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Published: 18 May 2024

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1

Law, Kristen Michelle. "Understanding gender and sexual harassment in the elementary school context." Diss., Connect to online resource - MSU authorized users, 2008.

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2

Stapleton, Janie W. "Sullivan County K-12 administrators' perceptions and attitudes regarding harassment and the associated legal liability." Connect to this title online, 2005. http://etd-submit.etsu.edu/etd/theses/available/etd-1030105-171932/.

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3

Hayden, Dorothy L. "Female and Male Athletic Coaches and Female High School Athletes Perception of Sexual Harassment and the Incidence among Female High School Athletes." Diss., Counseling, Human and Organizational Studies, George Washington University, 2003. http://hdl.handle.net/1961/115.

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Degree awarded (2003): EdDC, Counseling, Human and Organizational Studies, George Washington University
This study was designed to examine the perception and incidence of sexual harassment and determine the incidence of sexual harassment in relation to girls participating in high school athletics. The similarities and differences of interpretation of various interactions between high school athletes with their male and female athletic coaches were examined. This study also investigated the actual incidence of sexual harassment by male and female high school athletic coaches as reported by female athletes.

The study population included male and female athletic coaches currently coaching a female high school athletic team and female college students who participated in high school athletics.

This researcher, in order to accommodate the study population and research questions, adapted the Sexual Harassment Survey (1995) by Margery J. Holman, Ph.D. Female student athletes and male and female coaches responded to survey questions on demographics and their perceptions and understanding of described behaviors. The student athletes completed an additional section of the survey pertaining to their experience of sexual harassment.

Descriptive statistics (including frequencies and percentages as well as means and standard deviations) and inferential statistics (One-Way Analysis of Variance with a Scheffe test of significance) were used to analyze the data.

A comparison of the responses of all three groups (female athletes, male coaches and female coaches) to questions pertaining to perceptions of sexual harassment indicated agreement among the groups in the identification of inappropriate behaviors. However, there was a significant difference in the level of agreement for seven described behaviors. In general, male and female coaches agreed with each other more often than with female athletes when identifying the behaviors associated with sexual harassment. The investigation of incidence indicated that female athletes experienced more behaviors associated with sexual harassment from male coaches than from female coaches. Understanding that the same behaviors were identified by female athletes, male coaches and female coaches, it can be concluded that inappropriate behavior was consistently identified, but the identification of sexual harassment does not necessarily diminish the incidence of sexual harassment.


Advisory Committee: Dr. Lori Lefcourt, Dr. Chris Erickson, Dr. Patricia Sullivan, Dr. Janet C. Heddesheimer, Dr. Donald C. Linkowski (Chair)
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Chesire, David J. Hesson-McInnis Matthew S. "Test of an integrated model for high school sexual harassment." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196663.

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Thesis (Ph. D.)--Illinois State University, 2004.
Title from title page screen, viewed May 18, 2006. Dissertation Committee: Matthew S. Hesson-McInnis (chair), John B. Pryor, Eros R. DeSouza, Adena B. Meyers, Kathleen McKinney. Includes bibliographical references (leaves 130-152) and abstract. Also available in print.
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Kalmelid, Nesim. "Sexual Harassment in School : Descriptions, Explanations and Solutions among Participants." Thesis, Linnéuniversitetet, Institutionen för samhällsstudier (SS), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-30753.

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Sexual harassments in schools have been identified as one of the factors preventing girls from attending education. Moreover, both female and male students who attend education and witness male teachers harassing female students may perpetuate this behaviour. In Mozambique, research addressing sexual abuse and harassments in school focus on the fact that decrees and policies on zero-tolerance against sexual abuse are not followed up properly. There is little research addressing how students perceive the issue, and even less on male students’ understanding of the phenomenon in relations to female students’ understanding. This study took place at two schools in Maputo, Mozambique, and examines what approach students in secondary school and university, as well as adults working around these students have upon sexual harassments and abuse in school. Furthermore, officials and informants at NGOs addressing gender issues and sexual harassments in schools were interviewed. The purpose was to find out how the informants described the phenomenon, what they believed were the reasons behind it and how they thought it could be prevented. The result has been analysed through a gender and power analysis. The study uses the social constructionist theory of gender, recognising that gender is constructed through interaction and expectations of people (Francis & Skelton 2005:28), and Collen’s (1996) theory of hegemonic masculinity, which explains how the patriarchy is legitimised. Further, in order to analyse the result, Allen’s (1998) theories of power-over, power-to and power-with as well as Lukes’ (2005) theories of different dimensions of power have been used. The informants described sexual harassments as occurring between male teachers and female students at the schools. However, there was a discrepancy between the male and the female students’ perception of whether it is the male teacher or the female student who is the harasser. Despite this, the informants agreed on sexual harassments occurring between female teachers and male students being rare. The explanations to why it occurs range from the patriarchal structures, myths claiming that an older man is given good luck if having sex with a virgin, the female students’ fear of failing in school if not saying yes to the teacher, her interest in getting material benefits and her lack of interest in studying, to the male teacher’s lack of ability to control himself sexually. The different explanations were given depending on how the informant described the phenomenon. This also led to different conclusions to what should be done to come to an end to sexual harassments. An issue brought up was the difficulties to report harassments and the lack of punishment towards the teachers. Further, some believed that the female students should be subjected to awareness raising in order to dress properly and focus on the studies. While the risk of the male students perpetuating the behaviour of male teachers harassing female students is prevalent, the female students interviewed have the power to say no to the teachers, but not the power-to report. There are a number of organisations addressing the issue in different ways and there are regulations on how to report. However, in order to work holistically with the issue, the male students have to be included in the work and the organisations have to co-ordinate their measures in order to find a solution to the problem.
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Morilly, Cheryl J. "Adolescents’ lived experiences of sexual harassment in the school environment." Thesis, University of the Western Cape, 2012. http://hdl.handle.net/11394/4489.

