2 edition of discursive marginality of gender-based harassment in high schools. found in the catalog.
discursive marginality of gender-based harassment in high schools.
Written in English
In the final sections of this thesis, I offer a model for educators that aims to prevent gender-based harassment in schools. The acronym for this model is IDEAS, and it is concerned with increasing awareness of the dominant discourses related to gender-based harassment in schools and in wider society, developing policies that are based on students" local experiences, expanding the term sexual harassment to gender-based harassment, accessing alternative positionings and providing students with safe spaces in which to learn about, talk about and challenge how categories of gender can constrain students in particular ways. (Abstract shortened by UMI.)This thesis examines the ways in which gender, power and identity converge in relation to gender-based harassment for students attending high schools in the Greater Toronto Area. Through employing a feminist post-structural approach, I explore the gendered relations of power and practices in which gender-based harassment is constituted and their hegemonic effects. More specifically, this thesis explores the kinds of discourses about gender, power and harassment made available to students in schools as well as the ways in which students variously, and at times contradictorily, position themselves in relation to the discourses presented. Ultimately, this thesis maps out the ways in which gender-based harassment, as a product of gendered relations of power, is discursively marginal.This thesis also explores the role of sexual harassment policy within the Toronto District School Board. By means of an institutional ethnography method of inquiry that unpacks how accounts, such as texts and policies, work in particular ways, I look at how the policy relates to students" experiences on the ground as well as how the students make sense of it.This thesis also points to the usefulness in taking a feminist post-structural approach in researching gender-based harassment in schools, particularly within a Canadian context, which has not been explored by educational researchers hitherto.
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Of 40 cases of gender-based harassment and discrimination, zero respondents were found guilty; of 15 reports of sexual misconduct, zero respondents were found guilty. Further, in cases of sexual harassment and gender-based harassment and discrimination reported to the EOAA, the most common outcome is that a complainant does not respond to the. the high school remains one of the least studied environments. No studies were located that examined teachers' attitudes toward sexual harassment or their perceptions of and respons-es to peer harassment among high school stu-dents. The current study was designed to determine (a) teachers' attitudes toward sexual harass-.
University or School policies. It is the policy of the University to provide educational, preventative and training programs regarding sexual or gender-based harassment; to encourage reporting of incidents; to prevent incidents of sexual and gender-based harassment from denying or limiting an individual’s ability to participate in or benefit. entitled “Sexual Harassment Guidance: Harassment of Students by School Employees, Other Students, or Third Parties,” issued by the Office for Civil Rights (OCR) on Ma ( guidance). We revised the guidance in limited respects in light of subsequent Supreme Court cases relating to sexual harassment in schools.
Overall, gender-based harassment serves to define and enforce gender boundaries of students by students. Adolescent view of adulthood. Gender is a cultural construction which creates an environment where an adolescent's performance in high school is related to their life goals and expectations. Because some young women believe that they want to. Sexual Harassment as a Gendered Expression of Power Christopher Uggen Amy Blackstone University of Minnesota University of Maine Drawing on recent insights from the study of legal consciousness and gender relations, the authors test the generality of Catharine MacKinnon's theory of the sexual harassment of adult women.
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: The Discursive Marginality of Gender-Based Harassment in High Schools: The Discursive Marginality of Gender-Based Harassment in High Schools (): Jessica Weiser: BooksCited by: 1. The Discursive Marginality of Gender-Based Harassment in High Schools power and identity converge in relation to gender-based harassment for students attending high schools in the Greater.
The Discursive Marginality of Gender-Based Harassment in High Schools. Thesis. power and identity converge in relation to gender-based harassment for students attending high schools in the. Gender Differences in Experience of, and Reactions to, Sexual Harassment among U.S.
High School Students. Gender & Society 14(6): Using a feminist theoretical framework the researchers investigate past findings in the literature of greater impact of sexual harassment on girls than boys to show that the qualitatively different.
Gender differences in experience of, and reactions to, sexual harassment among U.S. high school students’, Gender and Society, 14, – CrossRef Google Scholar Hill, J.P.
and. Lynch, M.E. () ‘The intensification of gender-related role expectations during early adolescence’.Cited by: 4. All public schools and any private schools receiving federal funds must comply with Title IX.
Under Title IX, discrimination on the basis of sex can include sexual harassment or sexual violence such as rape, sexual assault, sexual battery, sexual coercion, or dating violence. Gender-based violence and harassment are behaviors that are committed because of a person's gender or sex.
from a gender-based animus. For ease of reference, this Note calls har-assment that is motivated by gender, but is unrelated to sexual desires, "gender-based harassment."12 Although gender-based harassment is as capable of creating abusive working conditions as sexual harassment, it occupies a tenuous position in the courts.
