Analysis of Ethical Problems in Education - Research Paper Example

? Ethical Issues Currently Found in Education Ethical Issues Currently Found in Education Sexual interactions between and teachers are prohibited in all educational institutions. It has been claimed in the past that these actions of sexual misconduct are the result of educational institutions not vetting their job applicants in a more thorough manner which would mean assessing more than just their educational achievements. Other education scholars have also pointed out that in the present world there are not many educational establishments that offer training to their trainee new teachers. Some schools also do not have sufficient hiring policies which inform new teachers of the accepted code of conduct and the expectations of the school’s administration about how they should conduct themselves. Sexual misconduct in a school setting is a broad subject and basically defines unwelcome or unwanted sexual advances from teachers, lecturers, and administrators working in the school. In all educational institutions, the association between students and their teachers is central to the educational mission of the school’s administration. Various educational establishments have rules that stipulate that there should be no non-academic ties between students and teachers because they can affect the basic integrity of the academic relationship between students and teachers. Sexual relationships between students and teachers, even when they are consensual, tend to adversely affect both the student and teacher involved. The prohibition of sexual relationships in a school setting usually extends to include all people working within a school. For example, sexual relationships involving other workers in the school or between teachers are also prohibited. Moreover, the issue of sexual relationships between teachers and students is what carries greater weight in public forums because it involves people who are empowered and people who are not empowered. There is a greater likelihood of teachers or lecturers taking advantage of their exalted positions within a school setting to procure sexual favors from less empowered students than the other way around. In addition, when there are sexual relationships between two teachers or other administration members, the relationships tends to have equal consequences for both parties- which is not the case for student-teacher sexual relationships. Many educational experts have stated that even when the student gives his or her consent to having a sexual relationship with the teacher involved, this is still a type of sexual harassment. This is because the relationship between the student and teachers can never be equal. Even if the student involved imagines that he or she is making an independent decision, this is just not the reality. One of the reasons why many cases of sexual associations between teachers and students are not reported is because the student may not mention it to any adult. Usually, such stories are revealed when a student finds a reason to continue about the relationship. Educational institutions strive to protect their students from teachers who may threaten students with low marks or the possibility of failing examinations unless they provide sexual favors. Sexual relationships between students and teachers do not only affect the people involved in them. For example, if a teacher with a class of 50 students is having a relationship with one of his female students, the other students are likely to start resenting the female student in question because she may be the beneficiary of more favors than she is entitled to in an academic sense. The male students are particularly affected by this type of association because they tend to feel that there is nothing that they can do to be able to compete on the same level as the girls in the class; some of whom may choose to avail themselves to the teacher to get high marks. In the past, there were many societies in which sexual relationships existed between teachers and students even if they were frowned-upon by society. According to Hubbard (2003) “sexual relationships between teachers and students were a socially accepted custom in ancient Greece” (pp. 4-7). As stated by the educational researchers Tolan and Dodge (2005) “this would be doubly condemned in today’s setting because the students in those days were all male” (p. 59). In ancient Greece, and later, the Roman Empire, sexual relationships between teachers and their youthful charges were an accepted fact. In fact, they were perceived by society to be an ordinary extension of the bonding experience that was began in the classrooms. This means that those societies appear to have approved of homosexual relationships between teachers and their younger male students. In today’s society, any type of sexual relationship between a teacher and student is regarded as a violation of professional ethics. This is because there are ethical statutes that are destroyed when such relationships occur. According to Zarra (2013), “even the student’s attention is affected” by such episodes (p. 27). Students cannot be effectively taught when they are totally preoccupied with the sexual encounter that they had with their teacher. The phenomenon of sexual relationships between students and teachers in contemporary society is also on the rise due to exploitation by elements of the media. According to Zarra (2013), “there are numerous elements of the mass media such as programs and public discussion forums on the internet such as ‘GovTeen’, that discuss sexual relations between teachers and students without necessarily condemning them” (p. 38). This type of exploitation of this issue, without including the disadvantages of such relationships is what can cause some students to imagine that such relationships have nothing wrong with them. According to Warschaw (2006) “this means that the students who often listen to these programs even if they are not necessarily attracted to their teachers will view the whole subject without any feelings of negativity” (p. 83). Some may even be attracted to experimenting with it because they are attracted to the dangerous side of it. In incidences where it is the teacher or professor that is the instigator of a sexual relationship with a student, the association does not