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Magister Artium (Social Work) - MA(SW)
This study aimed to gain a deeper understanding of the lived experiences of adolescents with regard to sexual harassment within the school environment. It was considered in the light of actual cases reported on the Cape Flats in the Western Cape where adolescent girls sought counselling after being sexually harassed over a period of time, and were eventually sexually assaulted on their school grounds, by their peers. A qualitative methodological approach was utilised, and the sample was made up of nine adolescent females and one adolescent male between the ages of 15 and 17 years, who were asked to participate on a voluntary basis. Their selection followed purposive sampling at two selected high schools on the Cape Flats in the Western Cape. The research instrument used was an unstructured interview with an open-ended question to allow the participant to share openly and freely. Sound ethical considerations were taken into account throughout the study. Phenomenology was used as a theoretical framework and the data was analysed using Interpretative Phenomenological Analysis (IPA). The four key themes, or essence of the adolescents’ lived experiences, that emerged for the study were: (1) boys don’t respect girls’ sexuality, (2) boys demonstrate power over girls, (3) girls who are sexually harassed at school are publicly humiliated, (4) reporting procedures at schools are inadequate. From the themes I concluded that for the girls, key principles relating to human rights within the South African Constitution were being violated; namely, the right to non-discrimination, the right to human dignity and the right to a safe school environment. Recommendations were made that address the role of the national and regional education departments as well as that of social workers.
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Taylor, Jonte C. Martin Everett Davis. "Middle school students' perceptions of bullying." Auburn, Ala, 2009. http://hdl.handle.net/10415/1836.

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Indelicato, Kimberly. "An Examination of School Harassment for Middle School Lesbian, Gay, Bisexual, & Questioning Students." Thesis, Loyola Marymount University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3591947.

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Most schools are not safe environments for lesbian, gay, and bisexual students or for individuals who are questioning their sexual orientation. Harassment and victimization of lesbian, gay, bisexual, and questioning (LGBQ) students is pervasive. The harassment and victimization result in these students having higher rates of absenteeism and lower academic achievements than their peers. To date, most research has focused on primarily high school lesbian, gay, and bisexual students. Very few studies have included students questioning their sexual orientation. This quantitative descriptive study utilized an anonymous survey to gather information about middle school LGBQ students' experiences with harassment. The study included 208 middle school students. The results were compiled into three groups (lesbian/gay/bisexual, questioning, and straight) and compared. Findings indicated that LGBQ students experience significantly more harassment than straight students and questioning students are more likely to experience victimization than lesbian, gay, bisexual, and straight students. The findings support the need for middle school administrators and staff members to take steps to create more inclusive school climates for LGBQ students.

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Indelicato, Kimberly Megan. "An Examination of School Harassment for Middle School Lesbian, Gay, Bisexual, & Questioning Students." Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/224.

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Most schools are not safe environments for lesbian, gay, and bisexual students or for individuals who are questioning their sexual orientation. Harassment and victimization of lesbian, gay, bisexual, and questioning (LGBQ) students is pervasive. The harassment and victimization result in these students having higher rates of absenteeism and lower academic achievements than their peers. To date, most research has focused on primarily high school lesbian, gay, and bisexual students. Very few studies have included students questioning their sexual orientation. This quantitative descriptive study utilized an anonymous survey to gather information about middle school LGBQ students’ experiences with harassment. The study included 208 middle school students. The results were compiled into three groups (lesbian/gay/bisexual, questioning, and straight) and compared. Findings indicated that LGBQ students experience significantly more harassment than straight students and questioning students are more likely to experience victimization that lesbian, gay, bisexual, and straight students. The findings support the need for middle school administrators and staff members to take steps to create more inclusive school climates for LGBQ students.
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Cramer, Conita K. Markel. "Texas Public School Principals' Application of Procedures in Identification and Prevention of Sexual Harassment." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3093/.

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The procedural survey on sexual harassment procedures sent to 300 Texas principals had a response rate of 48.3 %. The mean score on the procedural survey for all 300 principals was 69.30 %. Eighteen research questions were addressed in detail in Chapter 4. Only five showed a significant correlation or effect size. Question 5 asked if there was a correlation between gender and the mean score of the survey instrument regarding sexual harassment procedures. The mean score of women was significantly higher than men. Question 6 asked if there was a correlation between the number of students in a school and the mean score of the survey instrument regarding sexual harassment procedures. This revealed that a significant correlation appeared between principals who worked at larger schools. Question 10 asked if there was a correlation between the location of the school, whether rural, urban, or metroplex and the mean score of the survey instrument. Principals of urban and metroplex schools scored significantly higher. Question 13 asked if there was a correlation between the hours of sexual harassment training attended in the last year and the mean score of the survey instrument regarding sexual harassment procedures. The results of this analysis revealed that a correlation approaching a medium effect size of .237 was present. Question 18 asked if there was a correlation between the total number of hours a principal had attended training and the mean score of the survey instrument. Neither the Pearson's correlation or the Spearman's rho was statistically significant. However, due to the large variation in responses on the sum of hours of training about sexual harassment, it was suspected that there might be a covariate accounting for sub-populations within the principals who participated in the survey. For ages 30-43.5, as the number of total training hours increased, the mean score on the survey instrument also increased. There was no significantly statistical significance between the other age groups and the mean score on the survey instrument. The other thirteen research questions did not show a significant correlation to the sexual harassment procedural survey instrument administered to Texas principals.
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Penn, Michaele Paulette. "An investigation of sexual harassment provisions in Virginia school district policy." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54260.

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PURPOSE OF THE STUDY The purpose of the study was to determine how many school divisions in the Commonwealth of Virginia had adequate policies which addressed sexual harassment specifically and to determine why school divisions had either developed or failed to develop such policies. An additional purpose was the development of a paradigm to guide school divisions in the construction of policy governing sexual harassment. PROCEDURE All 133 superintendents in Virginia were identified and 119 superintendents participated in the study. Data were collected using a survey questionnaire and copies of policies were requested. All survey data were analyzed using crosstabulation commands on the App-Stat statistical package. Policies which were returned were analyzed in comparison to evaluation criteria taken from the Equal Employment Opportunity Commission (EEOC) Guidelines that prohibit sexual harassment and from the research of sample policies from the public and private sectors. CONCLUSIONS 1. Sixty-eight percent of the school divisions in the Commonwealth indicated they did not have policies and/or administrative regulations which specifically prohibit sexual harassment. 2. Thirty-four of the 81 school divisions in Virginia which did not have sexual harassment policies indicated they were aware of the need for such policy. Twenty of the respondents indicated they had other policies which they believed adequately addressed sexual harassment, and fourteen of the respondents indicated they were developing such policy. 3. Most school divisions that had developed policies had done so because they were aware of their liability or the possibility of litigation. 4. Most policies were inadequate in that they failed to communicate that employers were serious about sexual harassment or they failed to indicate that employees would be made aware of sexually harassing behaviors through awareness training.
Ed. D.
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Goebel, Stefanie Elizabeth. "School peer sexual harassment and teen dating violence: What's the difference?" Thesis, The University of Arizona, 2003. http://hdl.handle.net/10150/278813.

