Sexual Harassment, Bullying, and School Outcomes for High School Girls and Boys.

A comparison of the impact of bullying and sexual harassment on five school outcomes was conducted on a sample of high school students. Results revealed that sexual harassment was a stronger predictor than bullying of all school outcomes for both sexes, but especially for girls. This study suggests that sexual harassment, which activates sexist and heterosexist stereotypes, erodes school engagement, alienates students from teachers, and adversely affects academic achievement, to a greater degree than bullying does.

Youth at work: adolescent employment and sexual harassment.

OBJECTIVE: An examination of the frequency and impact of workplace sexual harassment on work, health, and school outcomes on high school girls is presented in two parts. The first compares the frequency of harassment in this sample (52%) to published research on adult women that used the same measure of sexual harassment. The second part compares outcomes for girls who experienced harassment versus those who did not. METHODS: Students in a small, suburban high school for girls completed a paper and pencil survey during class. A modified version of the Sexual Experiences Questionnaire (SEQ: Fitzgerald et al., 1988) was used to identify sexually harassed working teenagers. Work attitudes, assessments of physical health and mental health, and school-related outcomes were measured using standardized scales. Data were analyzed using difference of proportions tests, t-tests, and regression. RESULTS: The percentage of harassed girls was significantly higher than the figures reported in most studies of working women. Girls who were sexually harassed were less satisfied with their jobs and supervisors, had higher levels of academic withdrawal, and were more apt to miss school than their non-harassed peers. CONCLUSIONS: Sexual harassment significantly impacts employed high school girls' connections to work and school. It not only taints their attitudes toward work but it also threatens to undermine their commitment to school. Educators, practitioners and community leaders should be aware of the negative impact this work experience may have on adolescents and explore these issues carefully with students who are employed outside of school. PRACTICE IMPLICATIONS: Teenage students, stressed by sexual harassment experienced at work may find their career development or career potential impeded or threatened due to school absence and poor academic performance. In addition, the physical safety of working students may be at risk, creating a need for teenagers to receive training to deal with sexual assault and other types of workplace violence. Educators, practitioners, and community leaders should be aware of the negative impact this work experience may have on adolescents and their overall school experience and explore the issue of sexual harassment carefully with students who are employed outside of school.

The impact of bullying and sexual harassment on middle and high school girls.

The impact of bullying and sexual harassment on six health outcomes among middle school girls were compared to these outcomes among high school girls. High school girls experienced more bullying and sexual harassment and poorer health outcomes than their middle school counterparts, but the impact of these experiences was less among high school students. Differences in outcomes may be the result of better support systems and coping mechanisms among high school girls and/or challenging developmental changes during middle school. Sexual orientation, race, and disability had some notable relationships to bullying and sexual harassment experiences as well as health outcomes.

Risk factors for peer sexual harassment in schools.

This study introduces potential risk factors for victimization and perpetration of sexual harassment among teens not previously studied. The first set of analyses compared histories of perpetration and victimization by gender, as well as the relationship between risk factors and perpetration or victimization. For girls (r = .544) and boys (r = .700), the relationships between perpetration and victimization histories were very strong. Most proposed risk factors were also significantly related to perpetration and victimization histories for both genders, including alcohol use frequency, delinquency, histories of family violence and victimization, cultural and personal power, and retaliation, with all increasing as perpetration or victimization history increased. For girls, two direct paths were moderately related to victimization--delinquency and family victimization. For boys, only one variable--perpetration history--was related to victimization history. Four variables were directly related to greater sexual harassment perpetration-greater personal power, delinquency, family violence, and family victimization.

Sexual harassment between same-sex peers: intersection of mental health, homophobia, and sexual violence in schools.

This article provides a historical and legal framework for defining peer sexual harassment from three different perspectives: sex discrimination, mental health, and sexual violence. Major court decisions that define sexual harassment in both education and the workplace are highlighted, and arguments regarding sexual harassment between peers of the same sex are profiled. This research also identifies sexism and heterosexism as a major social violence problem in U.S. education and argues that peer sexual harassment is sexual violence with considerable mental health implications for both boys and girls. Recommendations for social work practice regarding peer sexual harassment in schools are discussed.