Sexual harassment of women adult educators by their students. [electronic resource]

Hornsby, Eunice Ellen.
Bib ID
vtls000562808
稽核項
261 p.
電子版
附註項
數位化論文典藏聯盟
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$a Hornsby, Eunice Ellen.
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$a Sexual harassment of women adult educators by their students. $h [electronic resource]
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$a 261 p.
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$a Source: Dissertation Abstracts International, Volume: 57-07, Section: A, page: 2801.
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$a Adviser: Kevin J. Freer.
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$a Thesis (PH.D.)--The Ohio State University, 1996.
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$a This qualitative multiple-case study examined the experience of eleven women adult educators who were sexually harassed by their adult students.  Participants were interviewed twice over six months, using an approach combining the general interview guide and standardized open-ended interview.  The constant comparative method yielded grounded theory in the form of key findings.  Data analysis techniques included: (a) memoing, (b) coding and categorizing interview transcripts, and (c) peer debriefing.
520
$a Data indicated that: (a) harassers do not require organizational power over victims, (b) organizational responses can be characterized as formal or informal and supportive or non-supportive, (c) adult education agencies are not adequately prepared to handle sexual harassment of teachers by students, (d) internal and external factors influence the victim's process of dealing with harassment, (e) sexual harassment raises "larger life issues" for the victim, (f) minority victims processed the experience through the "lens of difference," (g) victims tended to stereotype members of the harasser's identity group, (h) sexual harassment is associated with loss of trust between the victim and others, (i) participants used dialogue to make sense of their experiences, (i) negative consequences and positive growth occurred, (k) confusion exists about appropriate standards of behavior between men and women, (l) participants equated the teaching-learning exchange with the teacher-student relationship, (m) most participants used "distancing" to protect themselves from harassment, (n) there appears to be an inverse relationship between the degree of relationship and the degree of offense taken at the behavior, (o) some participants represented themselves in a family context to prevent harassment, and (p) some participants reported minor curriculum and teaching style changes as a result of the harassment.
520
$a Recommendations for further research include (a) eleven questions relating to sexual harassment, gender issues, and the teaching-learning exchange in adult education; and (b) nineteen sexual harassment research questions relating to individual and organizational issues, as well as examining the phenomenon from the harasser's perspective.  Recommendations for the field of adult education address preventing and responding to sexual harassment.
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$a 數位化論文典藏聯盟 $b PQDT $c 淡江大學(2001~2002)
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$a Education, Adult and Continuing.
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$a Women's studies.
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$a Freer, Kevin J., $e advisor.
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$a THE OHIO STATE UNIVERSITY.
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$t Dissertation Abstracts International $g 57-07A.
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摘要
This qualitative multiple-case study examined the experience of eleven women adult educators who were sexually harassed by their adult students. Participants were interviewed twice over six months, using an approach combining the general interview guide and standardized open-ended interview. The constant comparative method yielded grounded theory in the form of key findings. Data analysis techniques included: (a) memoing, (b) coding and categorizing interview transcripts, and (c) peer debriefing.
Data indicated that: (a) harassers do not require organizational power over victims, (b) organizational responses can be characterized as formal or informal and supportive or non-supportive, (c) adult education agencies are not adequately prepared to handle sexual harassment of teachers by students, (d) internal and external factors influence the victim's process of dealing with harassment, (e) sexual harassment raises "larger life issues" for the victim, (f) minority victims processed the experience through the "lens of difference," (g) victims tended to stereotype members of the harasser's identity group, (h) sexual harassment is associated with loss of trust between the victim and others, (i) participants used dialogue to make sense of their experiences, (i) negative consequences and positive growth occurred, (k) confusion exists about appropriate standards of behavior between men and women, (l) participants equated the teaching-learning exchange with the teacher-student relationship, (m) most participants used "distancing" to protect themselves from harassment, (n) there appears to be an inverse relationship between the degree of relationship and the degree of offense taken at the behavior, (o) some participants represented themselves in a family context to prevent harassment, and (p) some participants reported minor curriculum and teaching style changes as a result of the harassment.
Recommendations for further research include (a) eleven questions relating to sexual harassment, gender issues, and the teaching-learning exchange in adult education; and (b) nineteen sexual harassment research questions relating to individual and organizational issues, as well as examining the phenomenon from the harasser's perspective. Recommendations for the field of adult education address preventing and responding to sexual harassment.
附註
Source: Dissertation Abstracts International, Volume: 57-07, Section: A, page: 2801.
Adviser: Kevin J. Freer.
Thesis (PH.D.)--The Ohio State University, 1996.
數位化論文典藏聯盟
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