Sexual Victimization

Author(s):  
Ron Avi Astor ◽  
Rami Benbenishty

This chapter examines issues of sexual victimization in schools. It discusses the complexity of definitions of sexual victimization in light of shifting societal norms and expectations. The chapter takes a nuanced approach to issues of sexual assault, victimization due to sexual orientation or gender identity, and sexual humiliation or sexual predatory behaviors as they relate to various forms of bullying, harassment, victimization, and discrimination. It discusses the interrelations between school climate and sexual harassment, the vulnerability of certain groups to being targeted for such harassment (e.g., sexual minorities such as lesbian, gay, bisexual, transgender, and queer [LGBTQ]). The chapter also explores issues of sexual harassment in schools as they relate to issues of patriarchal and religious cultures and examines differences in sexual victimization among cultural groups in Israel, both on the level of the individual student and on the school level.

2021 ◽  
Author(s):  
Jennifer Mezzapelle ◽  
Anna Reiman

Third-party observers’ opinions affect how organizations handle sexual harassment. Prior research has focused on perceptions of sexual harassment targeting straight cisgender women. We examined how targets’ sexual orientation and gender identity impact these perceptions. In three preregistered studies, straight cisgender participants imagined a coworker confided that a male colleague had sexually harassed her. The target was a transgender woman, a lesbian woman, or a woman whose sexual orientation and gender identity were unspecified. In Study 1 (N=428), participants reported believing that sexual harassment targeting lesbians and women with unspecified identities was most likely motivated by attraction and power, whereas sexual harassment targeting transgender women was seen as most likely motivated by power and prejudice. Despite these differences in perceived motivation, in Study 2 (N=421) perceptions of appropriate consequences for the perpetrator did not vary based on the target’s identity. Study 3 (N=473) demonstrated that the specific behavior of which sexual harassment is assumed to consist differs based on the target’s identity. Whereas women with unspecified identities and lesbians were assumed to face stereotypical attraction-based harassment, transgender women were assumed to face gender harassment. Stereotypes about sexual harassment can bias third-party assumptions, invalidating experiences that do not match pervasive stereotypes.


Author(s):  
Ron Avi Astor ◽  
Rami Benbenishty

This introduction chapter presents the historical, personal, and academic background that led to this book that examines a model of school violence in context. The chapter presents the book chapters: a revised model of school violence in evolving contexts; the definition of bullying and school violence; exploring similarities and differences between groups in base rates of victimization and in the structures of victimization types; the multiple ways of exposure to a range of weapons on school grounds, focusing on school-level analysis; sexual victimization and its association with cultural groups; suicide and its relations with bullying both on the individual and school levels; the victimization of teachers by students and of students by their teachers and their interrelationships on a student and school-level; multiple forms of cyberbullying and their relationships with “traditional” bullying; school climate, its definitions, and relationships with victimization and academic achievement over time; policy and intervention implications.


2021 ◽  
Vol 47 (1) ◽  
pp. 71-75
Author(s):  
Ryan H. Nelson ◽  
Michael Ashley Stein

“Bring your whole self to work” remains a common mantra of supporters of workplace diversity, equity, and inclusion (“DEI”).1 For example, disability rights advocates have long contended that hiding or downplaying one’s disability from one’s colleagues at work “create[s] an invisible layer of additional work for the individual” in being accepted at the job and negatively affects productivity.2 LGBTQ+ rights advocates have raised similar points, noting that hiding or downplaying one’s sexual orientation or gender identity from one’s colleagues hinders internal advancement of LGBTQ+ workers.3 As recently as 2019, however, a Deloitte study found that sixty-one percent of workers hid or downplayed one or more of their identities from their colleagues at work.4


2020 ◽  
Vol 30 (1) ◽  
pp. 66-78
Author(s):  
Djordje Alempijevic ◽  
Rusudan Beriashvili ◽  
Jonathan Beynon ◽  
Bettina Birmanns ◽  
Marie Brasholt ◽  
...  

