Sexual harassment in education in the United States

Sexual harassment in education is unwelcome behavior of a sexual nature that interferes with a student’s ability to learn, study, work or participate in school activities. In the U.S., it is a form of discrimination under Title IX of the Education Amendments of 1972. Sexual harassment involves a range of behavior from mild annoyances to sexual assault and rape. (AAUW 2002, 2006,Dzeich et al, 1990) See Sexual harassment: Varied behaviors and circumstances for examples.

Most sexual harassment is peer-peer, but sexual harassment by teachers and other school employees has also been reported. (AAUW 2002,2006) While sexual harassment is legally defined as "unwanted" behavior, many experts agree that even consensual sexual interactions between students and teachers constitutes harassment because the power differential creates a dynamic in which "mutual consent" is impossible. (Dzeich et al, 1990)

Statistics

Sexual Harassment Support reports:

"Sexual harassment is common at every stage of education. Verbal and physical harassment begins in elementary school, and 4 out of 5 children experience some form of sexual harassment or bullying. Eight out of 10 will experience this at some point in their school lives, and roughly 25 percent will experience this often. Boys are more likely to physically harass and bully others, or to be physically bullied themselves. Girls are more likely to use, and experience, verbal and psychological harassment and bullying. Six out of 10 students will experience some form of physical sexual harassment."

A survey conducted by the American Association of University Women (AAUW 2002) on 2064 students in 8th through 11th grade:

• 83% of girls have been sexually harassed
• 78% of boys have been sexually harassed
• 38% of the students were harassed by teachers or school employees
• 36% of school employees or teachers were harassed by students
• 42% of school employees or teachers had been harassed by each other

In their recent study (AAUW 2006) on sexual harassment at colleges and universities, the AAUW reported:

• 62% of female college students and 61% of male college students report having been sexually harassed at their university.
• 66% of college students know someone personally who was harassed.
• 10% or less of student sexual harassment victims attempt to report their experiences to a university employee.
• 35% or more of college students who experience sexual harassment do not tell anyone about their experiences.
• 80% of students who experienced sexual harassment report being harassed by another student or former student.
• 39% of students who experienced sexual harassment say the incident or incidents occurred in the dorm.
• 51% of male college students admit to sexually harassing someone in college, with 22% admitting to harassing someone often or occasionally.
• 31% of female college students admit to harassing someone in college.

In the "Report Card on Gender Equity," the NCWGE that 30 percent of undergraduate students, and 40 percent of graduate students, have been sexually harassed. (NCWGE, 1997)

Student-on-student sexual harassment

Most sexually harassing behavior is student-on-student. In "The Report Card on Gender Equity", by the National Coalition for Women and Girls in Education (NCWGE), it was reported that, of students who have been sexually harassed, 90 were harassed by other students. (NCWGE, 1997) And in their 2006 report on sexual harassment in higher education, the AAUW reported that 80% of students sexually harassed were targeted by other students. (AAUW, 2006)

One of the most common reasons reported for sexually harassing behavior is because the harasser thinks it is funny to do so. In their 2006 study, the AAUW found that this was the most common rationale for harassment by boys--59 percent. Less than one-fifth (17%) of those boys who admitted to harassing others say they did so because they wanted a date with the person. (AAUW, 2006) Other researchers assert that the "I thought it was funny" rationale is a fallacy, and the true reasons align more with that of a need to assert power and induce fear in others--more in line with bullying. These hazing behaviors develop in school, continue in high school and college, eventually moving into the workplace. (Boland, 2002)

In late 2006/early 2007 a study revealed that more than 20% of all boys had been harassed by a female student. In 15% of all cases the girl admitted to sexually harassing the boy and asserted the reasons of "I thought it was funny" and "I'm not doing any harm, it's what he wanted". High schools are addressing the behaviour of sexual harassment from girls on boys.

Sexual harassment and abuse of students by teachers

Prevalence

In their 2002 survey, the AAUW reported that, of students who had been harassed, 38% were harassed by teachers or other school employees. One survey, conducted with psychology students, reports that 10% had sexual interactions with their educators; in turn, 13% of educators reported sexual interaction with their students. In a survey of high school students, 14% reported that they had engaged in sexual intercourse with a teacher. (Wishnietsky, 1991) In a national survey conducted for the American Association of University Women Educational Foundation in 2000 that roughly 290,000 students experienced some sort of physical sexual abuse by a public school employee between 1991 and 2000. And in a major 2004 study commissioned by the U.S. Department of Education, nearly 10 percent of U.S. public school students reported having been targeted with sexual attention by school employees. Indeed, it has been claimed that sexual harassment and abuse by teachers is 100 times more frequent than abuse by priests.

