Tyson

10-15-09

Research Paper

Sexual Harassment within Schools

Sexual harassment is often associated with the work place. What

people are unaware of is the commonality of sexual harassment within

schools. These schools are misleadingly referred to as a safe

environment for students and faculty. However, people are unaware of

the prominence of sexual harassment. The U.S. Equal Employment

Opportunity Commission (EEOC) defines Sexual harassment as

unwelcome sexual conduct that is verbal or physical. Most of the

young women and men don’t recognize their peers or teachers are

violating their rights stated in the Civil Rights Act of 1964 (“Facts”).

Unfortunately, schools don’t have a clear definition of their toleration

for sexual harassment or their punishments.

A strong relationship exists between people who are sexually

harassed and those who commit the crime. A statistic reported by the

American Association of University Women Education Foundation

(AAUW) confirms 59% of students who admitted to sexually harassing

someone 94% of these students confirmed they were also sexually

harassed (Fineran and Bolen 16). Although many issues to

victimization and perpetrating sexual harassment subsist, the main

distinction is their gender. By understanding key issues causing sexual

harassment, schools can foresee and stop these crimes from occurring.

The risk factors for victims are significantly related to the child’s

history. Fineran and Bolen say boys have one path to victimization:

perpetration history. Girls have two components: family persecution

and delinquency. Although heterosexual students are sexually

harassed, Fineran and Bolden found sexual minority youth experienced

higher rates of sexual harassment than heterosexual students (2, 5,

13). It is regrettable children in minorities with less support systems

are targeted. The Permanent Commission on the Status of Women

(PCSW) and the AAUW conclude 80% of the United States students will

encounter sexual harassment in public schools (“Hostile”; Fineran and

Bolen 3). Therefore, the simple achievement of going to school each

day is a risk factor for victimization.

Many other factors affect the likeliness of becoming sexually

harassed. Some are peer approval of violence, early sexual behavior,

drug and alcohol abuse, number of dating partners and frequency, and

beliefs of a male dominant society within the family and individual

(Fineran and Bolen 5, 6, 7; McMaster; Amby; Varia 1; “Hostile”; “Sexual

Harassment” 4). According to Fineran and Bolen, appearance is the

most crucial factor for becoming harassed. Boys who are not muscular
are more likely to become victimized. Girls who have low self-esteem

about their appearance are victimized more than ones who are

confident. These two facts indicate confidence is a development issue

schools should face. Also, this explains why there are pressures to look

a certain way. Girls reported feeling threatened or upset by sexual

harassment more often than boys. The males and females taught to

believe men are dominant are victimized more often than those who

were not (5 & 13). Suggesting family involvement to prevent sexual

harassment is a responsibility of the school.

Perpetrating sexual harassment stems from several avenues.

Fineran and Bolen provide four major paths leading to perpetration:

power, family violence, family victimization, and delinquency. Gender

is the most important risk factor for those who sexually harass. Studies

presented by the AAUW, PCSW, and McMaster show males perpetrate

twice as often as females. It was also theorized by Fineran and Bolen

that substance use, family violence, delinquency, gender, GPA, age,

and prior victimization contribute to students’ and faculty’s’ ability to

perpetrate sexual harassment (8 & 15).

The central motive people harass is relation. When students

from a New England high school participated in a questionnaire, 32%

of girls said they perpetrated in retaliation for being a victim of sexual

harassment and only 23% of boys said their perpetration was

retaliation (Fineran and Bolen 12). Thus, girls perpetrate more often

resulting from victimization. Fineran and Bolen conclude the variables

forecasting perpetration also predict victimization. The variables

predicting sexual harassment patterns for males additionally predict

sexual harassment patterns for females. Unfortunately, few studies

have discovered the connection between why people sexually harass

and why people are harassed. Although these variables add to

someone sexually harassing another person, the main reason people

sexually harass is to control, says Fineran and Bolen. It can be used as

social control in schools and a tool at home (17 & 19).

Schools are an advertisement site for students to become

victimized. The bulk of students say most sexual harassment occurs in

the hallways, classrooms, parking lots, buses, cafeterias, and gym

areas (“Hostile”; Fineran and Bolen 4 & 19). If schools hire security

personnel to observe these areas, there will be a decrease in

harassment cases because the perpetrators cannot single-out their

victims without singling-out themselves. A definition of what

constitutes as sexual harassment will allow students to recognize it.

Teachers can help end sexual harassment in their hallways as

well. The AAUW and PSCW both state sexual harassment occurs openly

in front of faculty members who seem to have no voice (“Hostile” 4;

Fineran and Bolen 19). Schools should educate their faculty and
students about the effects sexual harassment has so they will stand up

for the victim’s rights. If that doesn’t prevail, schools should consider a

stricter punishment for students and teachers who sexually harass

others and for those who let the crime be committed.

These harsher punishments may cause the students to stop

sexually harassing others, therefore reducing their risk for becoming

victimized. Zero tolerance for sexual harassment will strengthen the

environment of the school and make it feel safer and healthier for

students and faculty. Fineran and Bolen conclude the students who

feel protected will no longer resort to perpetrating sexual harassment

in self-defense or retaliation. The authors also suggest by having a

clear definition of sexual harassment and the punishment, students

and school personnel can work together to eliminate the act

completely (19).

Although occurrences such as family violence cannot be

prevented by schools, they can develop a safe learning environment

by creating non-tolerance rules and hiring personnel to prevent the

crime altogether. The responsibility rests on the administrators to

commence impatience of sexual harassment. Through these combined

efforts, schools can protect the people within their walls physically and

emotionally, leading to a healthier lifestyle and a better well-being.

 When I become a teacher in three years, I anticipate hard

choices and decisions that I must make. Although, one issue I have

zero patience for is sexual harassment. It will be mine and fellow

colleague’s responsibility to conduct research and open our eyes to the

detrimental effects of sexual harassment. We have a duty to speak up

for the adolescents and their parents who put their trust in us daily to

guard their children. School hallways are a place of confidence and

growth, not the decomposition of an opportunity to be you without fear

of being sexually harassed. Teamwork from the school, students,

faculty, and parents, will root freedom from anxiety and paranoia of

becoming a victim of sexual harassment.