Dwyer v. This article provides an analysis of teachers’ perceptions of and responses to gendered harassment in Canadian secondary schools based on in‐depth interviews with six teachers in one urban school district.
Gendered harassment includes any behaviour that polices and reinforces traditional heterosexual gender norms such as (hetero)sexual. Sexual harassment and gender harassment are two distinct offenses; however, the lines can get blurred in some situations. Quid pro quo sexual harassment - When a person must decide between catering to undesired sexual demands and be punished in a way related to the job or by losing an employee benefit, the harassment creates a this-for-that.
Harassment that is based on gender is referred to as gender harassment. Often, this term is used in cases in which a woman is harassed simply because she is female, but men may face this type of harassment, too.
Essentially, it encompasses behaviors that are insulting or. Sex-based harassment creates a hostile environment if the conduct is sufficiently serious that it denies or limits a student’s ability to participate in or benefit from the school’s program.
When a school knows or reasonably should know of possible sex-based harassment, it must take immediate and appropriate steps to investigate or. In addition, workplace gender harassment laws are very similar to Title IX laws, which prevent gender harassment and discrimination in school settings.
When set in an employment or workplace environment, gender harassment can show up as offensive actions between two or more co-workers, a supervisor and a subordinate, and in many other scenarios.
Policy on preventing sexual and gender-based harassment “Gendered Harassment in Secondary Schools: Understanding Teachers’ (Non) The effects of sexual and gender-based harassment on young people may be particularly harsh. As well as feeling the effects listed above, they may stop doing schoolwork and taking part in school.
Bullying and Harassment. by Kathleen Conn. Table of Contents. Chapter 3. Sexual or Gender-Based Harassment of Students. More than 10 years ago, the American Association of University Women (AAUW) conducted its now famous study of sexual harassment in U.S. public schools: Hostile Hallways: The AAUW Survey on Sexual Harassment in America's Schools ().
The study reported. High Schools for sale. Find High Schools for sale. Buy High Schools on eBay now. Gym Quality - $ Fay Great Outline Of Geography For High Schools And Families.
Text Book Nendoroid Petite - $ Nendoroid Petite Girls Und Panzer Other High Schools Ver. Set Of 6 From Japan. The New - $ This article describes the roles of gender, power, and relationship in peer sexual harassment for urban high school students.
Overall, 87% of girls and 79% of boys report experiencing peer sexual harassment, whereas 77% of girls and 72% of boys report sexually harassing their peers during the school.
Gender-based harassment is verbal, nonverbal, graphic, or physical aggression, intimidation, or hostile conduct based on sex, sex-stereotyping, sexual orientation or gender identity, but not involving conduct of a sexual nature, when such conduct is sufficiently severe, persistent, or pervasive that it interferes with or limits a person’s ability to participate in or benefit from the University’s education or.
Gender-based harassment is one type of sexual harassment. Gender-based harassment is “any behaviour that polices and reinforces traditional heterosexual gender norms” (Elizabeth J. Meyer, “Gendered Harassment in Secondary Schools: Understanding Teachers’ (Non) Interventions,” Gender and Education, Vol.
20, No. 6, Novemberat. Schools NC to serve as an informative resource for students, parents, teachers, administrators, boards of education, policymakers, and government officials. Harassment, Bullying, & Discrimination of LGBT Students: Legal Issues for NC Schools ﬁI don™t feel safe from abuse at my high school.
I am relent-lessly persecuted for being gay. By the. For two decades I’ve worked in public schools, and when it comes to female students in the classroom, I’ve noticed a trend: In the past, when I observed primary grade classrooms, a good number of girls would routinely raise their hands, share their.
By age distribution of male female characters in secondary school books 44 Overall and by subject distribution of rural urban characters in textbooks of grades I-V. 45 Rural urban distribution of male-female characters in textbooks of VI-X 46 Portrayal of genders by activities 47 Sexual harassment is unwelcome attention of a sexual nature and is a form of illegal social harassment.
Unwelcome sexua l advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature constitute sexual harassment when this conduct explicitly or implicitly affects an individual’s employment, unreasonably interferes with an individual’s work performance, or.Legal Sanctions Against Harassment Until the s, there were no significant legal decisions defining a school's responsibility should gender-based harassment occur.
Inthe U.S. Supreme Court unanimously ruled in the case of Franklin v.