However, it has been countered that some of these claims are groundless, either deliberate false accusations or misunderstandings resulting from misinterpretation of what is and is not permissable.

Psychology and behaviors of teachers who sexually harass students

Most complaints about teachers' behavior tend to center around what is felt to be inappropriate talk in a class or discussion, such as using sexist or sexual references to make a point. However, some teachers can take things to a more extreme degree. Relationships between students and teachers can be often quite intimate and intense as they share common passions and interests. Students are dependent on their teachers' approval for academic success, opportunities, and later career success. They will talk about personal issues, such as problems at home, or with boyfriends/girlfriends. Such closeness and intimacy can blur the professional boundaries and lead people--both school employee and student alike--to step over the line. [1] Martin writes,

"...teachers hold positions of trust. They are expected to design teaching programmes and carry out their teaching duties to help their students develop as mature thinkers. This may involve close working relationships in tutorials or laboratories, individual meetings to discuss projects or essays, and more casual occasions for intellectual give and take. For impressionable young students, the boundaries between intellectual development and personal life may become blurred. In this situation, some academics easily move from intellectual to personal to sexual relationships."[2]

A teacher who harasses a student may be doing so because they are experiencing the stress from various personal problems or life traumas, such as marital trouble or divorce, professional crisis, financial difficulties, medical problems, or death of a spouse or child. The behavior can be a symptom of the effects of such stresses, and may stop if the situation changes, or the pressures are removed.

Sexual relationships between students and teachers

There has been debate over whether or not sexual interactions and relationships between students and teachers constitutes abuse, or if there are benefits that outweigh the risks. In Britain, sexual relationships between students under the age of 18 were not outlawed until 2003 in The Sexual Offenses Act. Pat Sikes, an education lecturer, has written a paper in defense of pupil-teacher affairs, arguing that it is wrong always to cast students as victims when they are often the initiators. She met her husband in 1970 on her first day at school when she was aged 14, and his first day as a teacher, aged 22. "It wasn't until two years later, on the evening that he left the school to take up a post elsewhere that we declared our feelings for and to each other ... I returned to school, after the summer vacation as [his] girlfriend," she said. She suggests that about 1,500 pupil-teacher affairs develop in Britain every year. She argues that expressions of sexuality provide a "major currency and resource in the everyday exchanges of school life ... and nowhere more so, perhaps, than in the seductive nature and 'erotic charge' often characteristic of 'good' teaching which provokes a positive and exciting response."

While sexual relationships with pupils under the age of 18 is illegal in the U.S., this is not the case in higher education. Like Sikes, Jane Gallop argues that students learn more effectively in a sexually charged atmosphere. She writes, "In fact, it seemed to make it somewhat easier for me to write. Seducing them made me feel kind of cocky, and that allowed me to presume I had something to say worth saying." In her book, she describes the separate occasions she slept with two male professors on her dissertation committee, and when she first began sleeping with her own students as an assistant professor. (Gallop, 1997).

In her September 2001 essay in Harper's Magazine, The Higher Yearning, academic Cristina Nehring celebrated the educative nature of such sexual relationships: “Teacher-student chemistry is what fires much of the best work that goes in universities, even today”

However, in recent years, there has been controversy over even consensual sexual interactions between students and teachers, especially within the last decade. Like many, Gallop asserts that the relationships between a teacher and a student is very much like that of a parent and a child. (Gallop, 1997) However, it is this parallel that many say is the reason teacher-pupil sexual contact and relations are immoral because they are too closely akin to incest, and similar long-term damages can result. Some draw parallels with the phenomena of therapist abuse, or priest abuse. (Martin, 1993) Of his sexual relationship with Gallop at Cornell, Richard Klein admitted, "For decades I have felt guilt and shame for having performed toward her in a way that was unprofessional, exploitative, and lousy in bed."

Many experts argue that even consensual sexual interactions between students and teachers constitute sexual harassment. The most commonly expressed concern is over whether "mutual consent" can exist in a relationship where there is such a disparity in power between the people involved. Because of this, more and more schools are adopting policies that forbid amorous relationships between students and professors "in the instructional context" even when they are consenting (Smithson, 1990). Dzeich et al writes:

"Physical intimacy with students is not now and never has been acceptable behavior for academicians. It cannot be defended or explained away by evoking fantasies of devoted professors and sophisticated students being denied the right to 'true love.' Where power differentials exist, there can be no 'mutual consent.'" (Dzeich et al, 1990)

In an interview with the Chronicle of Higher Education, a dean at the University of Texas stated he'd like to crack down on consensual relationships between professors and students. "Wait until she graduates," he says he tells male professors. "We have a kind of sacred trust to the students," he explains. "They're coming here to get us to evaluate what their abilities are and what their future could be. These relationships poison the whole academic well."