Conversion therapy is a set of practices that aim to change or alter an individual’s sexual orientation or gender identity. It is premised on a belief that an individual’s sexual orientation or gender identity can be changed and that doing so is a desirable outcome for the individual, family, or community. Other terms used to describe this practice include sexual orientation change effort (SOCE), reparative therapy, reintegrative therapy, reorientation therapy, ex-gay therapy, and gay cure. Conversion therapy is practiced in every region of the world. We have identified sources confirming or indicating that conversion therapy is performed in over 60 countries.1 In those countries where it is performed, a wide and variable range of practices are believed to create change in an individual’s sexual orientation or gender identity. Some examples of these include: talk therapy or psychotherapy (e.g., exploring life events to identify the cause); group therapy; medication (including anti-psychotics, anti- depressants, anti-anxiety, and psychoactive drugs, and hormone injections); Eye Movement Desensitization and Reprocessing (where an individual focuses on a traumatic memory while simultaneously experiencing bilateral stimulation); electroshock or electroconvulsive therapy (ECT) (where electrodes are attached to the head and electric current is passed between them to induce seizure); aversive treatments (including electric shock to the hands and/or genitals or nausea-inducing medication administered with presentation of homoerotic stimuli); exorcism or ritual cleansing (e.g., beating the individual with a broomstick while reading holy verses or burning the individual’s head, back, and palms); force-feeding or food deprivation; forced nudity; behavioural conditioning (e.g., being forced to dress or walk in a particular way); isolation (sometimes for long periods of time, which may include solitary confinement or being kept from interacting with the outside world); verbal abuse; humiliation; hypnosis; hospital confinement; beatings; and “corrective” rape. Conversion therapy appears to be performed widely by health professionals, including medical doctors, psychiatrists, psychologists, sexologists, and therapists. It is also conducted by spiritual leaders, religious practitioners, traditional healers, and community or family members. Conversion therapy is undertaken both in contexts under state control, e.g., hospitals, schools, and juvenile detention facilities, as well as in private settings like homes, religious institutions,  or youth camps and retreats. In some countries, conversion therapy is imposed by the order or instructions of public officials, judges, or the police. The practice is undertaken with both adults and minors who may be lesbian, gay, bisexual, trans, or gender diverse. Parents are also known to send their children back to their country of origin to receive it. The practice supports the belief that non-heterosexual orientations are deviations from the norm, reflecting a disease, disorder, or sin. The practitioner conveys the message that heterosexuality is the normal and healthy sexual orientation and gender identity. The purpose of this medico-legal statement is to provide legal experts, adjudicators, health care professionals, and policy makers, among others, with an understanding of: 1) the lack of medical and scientific validity of conversion therapy; 2) the likely physical and psychological consequences of undergoing conversion therapy; and 3) whether, based on these effects, conversion therapy constitutes cruel, inhuman, or degrading treatment or torture when individuals are subjected to it forcibly2 or without their consent. This medico-legal statement also addresses the responsibility of states in regulating this practice, the ethical implications of offering or performing it, and the role that health professionals and medical and mental health organisations should play with regards to this practice. Definitions of conversion therapy vary. Some include any attempt to change, suppress, or divert an individual’s sexual orientation, gender identity, or gender expression. This medico-legal statement only addresses those practices that practitioners believe can effect a genuine change in an individual’s sexual orientation or gender identity. Acts of physical and psychological violence or discrimination that aim solely to inflict pain and suffering or punish individuals due to their sexual orientation or gender identity, are not addressed, but are wholly condemned. This medico-legal statement follows along the lines of our previous publications on Anal Examinations in Cases of Alleged Homosexuality1 and on Forced Virginity Testing.2 In those statements, we opposed attempts to minimise the severity of physical and psychological pain and suffering caused by these examinations by qualifying them as medical in nature. There is no medical justification for inflicting on individuals torture or other cruel, inhuman, or degrading treatment or punishment. In addition, these statements reaffirmed that health professionals should take no role in attempting to control sexuality and knowingly or unknowingly supporting state-sponsored policing and punishing of individuals based on their sexual orientation or gender identity.


2010 ◽  
Vol 19 (4) ◽  
pp. 217-232 ◽  
Author(s):  
Claudia G. Vincent ◽  
Tary J. Tobin

This study examined disciplinary exclusion data from 77 schools implementing school-wide positive behavior support (SWPBS). The authors examined (a) patterns of exclusion in schools implementing SWPBS; (b) associations between decreased exclusions and SWPBS implementation at the whole school level, the classroom level, the nonclassroom level, and the individual student level; (c) the extent to which students from varying ethnicities were equitably represented in overall exclusions as well as long-term exclusions; and (d) the extent to which students with a disability from varying ethnicities were equitably represented in long-term exclusions. Whereas SWPBS implementation in the classroom appeared to be associated with decreased exclusions in elementary schools, SWPBS implementation in nonclassroom settings appeared to be associated with decreased exclusions in high schools. Although overall exclusions decreased, White students appeared to benefit most from this decrease, whereas African American students remained overrepresented in exclusions, in particular long-term exclusions. Small sample sizes limited generalizability of outcomes.