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The relationship between perpetrator and target, as a factor in school peer sexual harassment, has been particularly neglected (Stein, 1999). This relationship spans nonromantic and romantic interest between peers. This paper focuses on peer relationship, as a dimension of overlap and intersection between peer school sexual harassment and dating violence. My project is a qualitative interview-study of the sexual harassment experiences of eighteen 13 to 20-year-olds, particularly where there is romantic interest involved between harasser and target. The study's findings show school sexual harassment and teen dating violence to overlap and intersect in the areas of behavior (physical or nonphysical), relationship (romantic or nonromantic), and location (more private to more public places at or away from school). Important contextual information about school sexual harassment revealed by the data includes: (1) school sexual harassment occurring in all peer relationships, including dating and ex-dating relationships, (2) patterns of school sexual harassment behavior that resemble obsessive control in stalking and dating violence, (3) the protracted or violent nature of the harassment (like dating violence), and (4) the high levels of upset and injury experienced by the target (similar to dating violence). My results suggest that peer relationship context is critical to understanding significant aspects of peer sexual harassment, including the power and gender dynamics which underlie the behaviors, and to revealing its similarities and overlap with dating violence.
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Street, Steven W. "School Community Members' Perceptions Regarding LGBT-based Bullying, Harassment, and Violence." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2892.

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In Tennessee, a majority of students who identify as Lesbian, Gay, Bisexual, or Transgender (LGBT) do not feel safe due to bullying and harassment that is targeted toward them by their peers. Schools, such as MTS school (a pseudonym), are not required to specify protection for LGBT students, causing the LGBT bullying to continue without being reported and resulting in higher absences, lower achievement, greater mental health issues, and in some cases, suicidal ideation among LGBT students. Through confidential personal interviews that were transcribed and coded, this case study's purpose was to better understand how MTS adult stakeholders perceive (a) the issue of LGBT based violence, (b) the effectiveness of the school's current bullying policy in protecting LGBT students, and (c) the possibility of implementing a change in the school policy to protect LGBT students. Exploring the barriers to protecting LGBT students was based on the theoretical framework of antibias education in which students gain self-awareness, develop acceptance of human diversity, recognize unfairness in society, and are empowered to act against discrimination. The following four themes emerged: (a) accepting culture, (b) protection of students, (c) need for change, and (d) process for change. These findings have led to the development of a policy recommendation and plan of action that, through antibias education, will specifically protect the LGBT students and include acceptance and tolerance of the LGBT community in the counseling curriculum. The results of this study may create a positive social change by opening up dialogue concerning the effects of LGBT-based bullying on students and exploring opportunities to create a safe school environment for all children.
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Divisek, Faith McCall. "Sexual harassment policy in public school districts in New Jersey : implications for educational administration /." Access Digital Full Text version, 1994. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11624619.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1994.
Includes table. Typescript; issued also on microfilm. Sponsor: Jeannette Fleischner. Dissertation Committee: Jonathan Hughes. Includes bibliographical references (leaves 185-188).
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Barnett, Margaret Ann. "An analysis of student sexual harassment policies in central California schools." Scholarly Commons, 1996. https://scholarlycommons.pacific.edu/uop_etds/2760.

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The purpose of this descriptive study was to determine if public school districts in California have policies which manage student-to-student sexual harassment in grades four through eight according to established criteria. Seven general questions were generated from the literature review and then subdivided into 23 specific questions. In the policy analysis, it was determined whether each of the 23 variables was included and how explicitly the information was stated according to a five-point Likert scale. It also was noted whether school district student sexual harassment policies matched the wording of the California School Boards Association sample policy on each item. The policies of 118 school districts from 14 central California counties were analyzed. Written surveys also were collected from the 118 districts and provided background information. Variables included the range of grades within districts (K-12/Adult, K-12, K-8, K-6, and 7-12), site of district, and location (urban, suburban, or rural). In addition, ten district administrators were contacted in telephone interviews. They were asked questions about the extent of student-to-student sexual harassment in their district and the effectiveness of their policies. Administrators also were questioned about the type and extent of preventive training provided by their district for students and staff members. There were no major differences between policies when analyzed by grade range, location, or size, and the analysis shows that even the best policies did not contain all the information which was recommended in the literature review. Four policies were assigned a rating of "good." There were 55 policies that were considered "average," 50 policies which were labeled "poor" and 10 policies which were "very poor." It was recommended that school administrators review their existing policies and revise them as necessary to reflect the findings of this study. It is further recommended that more extensive preventive training should be given to staff members and students. Further research should be done to determine how explicit student sexual harassment policies are in the other 44 California counties as well as school districts in other states.
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Foote, Dorothy D. "Room of Confession: An Investigation into the Challenges and Possible Applications of Primary Narrative for Use in Middle School Peer Harassment Intervention." Fogler Library, University of Maine, 2002. http://www.library.umaine.edu/theses/pdf/FooteDD2002.pdf.

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Marshman, Roger. "Verbal harassment : clarifying discipline values in the culture of a boys' independent school /." Title page, contents and abstract only, 1997. http://web4.library.adelaide.edu.au/theses/09EDM/09edmm371.pdf.

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談佩 and Pui Selina Tam. "Peer harassment and its relationship to psychological adjustment and school engagement in early adolescence." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41715573.

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Tam, Pui Selina. "Peer harassment and its relationship to psychological adjustment and school engagement in early adolescence." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41715573.

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Schlenoff, Fran. "Perceptions of the school community as it implements New Jersey Harassment, Intimidation, and Bullying legislation." Thesis, College of Saint Elizabeth, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3619942.

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This study examined the success of five elementary schools in their implementation of the 2011 New Jersey Harassment, Intimidation, and Bullying law (NJ HIB law). It also explored stakeholders' perceptions of school climate since the law went into effect. Fourth and fifth grade parents, students, teachers, and counselors in the district's five elementary schools were invited to participate in surveys, focus groups, and interviews. The study revealed that these stakeholders supported the spirit of the law but felt that there were unexpected obstacles in the law that impeded its effectiveness to support a positive school climate and eliminate bullying. The results of the study will aid the district's elementary schools to improve implementation of the HIB law and guide stakeholders as they move to create a positive school climate and eliminate bullying.

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Shoko, Nothabo. "The influence of peer harassment on the wellbeing of form three learners in Zimbabwean rural day secondary schools." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/20330.