Dzeich argues that much damage occurs because of the betrayal by someone that the student trusted and respected. Moreover, seduction attempts which are masked by pretenses to academic and personal attention are particularly damaging because the student feels complicit in their own abuse. (Dzeich 1990) Another consequence is that, when sex is an accepted behavior between teachers and students, it can be more difficult to raise concerns about sexual harassment. For example, unwanted sexual advances by a professor may be intimidating or even frightening, however, if sexual relations between staff and students is common at the school, it will be difficult for a student to identify this behavior as harassment. (Martin, 1993)

Sexual relations between teachers and students raises concerns about the abuse of trust and conflicts of interest--and these points are not usually covered in sexual harassment policies.

Conflicts of interest can arise when the professional responsibilities of a teacher are affected, or appear to be affected, by a special personal relationship with a student. These can include showing favoritism towards a student sexually involved with the teacher, or hostility towards a student due to a past relationship. If a teacher is sexually involved with a student, colleagues may feel pressured to give preferential treatment to the student, such as better marks, extensions on essays, extra help, or academic opportunities. When there are multiple relationships between several staff and students, the possibilities for conflict of interest are enormous. Even if there is no favoritism or hostility, it can be perceived by others to be exhibited.

There is also the question of the abuse of trust. This occurs when the trust associated with a professional relationship is destroyed because of non-professional actions or requests for non-professional actions. Martin writes, "Teachers are in a position of authority and trust to foster the intellectual development of their students. When they engage in sexual relations with a student, they violate that trust implicit in a professional teacher-student relationship." (Martin, 1993)

Effects of sexual harassment in education

Sexual harassment by teachers

After her experience as a student with Harold Bloom, Naomi Wolf wrote, "I was spiraling downward; I had gotten a C-, a D, and an F, and was put on academic probation. My confidence shaken, I failed in my effort to win the Rhodes Scholarship at the end of the term....Once you have been sexually encroached upon by a professor, your faith in your work corrodes. If the administration knew and did nothing—because the teacher was valuable to them—they had made a conscious calculation about his and our respective futures: It was okay to do nothing because I—and other young women who could be expected to remain silent—would never be worth what someone like Bloom was worth." Of the effects she now struggles with so many years later, she writes, "Keeping bad secrets hurts. Is a one-time sexual encroachment...a major secret or a minor one? Minor, when it comes to a practical effect on my life; I have obviously survived. This is the argument often made against accusers in sexual-harassment cases: Look, no big deal, you’re fine. My career was fine; my soul was not fine."

The gender double standard

There is a myth regarding the extent of the damage caused by women who sexually abuse or harass. In an interview about the rise of sexual abuse by female teachers, Dr. Jeff Brown, a psychologist who treats female sex offenders stated, "There is definitely a double standard.....The impact they have is significant on their victims and sometimes we don’t regard the impact in a similar way as we do men." Moreover, female teachers who sexually harass or abuse students are consistently given significantly lighter punishments or reprimands than males who engage in the exact same behaviors. Some are never exposed at all.

It has been argued that the effects of pupil-teacher sexual harassment vary depending on the gender of the student and the harasser. In some states in the U.S., sexual relations between a woman and an underage male did not even constitute statutory rape until the 1970s. Many assert that most boys would be happy to have a teacher show sexual interest in them. [3]Others say that this is short-sighted, and the seriousness of the long-term effects far outweigh any immediate gratification. Experts say sexually victimized boys experience difficulties later in developing age-appropriate relationships and gravitate toward pornography and one-night stands. They are also more likely as adults to suffer depression, anxiety and drug addiction. The 16-year-old boy in California who had an affair with his 30 year old teacher proclaimed in a letter to the court, "I'm not the same boy." According to the boy's mother, he was so traumatized that his hair was falling out. "(She) took away my best friend, my hunting buddy. I can't have him back now. He is gone, " proclaimed the father of a teenage boy molested by a teacher who held drug-alcohol-and-sex parties at her home. [4]