Author(s):  
Lungten Lungten ◽  
Sangay Rinchen ◽  
Tenzin Tenzin ◽  
Waraphon Phimpraphai ◽  
Michel de Garine-Wichatitsky

Rabies is endemic in southern Bhutan and children were reported to be the most frequent victims. We surveyed the knowledge, attitude, and practices on rabies among school children in three schools located in southern Bhutan. Descriptive statistics and logistic regression were performed to analyze the level of knowledge and variation of perception towards rabies among secondary school children. A total of 701 students (57.9% female, 42.1% male) had participated in the survey of which 98.2% heard about rabies. Most of the students demonstrated a good level of knowledge (59.7%) and a favorable perception towards rabies (57.7%). Multivariable logistic regression analysis revealed the importance of previous rabies awareness campaign increasing the likelihood of positive knowledge about rabies at the individual student and the school level. Similarly, higher grades of students’, employed mothers of the students, and students from villages were associated with more favorable perceptions. Overall, our study in rabies endemic areas of Southern Bhutan showed that most of the students have good knowledge and favorable perception towards rabies. However, we identified several knowledge gaps. Therefore, efforts should be made to address the knowledge gaps through regular awareness programs by actively engaging key stakeholders such as school-teachers and parents.


2013 ◽  
Vol 12 (3) ◽  
pp. 238-259 ◽  
Author(s):  
Micere Keels ◽  
Julia Burdick–Will ◽  
Sara Keene

Gentrification is generally associated with improvements in neighborhood amenities, but we know little about whether the improvements extend to public schools. Using administrative data (from spring 1993 to spring 2004) from the third largest school district in the United States, we examine the relationships between gentrification and school–level student math and reading achievement, and whether changes in the composition of the student body account for any changes in achievement. After testing several alternative specifications of gentrification, we find that, in Chicago, gentrification has little effect on neighborhood public schools. Neighborhood public schools experience essentially no aggregate academic benefit from the socioeconomic changes occurring around them. Furthermore, they may even experience marginal harm, as the neighborhood skews toward higher income residents. For the individual student, starting first grade in a school located in a gentrifying neighborhood has no association with the relative growth rate of their test scores over their elementary school years.


2016 ◽  
Vol 31 (2) ◽  
pp. 320-331 ◽  
Author(s):  
Lisa Langenderfer-Magruder ◽  
N. Eugene Walls ◽  
Shanna K. Kattari ◽  
Darren L. Whitfield ◽  
Daniel Ramos

Prevalence of sexual victimization among lesbian, gay, bisexual, transgender, and queer (LGBTQ) persons is frequently found to be higher than the prevalence reported by their heterosexual peers. Transgender individuals are often included solely as part of larger LGBTQ research samples, potentially obfuscating differences between sexual orientation and gender identity. In this study, the authors examined sexual assault/rape in a large convenience sample of LGBTQ adults (N = 1,124) by respondents’ gender identity (cisgender, transgender) to determine whether differences exist in lifetime prevalence of sexual assault/rape and subsequent police reporting. Findings indicate transgender individuals report having experienced sexual assault/rape more than twice as frequently as cisgender LGBQ individuals. Authors found no statistically significant difference in reporting sexual violence to police. Implications for research and practice are discussed.


1998 ◽  
Vol 15 (1) ◽  
pp. 5-20
Author(s):  
Peter Lindström ◽  
Robert Svensson

Illicit drug use among high school students is on the rise in Sweden as well as in other countries. This fact has put high demand on the police, who are not only expected to reduce the availability of drugs but also to take part in the effort to affect the students' demand for drugs. The aim of this study was to analyze what impact students' demand for and perceived availability of illicit drugs in the seventh grade have on their attitudes towards and experience with drugs in the eigth grade. Moreover, the purpose was to investigate to what extent a specific police-led school-based drug prevention program, the project DARE (Drug Abuse Resistance Education), affects students' attitudes and experiences regarding drugs. As a part in an ongoing evaluation of the Swedish DARE program (called VÅGA) about 1 800 students in 22 Swedish junior high schools on three occasions anonymously answered questions about their attitudes towards and experiences with drugs. Contextual analysis was used to estimate the significance of various student-level risk-factors (such as family bonding, school involvement, and peer activity) and school aggregated contextual factors. The results show that students' curiosity and perceived availability of illicit drugs at the school-level have statistically significant effects on drug-related attitudes and experiences at the individual-student level. The attitudes towards and experiences with drugs in the eigth grade of students who participated in the DARE program in the seventh grade were not different from those of students who did not participate in the program. A brief discussion of what measures the police should conduct in order to block the availability of drugs and what their role in schools should be are finally presented.


2020 ◽  
Author(s):  
Jack Simons

One-thousand-one-hundred-and-ninety-one school counselors completed an online survey regarding advocacy for and with transgender and intersex (TI) students (i.e., school counselor TI advocacy competence). School counselors completed three competency-based assessments to assess their levels of gender identity counselor competence, intersex counselor competence, and school counselor TI advocacy competence. Further, in light of Identity Behavior Theory, they completed a demographic form so that competency levels could be examined with demographic variables. Attitudes, school level, gender, sexual orientation, gender identity counselor competence, and intersex counselor competence were significantly related to advocacy for and with TI students. These findings have implications for training practices and future research with school counselors and genderqueer students whose experiences vary from those of TI students.


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