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The aim of this study was to describe occurrences of peer harassment and the influences it has on Form Three learners in Zimbabwean rural day secondary schools. A review of studies conducted internationally indicated that peer harassment is prevalent and is stressful for most learners. Reports indicate that the negative impacts of peer harassment limit the educational achievements of the learners, and that learners need teacher and parental assistance to deal with peer harassment. In particular there appears to be a need for the creation of safe learning environments. This study was informed by an eclectic framework based on Erik Erikson's psychosocial theory, Bronfenbrenner's socio-ecological theory and Allardt's social welfare theory. These three theories point to the need for understanding that the social supports available to an individual determine how the individual perceives and responds to all his or her experiences. Investigations of the perceptions which individuals hold of their diverse lived experiences are best understood from a qualitative paradigm. Since the study intended to gain an understanding of the forms of peer harassment experienced by learners and how their individual experiences influenced their wellbeing, a phenomenological design was used. The sample was comprised of fifteen Form Three (grade 10) learners from three rural schools who volunteered to share their experiences of peer harassment. Data generated from semi-structured interviews with the individual participants were analyzed revealing emergent themes to answer the research questions. Findings revealed that the learners experienced various forms of peer harassment with physical peer harassment being the most prevalent. The data also revealed that peer harassment had both psychological and social influences on the well being of the learners which were primarily negative. Most learners felt that they were not getting adequate support from the adults (i.e., their teachers and the parents and guardians. The apparent reason for this lack of support from the adults was related to the community values which adults held about how learners were expected to deal with peer harassment. It was also evident that most learners chose to suffer silently, or hoped that God would intervene to assist them. Teachers were also not doing enough to assist the learners to stop peer harassment. Like the parents and guardians, most of the teachers did not perceive peer harassment as a serious problem in learners' lives so they did very little to assist victims who complained to them. Learners relied primarily on friends for support. The study concluded that peer harassment influenced the learners 'psychological and social well being negatively. It provided recommendations for schools, teachers, parents and the learners themselves. These stakeholders may collaborate to establish anti-harassment policies and to inform the design and implementation of anti-harassment policies in Zimbabwean rural schools. Recommendations are also provided for further studies aimed at identifying effective responses to the phenomenon of peer harassment.
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Hysock, Dana Ann. "Fun between friends? How peer culture influences adolescents' interpretations of and responses to peer sexual harassment in high school /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.83 Mb., 259 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3220723.

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Weinstock, Del. "Patterns of LGBTQ+ victimization from high school to university." Kent State University Honors College / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1620499891141961.

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Halson, Jacqui. "Sexual harassment, oppression and resistance : a feminist ethnography of some young people from Henry James School." Thesis, University of Warwick, 1992. http://wrap.warwick.ac.uk/35982/.

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This research project is based on ethnographic observations of andinterviews with a sample of nineteen young women about their experiences of sexual harassment in everyday life. The fieldwork was carried out in a school. The aims of the project were to explore young women's perceptions and negotiations of sexual harassment as much as to document the variety of forms it took and to explore the role of schools in the institutionalization of sexual harassment. The methods employed and the methodological perspective adopted were both ethnographic and feminist, underpinned by a realist philosophy and a standpoint epistemology. I highlight the need to address questions about how methodology, epistemology and substantive data are indissolubly interconnected. Thus, the traditional 'scientific' principles of objective impartiality and unemotionality are explicitly challenged by the demand that we reflect critically on -our own inevitably emotional knowledge of the world which we investigate. The appeal to reflexivity rather than to reason or rationality (supposedly unfettered by emotionality) profoundly challenges our understanding of what 'science' means and, therefore, what knowledge is. A definition of sexual harassment is offered. I argue that the phenomenon is a situated, mundane and masculine power practice which reconstructs or reproduces patriarchal social relations. It is patriarchy operationalized. Since the young women with whom I worked collaborated in defining what the research was about by relating their experiences of heterosex, the thesis also explores some of the oppressive continuities between these more intimate encounters and sexual harassment in everyday life. Given that sites of oppression are also potentially at least sites of resistance, the thesis critically examines the ideological context which structures human agency and explores the extent to which young women are empowered to resist rather than accommodate themselves to the oppressive exercise of masculine power. I argue that the school effectively reproduces the oppressive reality in which the young women live their everyday lives.
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Björck, Eva, and Pramling vilgot Engberg. "Does Teacher-Student Relationship Moderate the Link Between Ethnic Harassment and School Adjustment Among Immigrant Youth?" Thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-53299.

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Immigrant students are targets of ethnic harassment in school context in their host country. Prior studies demonstrated that being victim of ethnic harassment has consequences for the psychological, behavioral, and school adjustment of youths with immigrant background. The purpose of this study was to examine if a positive teacher relationship moderated the school adjustment of ethnically harassed immigrant students. Data was gathered from ethnically harassed students in 7th and 8th grade in seven schools of a midsized town in Sweden. In addition to univariate and bivariate correlation analyses, a series of moderated regression analyses were conducted. Significant moderation effects of relationship with teachers were found for two of the school adjustment measures. The results suggested a positive relationship with teachers could play a buffering role for school liking and truancy of students who experience ethnic harassment from their peers. Implications of the findings were discussed in relation to both research and practice.
Invandrarelever utsätts för etniska trakasserier i skolan i sina nya värdland. Tidigare studier har demonstrerat att ungdomar med invandrarbakgrund som faller offer för etniska trakasserier får en negativ påverkan på sitt psykologiska välmående, sina beteenden, och skolanpassning. Syftet med den här studien var att undersöka om en positiv relation med en lärare modererade skolanpassningen hos etniskt trakasserade invandrarelever. Data inhämtades från etniskt trakasserade invandrarelever i 7:e och 8:e klass från sju skolor i en mellanstor stad i Sverige. Utöver univariata och bivariata korrelationsanalyser, utfärdades en serie modererande regressionsanalyser. I två av studiens variabler fanns det statistiskt signifikanta modererande effekter av att ha en positiv relation med en lärare. Resultatet föreslår att en positiv relation med lärare kan ha spelat en skyddande roll for elevens positiva attityd till skolan och för skolkning hos elever som upplever en låg mängd etniska trakasserier från sina klasskamrater. Studiens resultat diskuterades både i relation till forskning och tillämpning i samhället.
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Mulrooney, Rhoda. "A study into the need for a bullying/harassment program at St. Stephen's High School, Stephenville, Newfoundland, Canada : a school psychology internship report /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ62408.pdf.

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Andersson, Liselott. "En undersökning om förekomsten av sexuella trakasserier på en svensk gymnasieskola : Sexual harassment at a Swedish secondary school." Thesis, Karlstads universitet, Estetisk-filosofiska fakulteten, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-6063.

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Nash, Gregory S. "A comparative study of the attitudes of metropolitan Atlanta school districts’ administrators and faculty members toward sexual harassment." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1997. http://digitalcommons.auctr.edu/dissertations/3752.

