Concept of Sexual Harassment, Research Paper Example

Sexual harassment is unwarranted and unwelcome sexual conduct. Physical acts that constitute sexual harassment include uncomfortable touching or groping (Stein). However, sexual harassment is not merely physical acts. Utilizing rough or sexually crude language might be viewed as sexual harassment on the off chance that it makes an uncomfortable environment for another person. Sexual harassment might additionally incorporate hostile jokes or remarks such as improper name-calling. Other sorts of sexual harassment may include young children and students beginning to spread sexually related gossip, sending crude messages or letters, and showing sexual drawings or pornographic material. People who experience sexual badgering feel dreadful, scared, controlled, and overwhelmed (Stein).

Distinguishing sexual harassment is not generally simple. A teenage boy might facetiously snap a young lady’s bra, or a young lady might teasingly tug at a kid’s jeans, and after that claim, “I was teasing” or “You know you like it.” However, even though sexual harassment might not have been the intention, if the target finds the conduct uncomfortable, humiliating, or undermining, the harassment has taken place. It is the recognition of the person who is constantly badgering, not that of the harasser, that weighs most weight in choosing if sexual harassment has happened (Fineran, 1998).  It is critical to think about the person’s age and the setting of the circumstances when distinguishing sexual harassment. For instance, if kindergartners are playing kissing tag and there is a feeling of fun and satisfaction for all the children, the act is not sexual harassment. In the event that a teach hugs a young child who has hurt his or herself, this too is undoubtedly not sexual harassment. If on the other hand the child feels as if the touch is uncomfortable or the touching happened more than once, it may be sexual harassment. On the same level, if preteens are flirting with one another without a feeling of risk or intimidation, the act is likely not sexual harassment.

Putting a stop to sexual harassment must be a priority. Prep that takes place over an extended period of time and incorporates the whole workforce, staff, and students would be more compelling than a one-time session of preparing for everyone (Russell). Classes that cover issues such as social liberties, diversity, and tolerance can incorporate the point of sexual harassment and give chances to discuss strategies to rid of the harassment and promote good behavior (Fineran, 2002). Notwithstanding coordinating this point with existing coursework, particular materials about sexual harassment ought to be accessible for classroom utilization. Although short video clips regarding the issue that are popular to show are somewhat effective, it would be more effective to have open dialogue regarding sexual harassment. Students like to converse with adults and their fellow students about their perceptions, emotions, and encounters much more than mere video clips (Fineran, 2002).

Sexual harassment is such a delicate topic. Just giving workers and students with data about the school’s sexual harassment strategy is simply not enough. Schools must give positive, proactive behavioral backings, continuous preparing, and dialogues as a feature of the day-by-day school routine as opposed to depending singularly on disciplinary results for wrong conduct and language. Everyone must sustain a comprehensive, strong, and conscious environment in their attempts to diminishing and wipe out sexual harassment. With these techniques, it seems more likely than not the issue can be alleviated at the very least. Optimally, with time, these techniques would strive to virtually eliminate sexual harassment and make every environment a more tolerable one for everyone.

References

Fineran, Susan. “Sexual harassment between same-sex peers: Intersection of mental health, homophobia, and sexual violence in schools.” Social Work 47.1 (2002): 65-74.

Fineran, Susan, and Larry Bennett. “Teenage peer sexual harassment: Implications for social work practice in education.” Social Work 43.1 (1998): 55-64.

Russell, Diana EH. “Sexual exploitation: Rape, child sexual abuse, and workplace harassment.” (1984): 507-519.

Stein, Nan D., and Lisa Sjostrom. Flirting Or Hurting?: A Teacher’s Guide on Student-to-student Sexual Harassment in Schools (grades 6 Through 12). National Education Association, 1994.