ABSTRACT The current research aims to explore the impact of cultural factors on perceptions and response to incidences of sexual harassment on students of high school in title one school. Sexual harassment has been frequently reported and investigated in working places and academic institutions for higher studies and professional courses…
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In the current research participants from grades 7 through 11 were studied using a phenomenological approach to understand their perception and response to sexual harassment and correlate this with their cultural background. Interview and observation were used as tools for data collection. An Exploration of Cultural Differences in Perceptions of and Responses to Sexual Harassment in a Title One High School Introduction Sexual harassment (SH) is a gender based phenomenon of extreme concern affecting the present and future life of many young students of either sex throughout the world (Rahimi & Liston, 2011). In U.S. SH in middle and high school has been of common occurrence with almost half (48%) of students confirming to have experienced some form of sexual harassment in a 2011 survey, with approximately 87% admitting that it has an adverse impact on them. This comes as surprise since SH in schools has been infrequently reported (Hill & Kearl, 2011). Sexual harassment, a term originally coined with reference to workplace behavior has also come to include incidences in school. In school it refers to sexual conduct that negatively affects students’ academic interests. ...
Girls are more frequently a target compared to boys (56% against 40%), with their experiences being more physical and intrusive compared to that of boys (Hand & Sanchez, 2001). Most harassers belong to peer with lesser number of incidences involving school staff (Eckes, 2006). In 1980, the Equal Employment Opportunity Commission (EEOC) recognized two forms of actionable SH; the quid pro quo harassment and the hostile environment harassment. The former refers to threat or assurance of consequences due to forbidding or offering of sexual favors. These favors may be demanded explicitly or implicitly and must involve substantial consequences. On the other hand hostile environment type of sexual environment refers to the work or school environment becoming totally offensive or difficult as a consequence of sexual overtures, conduct or physical gestures. In either case the environment is uncomfortable and unsuitable for pursue individual goals (Zimbroff, 2007). Legal provisions dealing with SH in schools are provided by the Title IX, the Education Amendments, passed by the Congress in 1972. The act states that ‘no person in Unites States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving financial assistance (p1681)’. The law also addresses peer-on-peer sexual harassment and considers it as a discrimination occurring in school premises and during school hours thus rendering it as a suitable cause of action against school authorities (DeSouza & Solberg, 2003). There have been several controversies and confusions with respect to legal definitions of perceptions of hostility and psychological harm that renders a SH case as
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UNDERSTANDING THE EXPERIENCES OF SPECIAL EDUCATION STUDENTS WHO DID NOT COMPLETE HIGH SCHOOL This is a qualitative case study built around the exploration of research questions that inquire into the common experiences of students who dropped out of high school and the common factors that contributed to the decision to drop-out of high school.
chool success. The conclusion and recommendatins will address the two research questions at the core of planning an early college high school for African American males. These include first, the determination of authentic learning activities that promote a rigorous high school experience for African American males to yield positive outcomes in high school and college, and second, the components of a single-gender high school that will positively impact the affective and developmental needs of African American males.
According to the report the 21st century has seen a lot of policy changes being made in the US learning curriculum. These changes have directly and indirectly encouraged the introduction and entrenchment of research experience in high school. Some high school programs such have thrived and provide an intense 6-week internship for scientific research.
These students have different needs and are stigmatized by the negative thoughts and prejudices that many teachers have, which are carried over from their own life experiences (Harper and Davis, 2012). African American males are often seen as not willing to work or not ready for college.
According to the Diagnostic and Statistical Manual of Mental Disorders IV (DSM IV), PPD is defined as a major depressive illness having its onset upto four weeks after delivery (Bashiri & Spielvogel, 1999). However, other definitions include an onset period lasting upto 6 months to one year postpartum (Zubaran, Schumacher, Roxo, & Foresti, 2010).
Using information from interviews with recent dropouts from Ridgeville High School (pseudonym for a Virginia high school), in conjunction with findings from the current literature, this study will contribute to the development of recommendations for more effective dropout prevention programs for special education students.
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. Cognitive difficulties, adolescent tensions, mood changes and other traumas have targeting the schools everywhere. In recent years, gun culture has entered the school premises, mainly in the west. In the East, although there have been similar signs recently, it is yet to make a prominent appearance.
Unfortunately, sexual pestering occurs even in top levels of business and organizations management. Nonetheless, organizations seem to lack appropriate mechanisms to solve the problem. This significantly enhances employee chances for sexual harassment at workplace. These in turn negatively affect the overall economy of the nation.
on in many workplaces such as the following; exclusion, unfair treatment, spreading malicious rumors about the coworkers, threats from management, sexual harassments and misuse of power by supervisors on employee supervision (Johnson). Sexual harassment will be discussed in
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