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The purpose of this study was to examine the perceptions of sexual harassment among selected school administrators and faculty members of three selected Metropolitan Atlanta School Districts. This study also investigated the relationship between these perceptions toward sexual harassment. A secondary purpose of the study was to add to the body of knowledge about sexual harassment in public schools, using administrators and faculty because these two groups hold the most power in the school and should be more aware of the issue. Four hundred and seventy questionnaires were distributed to thirty four schools. Questionnaire data were analyzed using the SPSS/PC+ statistical program. Twenty eight null hypotheses relating to the perceptions of administrators and faculty were tested. Descriptive analyses of data, including frequencies, and mean scores, were used to generate data for hypotheses testing. It was concluded that there were no significant differences in perceptions of administrators and faculty as to sexual harassment in the three Metropolitan Atlanta School Districts. However, it was found that school level has a significant impact on the perceptions of administrators and faculty as to attitudes about sexual harassment.
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Runsö, Anna. "Sexuella trakasserier och identitetsskapande bland unga." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-218309.

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Sexual harassments have since long been an issue all over the world and schools have not been an exception. Reports from Swedish secondary schools show how 47% of the female pupils state that they have, sometime during their time in school, been the victim of sexual harassment. Other studies claim that pupils exposed to sexual harassments will develop low self-esteem and a decreased sense of self. The Swedish curriculum state that all children shall have the right to a harassment free school environment, but still many pupils claim to be exposed to sexual harassment in school. Several studies have theorized about why sexual harassment is so prevalent in schools but what do the pupils think? This study aims to reveal and analyze pupil opinions about sexual harassment; what do they think it is and why do they think it occurs? This will be done from a post-structural feminist point of view with focus on the shaping of identity among the respondents.      The collected results of this study indicate that sexual harassment is mostly due to a dominant form of the heterosexual male ideal where sexual harassment against both men and women is used to secure ones position as a dominant male and to gain access to the hegemonic male group. According to the respondents, sexual harassment have little to do with the victims and in the discussion an alternative approach to handle sexual harassment in school is discussed.
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Boqwana, Sizakele. "Teacher and learner perceptions of the relationship between gang activity and learner academic performance in township schools." Thesis, Cape Peninsula University of Technology, 2009. http://hdl.handle.net/20.500.11838/1960.

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Thesis (MTech (Education and Social Sciences))--Cape Peninsula University of Technology, 2009
This study examines the nature and the extent of school gang activity and how it impacts on learner academic performance in South African township schools. The research evidence shows that learners in South Africa have been exposed to widespread school gang activity leading to poor learner academic performance in the township schools. The effects of the phenomenon of school gang activity on learner academic performance are given a more insightful understanding of its effects. The literature review supports the central argument that school gang activity persists in South African schools, especially in the townships. In addition, the literature provides both international and local perspectives of the high prevalence of school gang activity and claims that it results in an insecure teaching and learning environment. The specific research design selected for the study is a phenomenological study and is qualitative, explorative and descriptive in nature. A semi-structured interview method was employed to gather the data required. The findings of the study reveal that many learners in the township schools experience direct incidences of school gang activity either at school or on the way to or from school. In addition, the findings reveal that feelings of insecurity are most intense in the classroom situation because the opportunities to escape danger are minimal. The conclusions drawn from the study are that classrooms are dangerous places and this impacts on the ability of learners to achieve academically. Based on the findings, this mini-dissertation recommends collaborative efforts of all role-players to interact and produce amicable strategies and solutions that will decrease the occurrence of school gang activities and school violence. Gang activity in schools severely hinders learner academic performance. Hence incorporating interdisciplinary perspectives, involving activities such as teamwork and programme development can provide some solutions. This mini-dissertation is dedicated to my little angel, Avuyile Boqwana, in memory of the day she was born. I said that day, "A professor is born in my house," trusting that my wishes will be fulfilled one day. As young as she is, she is the source of all my inspirations to pursue life-long learning. My little is a source of motivation every time I look at her. She is my hope for the future. It was her enduring love when she always missed her bedtimes waiting for me to come back from my late tiring sessions that provided "the wind beneath my wings" to complete this educational journey.
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Ford, Aaron D. "School Board liability for student-on-student sexual harassment : an analysis of the state of the law after Davis V. Monroe County Public Schools /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu148639916010628.

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32

Zetterström, Dahlqvist Heléne. "Determinants of Depressive Symptoms in Adolescents : The Role of Sexual Harassment and Implications for Preventive Interventions." Doctoral thesis, Mittuniversitetet, Avdelningen för hälsovetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-27565.