Sexual harassment and abuse in education in media and literature

• Blue Angel: a novel by Francine Prose; a satire of college English and writing departments, and "politically correct" sexual harassment policies.
• Camille Claudel: true-life inspired film about the brilliant French sculptor who has a long-term affair with her teacher, Auguste Rodin.
• Disgrace: a novel by J. M. Coetzee about a South African literature professor whose career is ruined after he has an affair with a student.
• The History Man: novel by Malcolm Bradbury and later was a BBC television film.
• Looking for Mr. Goodbar: a novel by Judith Rossner, and later a film starring Diane Keaton, based on the true story of a woman who has an affair with her sadistic and misogynistic professor as the beginning of a long downward spiral that culminates in her brutal murder.
• Myth, Propaganda and Disaster in Nazi Germany and Contemporary America: a play by Stephen Sewell in which the main character, a university professor, is accused of engaging in a sexual relationship with a student, they both come to harm in the end, the professor because of his radical political ideology and the student because of her Muslim faith.
• Notes on a Scandal: a novel by Zoe Heller which depicts the sexual relationship between a married pottery teacher and one of her students.
• Oleanna: an American play by David Mamet, later a film starring William H. Macy. A college professor is accused of sexual harassment by a student. The film deals with the moral controversy as it never becomes clear which character is correct.
• Pretty Persuasion: film starring Evan Rachel Wood and James Woods in which students turn the tables on a lecherous and bigoted teacher. A scathingly satirical film of sexual harassment and discrimination in schools, and attitudes towards females in media and society.
• The Prime of Miss Jean Brodie: a novel by Muriel Spark, and later a play and a film starring Maggie Smith. A teacher at an Edinburgh school engineers a sexual relationship between a male colleague, and former lover, and one of her students.
• What Lies Beneath: film starring Michelle Pfeiffer and Harrison Ford about a woman who is haunted by the ghost of her husband's former student, whom he murdered to keep from exposing an affair between them.
• What I Go to School For is a song written about the relationship between Busted member Matt Willis, and his teacher, Miss McKenzie. It is hinted in the line, "Her boyfriends working out of town, I find a reason to go round.......she whispered in my ear, you're what I go to school for". http://www.bbc.co.uk/threecounties/theatre/2003/12/michelle_busted.shtml

See also

• Sexual harassment
• Child sexual abuse
• Incest
• Roman Catholic sex abuse cases
• Sex abuse cases in American public schools (Florida)‎
• Sex abuse cases in American public schools (Iowa)‎
• Sex abuse cases in American public schools (Massachusetts)‎
• Sex abuse cases in American public schools (Texas)‎
• the Mary Kay Letourneau case
• the Karen Louise Ellis case
• the Debra Lafave case
• the Bridget Mary Nolan case
• the Pamela Rogers Turner case
• the Sarah Jayne Vercoe case

References

• American Association of University Women. Hostile Hallways: Bullying, Teasing, and Sexual Harassment in School. AAUW, 2002.
• American Association of University Women. Drawing the Line: Sexual Harassment on Campus. AAUW,2006.
• Boland, Mary L. Sexual Harassment: Your Guide to Legal Action. Naperville, Illinois: Sphinx Publishing, 2002.
• Dziech, Billie Wright, Weiner, Linda. The Lecherous Professor: Sexual Harassment on Campus. Chicago Illinois: University of Illinois Press, 1990.
• Finkelhor, David. Child Sexual Abuse: New Theory & Research. Free Press, 1984
• Gallop, Jane. Feminist Accused of Sexual Harassment. Duke University Press, 1997.
• Martin, Brian. Campus sex: a cause for concern?. EEO Sexual Harassment Sub-committee Pamphlet, University of Wollongong, Australia, 1993.
• National Coalition for Women and Girls in Education, (NCWGE) Title IX at 30: Report card on gender equity. Title IX report card. Washington, D.C.: National Women’s Law Center, 1997.
• Smithson, Isaiah. "Investigating gender, power, and pedagogy," in Smithson, Isaiah, and Gabriel, Susan eds. Gender in the Classroom: Power and Pedagogy. University of Illinois Press, 1990)
• Wishnietsky, Dan H. "Reported and Unreported Teacher-Student Sexual Harassment." Journal of Education Research, 1991, Vol. 3
• Zalk, Sue Rosenburg. "Men in the academy: a psychological profile of harassment." in Paludi, Michele A. ed. Ivory Power: Sexual Harassment On Campus. Albany, NY, State University of New York Press, 1987.

External links

• SESAME-Stop Educator Sexual Abuse, Misconduct, and Exploitation
• U.S. Dept. Of Education Sexual Harassment Resources
• Educator Sexual Misconduct: A Synthesis of Existing Literature - U.S. Department of Education
• SHOC - Sexual Harassment on Japanese Campuses
• Seduced in the Classroom - Court TV slide show
• Harassment and Sexual Harassment in schools
• Committee for Children: Bullying and sexual harassment in schools
• Popular lesson plan for teaching young people about sexual harassment