Sexual Violence in K–12 Settings

• In Event: Bullying and Sexual Violence in Education

Abstract

Abstract
Sexual violence in schools is pervasive. Sexual harassment, defined as unwanted sexual conduct, includes unwelcome verbal, nonverbal, and physical behaviors that interferes with an individual’s right to receive an equal education. This paper presents an overview of extant research related to sexual violence and sexual harassment in schools.

Policy
Sexual harassment is prohibited in schools by Title IX (U.S. Department of Education, Office for Civil Rights, 2001) and is a form of sex discrimination. School districts must consistently enforce policies, such as Title IX. Parents, teachers and school administrators are often unaware that Title IX regulations also apply to primary and secondary education, and are often unsure of what should happen after a sexual violence incident has been reported.

Types of Sexual Harassment & Locations
Broadly defined, the types of sexual harassment seen in schools include: making sexual comments, jokes, gestures or looks; displaying or handing out sexual pictures, photographs, illustrations, messages, or notes; writing sexually explicit message on bathroom/locker room walls; spreading sexual rumors; accusing someone of being gay; grabbing, pinching, pulling at clothes, or brushing against someone in a sexual way; pulling clothing off/down (pantsing); cornering someone in a sexual way; and coercing someone into kissing you or doing something sexual other than kissing (Johnson & Lennon, 1997, p. 21). Additionally, anti-gay insults such as “gay” or “fag” and terms such as “slut” or “whore” are recognized as sexual harassment (Hill & Kearl, 2011). Homophobic teasing is a particular form of gender-based victimization. In a recent study, those who were more likely to be dismissive of sexual harassment displayed higher levels of homophobic name-calling, a form of gendered harassment (Espelage et al., 2017). The types of sexual harassment youth experience are representative of the larger school environment.
Youth are more likely to experience harassment and violence in certain locations in schools than others (Astor, Meyer, & Pitner, 2001). A recent study reported the most frequent location of sexual harassment in school was in hallways, followed by classrooms, gym locker rooms, gym class, lunch room, and outside of the school (Espelage et al., 2016).
Socio-Demographic Considerations
Important socio-demographic considerations of students experiencing sexual harassment include: race, sex and disability. Racial/ethnic minority students in U.S. schools were more likely than their White peers to stop doing an activity, report difficulty in concentrating on their school work, change their route to/from school, and transfer to another school in response to sexual harassment (Hill & Kearl, 2011). In schools where heterosexual masculinities are reinforced, females are targeted for sexualized forms of violence and harassment (Duncan, 1999). Limited research exists on disability status and sexual harassment in schools. Though, outside of school, research indicates that individuals with disabilities may be at a greater risk for sexual harassment than those without disabilities (Sobsey, 1994).

Conclusions
We must critically consider the types of sexual harassment students face and the location of these incidents, as these are paramount for effective prevention and intervention efforts. Future work must continue to focus on socio-demographic differences.

Authors

• Anjali J. Forber-Pratt, Vanderbilt University - Peabody College

• Dorothy L. Espelage, University of Florida