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Background: Depression is considered the worldwide leading cause of illness and disability in young people and an urgent public health issue. Within the field of public health it is of interest to deepen the understanding of determinants of depressive symptoms (DS) that are possible to address on a political or an organizational level. Also, it is of great importance to find methods to prevent depression in adolescents. To address these issues, the present thesis had two Aims: I) To study determinants of DS in adolescents, and II) to, by means of a non-randomized pragmatic trial evaluation, investigate the effectiveness a cognitive-behavioral intervention (DISA) in a real-world setting in relation to determinants of DS in adolescent girls. This was addressed by asking a) Which determinants on individual, psychosocial and structural levels are associated with DS in adolescents? (Paper I); b) What are the directional pathways between sexual harassment (SH) and DS? (Paper II); c) Which features characterize students who were assigned to a cognitive-behavioral intervention regarding levels of DS, psychosocial aspects and socioeconomic status of the respondents as well as of schools? (Paper III); d) Does DISA have an effect on DS in girls aged 14-16? (Paper IV); and e) Are there differences between the DISA participants and non-participants in the effects of psychosocial and structural determinants on DS? (Paper IV). Method: Data was collected in January 2010, 2011, and 2012, by means of a self-administered, electronic questionnaire in school. Students aged 14-16 in all nine public and one independent high school in a municipality in northern Sweden participated in the study (~1,000-1,200 students depending on the wave). All studies had DS as the single outcome variable. Individual level determinants were self-esteem and self-efficacy. Psychosocial determinants were parental/peer/teacher support; school demands; sexual harassment; and bullying. Structural determinants were family material affluence; parental foreign background, parental employment status; disrupted family, and personal relative affluence. Logistic regression was employed for research question a) (Paper I). Structural equation (SEM) cross-lag models were modeled for research question b) (Paper II). The Mann-Whitney U statistic was employed for research question c) (Paper III). SEM was used for research questions d-e) (Paper IV). Results: Determinants on individual, psychosocial and structural levels were independently associated with depressive symptoms in both genders. Self-efficacy, low teacher support, bullying victimization, and low personal relative affluence was associated with elevated levels of DS in both genders (Paper I). In girls, low parental support, high school demands, and sexual harassment victimization (SH) were also associated with elevated levels of DS. Among boys, parental migrant background was also associated with DS. Among girls, both the targeting of girls with elevated DS, and the consequence of SH explained the relationship between DS and SH victimization over time. In boys, only the predating of DS explained the association between DS and SH (Paper II). Only girls were assigned to DISA during 2011 and DISA participants reported higher levels of DS and lower levels of self-esteem than the non-participants at pre-intervention, which indicates that DISA was used as a targeted intervention for girls with elevated symptoms. Also, DISA participants reported higher levels of SH victimization, less peer support, and lower personal relative affluence (Paper III). In contrast to the non-participants, DISA participants did not increase their mean scoring on DS at an eight months follow-up. However, SEM analyses showed that the effect of DISA participation on DS at follow-up was negligible (Paper IV). Conclusions: This study showed that SH victimization was an important determinant for DS in girls followed by personal relative affluence. Among boys, personal relative affluence and parental migrant background were the most important factors. SH victimization had mental health consequences in girls only. DISA was implemented as a targeted intervention rather than as selective or universal one, and did not have an effect on DS in this group of girls. Implications for further research and health promotion practice in the school setting are discussed.
Bakgrund: Depression anses vara den världsledande orsaken till sjukdom och funktionsnedsättning hos unga människor och en av de viktigaste folkhälsofrågorna gällande ungdomar. Inom folkhälsoområdet är det viktigt att fördjupa förståelsen av bestämningsfaktorer för depressiva symtom (DS) som är möjliga att ta itu med på en politisk eller organisatorisk nivå. Det är också av stort intresse att finna metoder för att förebygga depression hos ungdomar. För att adressera detta hade denna avhandling två Syften: I) Att studera bestämningsfaktorer för DS hos ungdomar 14-16 år, och II) Att genom en icke-randomiserad pragmatisk utvärderingsstudie undersöka effekten av en kognitiv beteendemodifierande intervention (DISA) så som den implementerats i praktiken i skolan i förhållande till bestämningsfaktorer för DS hos flickor. Följande frågeställningar formulerades: a) Vilka bestämningsfaktorer på individ, psykosocial och strukturell nivå är förknippade med DS hos ungdomar? (Paper I); b) I vilken riktning går sambandet mellan sexuella trakasserier (ST) och DS? (Paper II); c) Vad karaktäriserar elever som gått en kognitiv beteendemodifierande metod (DISA) avseende nivåer av DS, psykosociala aspekter och respondenternas och skolornas socioekonomiska status? (Paper III); d) Har DISA en effekt på DS hos flickor i åldern 14-16? (Paper IV); och e) Fanns det skillnader mellan DISA-deltagare och icke-deltagare avseende effekterna av psykosociala och strukturella faktorer på DS? (Paper IV). Metod: Data samlades in i januari 2010, 2011 och 2012 med hjälp av en självadministrerad, elektronisk enkät i skolan. Elever i åldrarna 14-16 i samtliga nio kommunala skolor och i en friskola i en kommun i norra Sverige deltog i studien (~1000-1200 elever beroende på datainsamlingsår). Samtliga studier hade DS som enda hälsoutfall. Individfaktorer som antogs ha samband med DS var självkänsla och upplevd förmåga att hantera problem i livet. Psykosociala faktorer var föräldra-, kamrat-, och lärarstöd; krav i skolan; sexuella trakasserier och mobbning. Strukturella faktorer var materiellt välstånd i familjen; föräldrar med utländsk bakgrund, föräldrars arbetslöshet; splittrad biologisk familj och personligt relativt välstånd. Logistisk regression användes för forskningsfråga a) (Paper I). Strukturell ekvationsmodellering (SEM) med en cross-lag design användes för forskningsfråga b) (Paper II). Mann-Whitney U test användes för forskningsfråga c) (Paper III). SEM användes för forskningsfrågorna d-e) (Paper IV). Resultat: Bestämningsfaktorer på individ-, psykosocial och strukturell nivå var associerade med DS hos båda könen. Upplevd förmåga att hantera problem i livet, lågt lärarstöd, utsatthet för mobbning, och lågt personligt relativt välstånd var associerat med förhöjda nivåer av DS för både pojkar och flickor (Paper I). Bland flickor var dessutom lågt föräldrastöd, höga krav i skolan, och utsatthet för sexuella trakasserier (ST) också associerade med förhöjda nivåer av DS och hos pojkar var även föräldrars invandrarbakgrund associerat med DS. Bland flickor förklarades sambandet mellan DS och ST både av att flickor med förhöjda DS blev utsatta för ST, och av att ST ledde till senare DS. Hos pojkar var det endast att pojkar med DS blev utsatta för ST som förklarade sambandet (Paper II). Endast flickor deltog i DISA och de rapporterade högre nivåer av DS och lägre självkänsla än de som inte deltog, vilket tyder på att DISA användes som en riktad intervention för flickor med förhöjda symtom. DISA-deltagare rapporterade även högre nivåer av utsatthet för ST, lägre kamratstöd och lägre personligt relativt välstånd (Paper III). DISA-deltagarnas genomsnittliga nivå av DS hade inte försämrats vid åttamånadersuppföljningen vilket icke-deltagarnas nivåer hade. SEM-analysen visade dock att effekten av DISA-deltagande på DS vid uppföljning var försumbar (Paper IV). Slutsatser: Denna studie visade att utsatthet för SH var en viktig faktor för DS hos flickor, följt av lågt personligt relativt välstånd. Hos pojkar var lågt personligt relativt välstånd den viktigaste bestämningsfaktorn följt av föräldrarnas invandrarbakgrund. Utsatthet för ST hade konsekvenser för psykisk ohälsa för flickor men inte för pojkar. DISA genomfördes som en riktad intervention snarare än som en selektiv eller universell intervention och hade inte en effekt på DS i denna grupp av flickor. Implikationer för fortsatt forskning samt för hälsofrämjande arbete i skolan diskuteras.

Vid tidpunkten för disputationen var följande delarbeten opublicerade: delarbete 4 manuskript.

At the time of the doctoral defence the following papers were unpublished: paper 4 manuscript.

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33

Ali, Jasmin, and Karin Larsson. "Ethnic Victimization as a Potential Explanation for Poor School Adjustment among Immigrant Youth." Thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-65591.

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34

Berlin, Lois F. "Peer to peer sexual harassment : emerging law as it applies to school building administrators' legal responsibility for prevention and response /." Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-06062008-151320/.

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35

Bradic, Matthew C. "A survey study of the perceptions of middle school personnel with respect to learning disabled students as victims of bullying/harassment and the corresponding relationships with bullying prevention and discipline." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1396354964.

