Consensual sexual relationships between students and faculty have traditionally been viewed as private matters and have been ignored by university administrators except in cases that resulted in sexual harassment claims. Due to increasing sexual harassment litigation and the liabilities associated with such relationships, universities have developed policies to limit relationships between faculty and students and to acknowledge the power differential inherent in such relationships. These policies, however, differ between universities, causing confusion among the university community as to what is considered acceptable and ethical behavior. Using a sample of 55 universities, this analysis attempted to determine (a) the level of acceptability of such relationships, (b) the language or absence thereof addressing power differentials, (c) liability issues associated with these relationships, (d) reporting requirements, and (e) whether clearly outlined sanctions exist when/if such relationships occur. Future directions for research and policy are also discussed.

A considerable amount of research focuses on the detrimental influence that relationships pose for women offenders while relatively little attention has been given to the potential positive impact of relationships in their lives. This study investigates how women offenders’ positive relationships work as ‘buffers’ against their criminal involvement, as well as why some positive influences do not elicit long-term change in women. We examine various forms of relationships (both romantic and non-romantic) that female offenders develop and explore the mechanisms by which these relationships might influence their behavior. Life history interviews conducted with 60 incarcerated women revealed that women’s family members, friends, significant others, and children provided support, social capital, motivation, and opportunities which can buffer women from criminal behavior, but that women’s drug use, disadvantage, interest in, pride or shame, and desire to make positive changes limited the effectiveness of these relationships.

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With a majority of inmates being assigned some type of work while incarcerated, work assignments are a staple of U.S. prisons. These work assignments are likely to impact not only prisoner behavior while in prison, but also may impact their ability to obtain gainful employment after prison. Historically, it has been noted that work in prison has been influenced by gender and racial norms and stereotypes. These stereotypical assignments may not be beneficial for inmates, especially in a time when work assignments are increasingly providing the only work skills inmates may receive while incarcerated. Using a nationwide data set of prisoners incarcerated facilities, the current study uses multilevel modeling to examine the nature of work assignments for male and female state prisoners and whether these assignments are based on gender and/or racial stereotypes. Results indicate that there are indeed lingering stereotypes influencing work assignments for men and women in U.S. prisons.