Part B: Question 1 and 2
Gelfand, Michele J.; Louise F. Fitzgerald; and Fritz Drasgow. (1995). The Structure of Sexual Harassment: A Confirmatory Analysis across Cultural Settings. Journal of Vocational Behavior, 47, 164-177.
The key research questions of this study is that sexual harassment is believed to have three main classifications of gender harassment, sexual coercion, and unwanted sexual attention which affects the gender both legal and psychologically. It is also questioned that the setting is isomorphic in work and universities within the settings, across culture.
Use your promo and get a custom paper on
"Sexual Harassment on Women in Universities".
The key findings of this study is that individuals do not act on this behavior in isolation, behavior typically manifests the action of sexual harassment on women in universities and workplaces. In addition, the individuals who participate in the sexual harassment usually make offensive jokes and use sexist materials. Utilizing this idea allows the idea allows it to be conceptualized as gender harassment than to understand it as exemplars in isolation. Despite the need of additional research, there is an isomorphism of the behavior of sexual coercion to legal concepts such as quid pro quo.
Cortina, Lilia M.; Suzanne Swan; Louise F. Fitzgerald; and Craig Waldo. (1998). Sexual Harassment and Assault. Psychology of Women Quarterly, 110.
The core of this study it to answer the questions associated with past finding of characteristics and effects of sexual victimizations in the universities. They also look to find if there is an effect on the higher education when sexual harassment occurs. In addition, sexual orientation and race is looked at to determine if they all have the same outcome on higher education experiences.
The finding are extreme psychological and academic consequences result to women’s academic development as a result of sexual harassment, attempted rape, and complete rape. The victimization in this study is wide-spread, however it does confirm women’s fear for personal safety and belief of negative treatment on campuses. They pursue higher education in efforts to find respect, challenges, and acceptance, however they often find climates of hostility, exploration, and worse. Over the past two decades universities have been trying to make the campuses safer for all. However, this study confirms there are many short-comings.
Huerta, Marisela; Lilia M. Cortina; Joyce S. Pang; Cynthia M. Torges; and Vicki J. Magley. (2006). Sex and Power in the Academy: Modeling Sexual Harassment in the Lives of College Women. Society for Personality and Social Psychology, Vol. 32 No. 5.
This study strives to answer the question of how sexual harassment relates to women’s physical, mental, and academic well-being. They also will focus will be to investigate the outcome of sexual harassment patterns and whether the harassment is from peers or those in power.
The results show that sexual harassment is a real problem taking place in academia. It is a chronic stressor that has negatively affected women’s college life. There are many paths where harassment has undermined the well-being. There is psychological harm from harassment from peers as opposed to those in power. The study concluded that there needs to be an more extensive approach to prevent harassment in universities.
Berdahl, Jennifer L. (2007). The Sexual Harassment of Uppity Women. Journal of Applied Psychology, Vol. 92, No. 2, 425’437.
This study strives to answer the question of whether sexual harassment is targeted at women who meet the ideal gender requirements or those how violate it. The question of whether harassment occurs based on sexual desire or by sexist antipathy.
The findings conclude that there is a link between sexual harassment and its target to women who violate their gender ideals. This indicates that sexual harassment in universities can occur as a form of sex discrimination that keeps sexes separate and unequal. It can be a way of keeping women feminine and men masculine. There is additional research needed to determine gender roles and how they are enforced to continue the inequality between the sexes.
Fisher, Bonnie S.; Francis T. Cullen; and Michael G. Turner. (2000). The Sexual Victimization of College Women. National Institute of Justice.
This study strives to draw attention to the sexual violation of women and the lack of safety for women in college campus. The questions associated with the growing risk of women and harassment, rape, etc. leaves the potential of college women may be victims that warrant special attention.
The study concludes that there is a need for developing policies and programs that reduce female students’ risk for victimization. Public education in universities regarding harassment and safety is important. The high prevalence of stalking requires that college officials pay the necessary concerns. Additional studies are needed to determine how the lives of college women can be safer and free from the potential of becoming a sexual victim, from harassment, stalking, or even rape.
Part C – Comparing Research Questions and Drawing Connections
The five articles are striving to find the cause of sexual harassment along with the effects on the individual’s higher learning success. The connection across all five article is that harassment is believed to occur for various reasons, however it does create a detrimental environment for learning. ‘All of these factors’peers’ informal power, contact frequency, and potential for sexual violence’could help explain why sexual harassment had negative consequences for women’s psychological well-being, regard- less of the harasser’s formal institutional status’ (Huerta et al., 2006). The university experience and potential could be greatly affected in a negative manner resulting from harassment. Extending the validations, ‘Sexual harassment, attempted rape, and complete rape carry with a host of adverse psychological and academic consequences, creating a barrier to women students’ academic development’ (Cortina et al., 1998). Sexual harassment for women in universities detrimentally affects their learning experience and outcome.
The findings of these studies connect there are various reasons that harassment occurs. ‘Women may behave in ‘feminine’ ways and avoid behaving in ‘masculine’ ones because they face negative repercussions when they do not’ (Berdahl, 2007). The women are targeted based on failure to fulfill their visualized feminine position. This is just one finding for why sexual harassment occurs. However, the true cause of sexual harassment mandates additional research. ‘Thus, continuing to examine ‘checklist’ of isolated behaviors will not only limit our understanding of sexual harassment itself, it will also limit our knowledge of its antecedents, correlation, and consequences’ (Gelfand et al., 1995). The link between the behavior and the actions is limited. The effects of harassment are clear, however the cause still has room for further study and understanding.
- Berdahl, Jennifer L. (2007). The Sexual Harassment of Uppity Women. Journal of Applied Psychology, Vol. 92, No. 2, 425’437.
http://www.rotman.utoronto.ca - Cortina, Lilia M.; Suzanne Swan; Louise F. Fitzgerald; and Craig Waldo. (1998). Sexual Harassment and Assault. Psychology of Women Quarterly, 110.
http://www.readcube.com/articles/10.1111/j.1471-6402.1998.tb00166.x - Fisher, Bonnie S.; Francis T. Cullen; and Michael G. Turner. (2000). The Sexual Victimization of College Women. National Institute of Justice.
https://www.ncjrs.gov - Gelfand, Michele J.; Louise F. Fitzgerald; and Fritz Drasgow. (1995). The Structure of Sexual Harassment: A Confirmatory Analysis across Cultural Settings. Journal of Vocational Behavior, 47, 164-177.
- Huerta, Marisela; Lilia M. Cortina; Joyce S. Pang; Cynthia M. Torges; and Vicki J. Magley. (2006). Sex and Power in the Academy: Modeling Sexual Harassment in the Lives of College Women. Society for Personality and Social Psychology, Vol. 32 No. 5.
