The Discursive Framing of Sexual Harassment in a University Community

Eyre, Linda

doi:10.1080/713668301

Cited by 54 publications

(34 citation statements)

References 9 publications

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“…Institute more accountability; • Campus administrators, faculty, and students viewed as active agents, willing to deconstruct policies and discourses that construct women as the "other" (Eyre, 2000); • Empowering sexual literacy curricula early in K-12 career; • Background checks of employees and students targeted to any history of sexual harassment; • Live trainings, featured speakers who have experienced sexual harassment; Take Back the Night; Anti-Violence Events (Hagedorn, 1999);…”

Section: Implications For Policy and Programsmentioning

confidence: 99%

Sexual Harassment in Higher Education: Re-Framing the Puzzle of Its Persistence

Marshall

Dalyot

Galloway

2014

Journal of Policy Practice

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Section: Implications For Policy and Programsmentioning

confidence: 99%

Sexual Harassment in Higher Education: Re-Framing the Puzzle of Its Persistence

Marshall

Dalyot

Galloway

2014

Journal of Policy Practice

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“…(Female staff, public university, Tanzania) Lack of disclosure may have been caused by women not labelling these culturally pervasive behaviours as sexual harassment, or by fears of stigmatisation and further victimisation (Magley, Hulin, Fitzgerald, & DeNardo, 1999), or lack of trust in the authenticity of grievance procedures (Eyre, 2000). Non-reporting sometimes related to the lack of non-judgemental, trustworthy pastoral support:…”

Section: Surfacing Sexual Harassment: a Risky Businessmentioning

confidence: 99%

Sex, grades and power in higher education in Ghana and Tanzania

Morley

2011

Cambridge Journal of Education

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Quantitative increases tell a partial story about the quality of women's participation in higher education. Women students' reporting of sexual harassment has been noteworthy in a recent study that I directed on widening participation in higher education in Ghana and Tanzania. The hierarchical and gendered power relations within universities have naturalised a sexual contract in which some male academics consider it a right to demand sex with female students in return for grades. These practices of transactional sex involve spatial and cognitive injustice as they contribute to social pressures for women reflexively to minimise their visibility and academic performance. The construction of female sexuality as a commodity and an object of barter also produces negative female learner identities. If women fail, this is evidence of lack of academic abilities and preparedness for higher education. If they achieve, this is attributed to women's 'favoured' position in gendered academic markets. © 2011 University of Cambridge, Faculty of Education

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“…For almost 40 years, there has been a firm growth in investigations aimed at identifying situations of aggressive behavior among adolescents and young individuals in educational establishments, especially in high school, ranging from 5% to 18% is a prevalence of aggressive behavior in previous studies (Lento, ; Saewyc et al., ), varying according to the source of sample extraction, the definition of violence, and the method used to assess violence. It was not until early this century that gender violence in the university context was addressed (Eyre, ; Gross, Winslett, Roberts, & Gohm, ; Vazquez, Torres, Otero, Blanco, & Lopez, ). Although the prevalence of IPV is lower among university students compared to teenagers in high school or younger people in general practice, the adverse effects that violence has on physical and mental health, as well as on attention and performance, is similar between IPV and other personal violence (OPV) in college students (Durant et al., ).…”

mentioning

confidence: 99%