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36

Eliasson, Miriam A. "Verbal abuse in school : constructing gender and age in social interaction /." Stockholm : Karolinska institutet, 2006. http://diss.kib.ki.se/2007/978-91-7357-095-4/.

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37

Zeanah, Kathryn L. "Experiences of Heterosexist Harassment Among Graduate Students Training to Work as School-Based Professionals: Impact on Psychological Functioning, Academic Wellbeing, and Attitudes Toward Sexual Minority Individuals." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1457540372.

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38

Fischer, Sean N. "School-based supports for LGBT and other minority youth: Understanding the roles of teachers, staff, gay-straight alliances, and anti-harassment policies." NEW YORK UNIVERSITY, 2011. http://pqdtopen.proquest.com/#viewpdf?dispub=3445288.

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39

Urbanski, Janet. "The relationship between school connectedness and bullying victimization in secondary students." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002236.

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40

Richman, Scott D. "An Interpretive Policy Analysis of Bullying Law and the Development of Bullying Policy in a Central Florida School District." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1749.

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Bullying has been an issue in schools and became a major concern for school leaders over the past two decades. Olweus (1993) defined three characteristics of bullying behavior: intent to harm another, repeated offenses, and a perceived or real power imbalance. This study examined the law's provisions concerning bullying in schools; specifically examining the Florida Jeffrey Johnston Stand Up for All Student Act (2008), and the required policy implemented in Hillsborough County Public Schools (HCPS). Discourse theory framed the study, as defined by Habermas (1996) and the derivative Interpretive Policy Analysis was used to analyze the district policy, as defined by Yanow (2000). The study utilized four research questions to examine bullying law and policy: what constitutional, statutory, and case law said about bullying; bullying policies in literature; development of bullying policy and how closely it matched law. Constitutional law laid the foundation of the school system. Statutory law provided more details and at the state level, defined requirements concerning bullying. Bullying laws existed in 44 states, the majority addressing one or more of Olweus' components. HCPS developed its xii bullying policy in the fall, 2008, closely following requirements of Florida bullying law. The district had a student conduct policy prior to new requirements and a violence prevention committee (VPC) met monthly. The VPC formed a smaller committee including administrators, teachers, parents, students, and law enforcement members, to develop the policy. The committee examined each component of the state model policy, and either used the item verbatim or added additional information specific to HCPS. The district exceeded state requirements for some items such as extending the definition of bullying to include employees and visitors. Overall, bullying laws were designed to protect students from harmful behaviors. The district policy was designed to achieve this task; however, it was also seen as a means to avoid lawsuits and to protect the district's interests. Implications included the need to update laws/policies continually to reflect the current times, such as new technologies, and the interpretation of laws and eventual implementation in schools. In addition, the interpretive policy analysis process used in this study could be applied to other studies examining the policy development process.
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Larsson, Johanna. "Hur ser skolsköterskor på sin roll i arbetet mot mobbning och kränkningar?" Thesis, Högskolan i Skövde, Institutionen för hälsa och lärande, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-11194.

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Bakgrund: Barns och ungas psykiska hälsa har försämrats sedan 1990-talet. Förekomsten av mobbning ligger på samma nivå sedan samma tid. Mobbning och kränkningar har negativa effekter på barns psykiska hälsa. Skolsköterskor har en central roll vad gäller att främja skolbarns hälsa. Syfte: Syftet med denna studie är att beskriva hur skolsköterskor ser på sin roll i arbetet mot mobbning och kränkningar i skolan.  Metod: Kvalitativ metod med induktiv ansats. Elva  e-postintervjuer har analyserats med kvalitativ innehållsanalys. Resultat: Resultatet presenteras i fyra teman. Resultatet visar att skolsköterskor vill, men har inte tillräckligt med tid att arbeta mot mobbning. att hen identifierar och bemöter elever som är utsatta för mobbning, att hen samarbetar med andra professioner på skolan samt att hen även arbetar preventivt i arbetet mot mobbning.  Konklusion: Skolsköterskorna såg sig inte som framträdande i arbetet mot mobbning och kränkningar. Deras syn på sin roll var främst att identifiera och bemömta utsatta elever och hälsosamtalet var deras främsta redskap. Samarbete med andra professioner ansågs vara viktigt för att kunna möta elevens behov.
Background: Mental disorders among children and adolescents has increased since the 90´s. The presence of bullying has not changed. Bullying leads to negative psychological health effects. The school nurse has an important role in the health promoting work in schools. Purpose: The aim of this study is to describe school nurses perceptions of their role in the work towards bullying in schools. Methodology: A qualitative method with eleven interviews made via e-mail. The interviews were analyzed with an inductive qualitative content analysis.  Result: The result is presented in four themes. The result shows that the school nurse wants to but don´t have enough time to work towards bullying, the scholl nurse identify and encounter students involved in bullyin, cooperate with other professionals at school and also work preventively towards bullying. Conclusion: The school nurses didn´t perceive themselves as the most prominent person in the anti-bullying work in schools. Their perceptions of their role was to discover and to encounter children involved in bullying and the health dialogue is their main tool.
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Slotten, Carolyn. "A qualitative study of twenty-four women who experienced sexual harassment in high school : what happened, how they coped, and how it affected them." Connect to resource, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1212174603.

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43

Kazmierczak, Suasn. "Administrator and Staff Perceptions of a Secondary School Antibullying Program." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5360.

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Despite the increase in bullying behavior that has occurred among high school students, there is a lack of age appropriate intervention programs available to assist secondary administrators and staff with this problem. The purpose of this case study in 1 high school in a suburb of a major Mid-Atlantic city in the United States was to determine the perceptions held by secondary administrators and staff of an adapted antibullying program, originally created for use in elementary schools, in reducing the incidences of bullying behavior and feelings of strain. This study was also designed to explore how administrators and staff perceived if the bullying prevention program fostered prosocial behavior, and the extent to which the program reduced peer aggression, peer harassment, and strain. The conceptual framework was general strain theory described by Durkheim and Merton. The design for this case study included interviews with 5 teachers and 3 administrators who had been involved in implementation of the antibullying program. Open coding was used to organize and analyze the data for the emergence of significant concepts and patterns. Codes were formulated into four associated meanings or themes; relationships, student responsibility, positive culture, and trusting and supportive environment. The results indicated that school personnel were able to modify an existing bullying prevention program that has changed the culture of the school and the mindset of its student body while helping the students to alleviate strain and issues of aggression and harassment. The current research may affect social change by encouraging other secondary schools to assess their bullying prevention programs to determine if the material being used is age appropriate for secondary students and if the programs are indeed alleviating bullying behavior and strain in their students.
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Mancuso, Charlotte. "Pratiques de bullying et adhésions normatives dans quelques classes d’école et de collège en Italie." Thesis, Paris 4, 2010. http://www.theses.fr/2010PA040055.

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L’étude du harcèlement systématique entre pairs à l’école (school bullying) est-il éclairé par l’approfondissement de la relation aux normes qu’entretiennent les jeunes acteurs ? Quels sont les éléments clé aidant l’identification et la compréhension du phénomène ?A partir d’une redéfinition du bullying insistant sur les apports croisés de chaque protagoniste sur la scène des dynamiques indésirables, le travail propose une étude située du problème. Chaque acte et chaque initiative de type bullying sont ainsi analysés dans le cadre de la situation spécifique qu’ils dessinent et dont ils relèvent à la fois. Pour cela, l’attention est portée sur les attributions de sens et sur la perception réciproque d’adhésions normatives mises en avant par les élèves concernés. Quatre classes scolaires italiennes sont analysées dans leurs dynamiques relationnelles et conflictuelles ; du point de vue de leur organisation, de l’ordre et de la discipline ; en termes d’investissements axiologiques opérés par les jeunes et leur entourage et encouragés par les enseignants
School bullying: does the study of peer harassment in schools delve deeper into the relationships of young people with rules and values? What are the key factors that can help to better identify and understand the phenomenon ? The work starts from a re-definition of school bullying based on the cross contribution of each character acting in the educational scene where the undesirable dynamics take place to propose a local analysis of the problem. Each school bullying initiative is analysed in the context of the specific situation that it create and from which it raises. Attention is also brought to the attribution of meanings as well as to the reciprocal perception of the compliance with the rules by students. Four Italian classrooms are examined taking into account the dynamics of their relationships and conflicts; their organization, rules and discipline; the axiological investments made by young people and promoted by their teachers
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45

Cooney, Lucretia. "BULLYING: OUT OF THE SCHOOL HALLS AND INTO THE WORKPLACE." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2676.

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The primary purpose of this study is to identify those people at most risk of being bullied at work. While much research is being conducted on school bullying, little has been conducted on workplace bullying. Using data gathered from a 2004 study conducted by the National Opinion Research Center for the General Social Survey, which included a Quality of Work Life (QWL) module for the National Institute for Occupational Safety and Health (NIOSH), linear regressions indicated significant findings. As predicted, workers in lower level occupations, as ranked by prestige scoring developed at National Opinion Research, are more likely to be victimized. Data also suggest that being young, Black, and relatively uneducated may contribute to being bullied in certain situations. Future research is needed to examine influences of socio-economic, legal, and other demographic factors that may predict the chance of being bullied.
M.A.
Department of Sociology
Sciences
Applied Sociology MA
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46

Herting, Emma, and Johanna Lindblom. "Det osynliga motståndet : En kvalitativ studie om kön- och maktstrukturens påverkan på skolkuratorns arbete mot sexuella trakasserier." Thesis, Linnéuniversitetet, Institutionen för socialt arbete (SA), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-97565.

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Sexual harassment is a significant problem in school despite policies and guidelines designed to combat the issue. The aim of this study is to illustrate, through feminist theory, how gender and power structures affect school counselors in their work to prevent sexual harassment. With the use of qualitative method we have collected our material through focus group interview with school counselors working at junior high schools. Subsequently, we analyzed the material by using narrative content analysis, and created a collective narrative by combining the school counselors stories. The theories we use include structural theory, feminist theory, and the concept of hard and soft repression. Our results show that school counselors have a structural understanding of sexual harassment, but they face different kinds of resistance in their work to combat the issue: including resistance from themselves, from the organisation, and from society as a whole. Structural understanding is paramount to understanding the importance of a preemptive approach.
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Ekholm, Julia. "'I am so tired, I wish my life was over' : An analysis of the potential inclusion of the novel 13 Reasons Why in the EFL classroom." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-71745.

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The increased usage of media and technology has not only opened new areas for bullies, but also made the visible form of bullying invisible. In addition, movements like ‘me too’ have blossomed showing that sexual harassment is and has been a prevalent issue in the Western world for a long time. Simultaneously, adolescents’ suicide rates have increased. Therefore, selecting a Young Adult (YA) novel like 13 Reasons Why for the English as a foreign language (EFL) classroom may work to address these topical issues and possibly help students understand the consequences of bullying and sexual harassment.
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Bateman, Brenda E. "Gender/sexual harassment in elementary schools." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0019/MQ56799.pdf.

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49

Browne, Janet. "Sexual harassment in two Alberta high schools." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34741.pdf.

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50

Nilsson, Elina, and Peter Gustafsson. "Jag tror att det sker mer än vad vi ser och vad vi vet : En kvalitativ studie om skolpersonals arbete mot sexuella trakasserier och övergrepp i grundskolan." Thesis, Linnéuniversitetet, Institutionen för socialt arbete (SA), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105035.

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The aim of this study was to investigate how school staff work to counteract sexual harassment and abuse of children, 6 to 16 years of age, online and in real life. The aim of this study was also to investigate the role of norms and norm-creating processes regarding sexual harassment and abuse in school staff’s stories. This study is based on nine semi-structured interviews, conducted with school staff such as teachers, social educators and counselors, who work in primary school. The study's theoretical starting points are norm- critical analysis, professional theory and the masculinity theory. Results showed that school staff mainly use norm-critical conversations. These conversations aim to involve students to reflect on their role in the establishment of norms. Through discussions, lessons and value exercises, school staff question destructive norm systems, students' behaviors and attitudes, what is okay and what is not. The staff lacks routines for how to deal with sexual harassment and abuse that takes place online. The results of the study indicate that the preventive work needs to include more knowledge about social media and that the school's core values also needs to include attitudes, norms and behaviors on social media. A solution, according to school staff, is for students to leave their mobile phones with the staff before each lesson so that they are not affected by them during this time. School staff believe that the preventive work around sexual harassment and abuse, that takes place online, is about questioning behaviors and enabling students to have the courage tell adults about what happens among students. It emerges that norm- setting processes are a central part of school staff’s work to counteract sexual harassment and abuse. School staff experience some organizational difficulties, such as resources and time, to be able to work with norm-critic analyses. A challenge they face is to involve other professional groups, to prioritize this together and work more preventively. Another challenge is also found among the collegial work, where certain professional groups feel that this kind of analyses needs to apply to the entire organization and not only to individuals within the school. In addition to the organizational challenge, school staff experience that a major challenge is found among students' attitudes, behaviors and values, especially among boys.
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