just suddenly materialize. According to Scheopner (2005), who has studied relationships between teachers and students across a wide selection of schools, “the predatory teacher in question will first select a student who appears to be needy in some fashion” (p.46). The student may be emotionally withdrawn- which is a sign of troubles at home, or may be experiencing financial trouble. Such students are more receptive to the suggestions of predatory teachers which usually come disguised as offers of help. A student who has no such problems and has a healthy emotional relationship with his or her parents is likely to be put off by certain kinds of attention from teachers and may even report it to the parents. According to Mundinger-Klow (2009), “teenagers who have healthy relationships with their parents are more likely to accept supervision and adopt the ethical principles of their parents even in their absence” (p. 52). Teachers are the ones who assess the student’s academic potential, grade examination papers, provide references needed in case the student intent to go to university or graduate school, and also function as references when the student applies for jobs. The teacher may also be viewed by the student as a mentor of sorts. Educational specialist Elizabeth Campbell has in the past stated that even for consenting students, the consent is merely a happenstance because even if the teacher suggested something that the student was uncomfortable with, the student would be in no position to refuse the proposition (Campbell, 2003). According to Benninga (2003), “a female student’s susceptibility and yearning to please the male teacher who is her senior both in experience as well as age makes the ensuing sexual relationship exploitative” (p. 49). Ethical Concerns in Sexual Relationships between Teachers and Students There are many ethically based reasons why sexual relationships between teachers and students are not beneficial for both parties concerned as well as the general society. For one, they are usually fraught with risk and have to be conducted in utter secrecy. According to Levenson (2006), “such relationships usually do not remain steady for very long due to the pressure experienced for both the student as well as teacher” (p. 33). This is straining for both parties, but, more so, for the student involved. This may be the student’s first sexual encounter. That carries a lot of weight in every individual’s life. In addition, teachers who engage in sexual relationships with their students are inevitably faced by the conflict of interest and having to deal with the abuse of trust. It is a known fact that teachers occupy positions of confidence and special trust in the student body. Teachers also have the right to decide what they will teach and how they will teach it. They also have the right to determine how they will serve their school, and serve in the larger community. Owing to the existence of these automatic rights of autonomy, they have an obligation to keep away from issues that present a conflict of interest, as well as use their powers over the student body in ways that will only serve the interests of their students and not own. The abuse of trust occurs when the expectations linked to teachers having professional relationships with students is undermined as a result of non-professional requests or activities. Students who are involved in sexual relationships with their teachers tend to get emotionally devastated when the relationships suddenly come to an end. Most of them are not able to cope with the feeling of abandonment as well as shock at the fact that they were being used. According to educational expert Davis (2009), “the student’s confidence in his or herself also suffers tremendously when the relationship ends with bitter accusations and summary dismissals” (p. 61). This means that the student agreed to something that was emotionally destructive. This causes the student to undermine his or her own decision-making skills. In the recent past, scholars like William Deresiewicz have stated that students are innocent parties in student-faculty sexual relationships even when they give their consent because of the power discrepancy that exists between teachers and students in an educational setting (Hornsby, 2004). Conclusion Reports on sexual relationships between students and teachers have become quite common. Even though teachers can be blamed for this, for the most part, the openness in today’s society has also played a huge role in encouraging this trend. There has been a steady wearing off of formalities in school settings in many nations. Today, there are many new ways for students to be able to reach or communicate with their teachers even after school. The existence of text-messaging, e-mails and social networking sites is swiftly changing the rules governing teacher-student relationships. Not so long ago when students simply could not reach their teachers once school was over unless they went to their houses. This fixed distance was quite successful in maintaining the clear definition of responsibilities between students and teachers. There were definite lines that were never crossed. Today, in some schools, teachers are actively encouraged to remain in contact with students even after school. In sites such as school web portals, students can upload homework assignments and even communicate with teachers through email. Sometimes they even come online just to chat. This does not always result in illicit relationships; but it can give further encouragement to those who are intent in engaging in them. It is evident that affairs between students and teachers have negative effects for both of the parties concerned. For the benefit of both students and teachers, there has to be a balance established between remaining personally detached while participating in a nurturing professional relationship so that they can both profit from the experience. References Benninga, J. S. (2003). Moral and ethical issues in teacher education. New York: ERIC Clearing House on Teaching and Teacher Education. Campbell, E. (2003). The ethical teacher. Maidenhead: Open University Press. Davis, C. (2009). Teachers must model ethical behavior. Journal Sentinel Online. Hornsby, E. E. (2004). Faculty-student consensual relationships and academic freedom. The Ohio State University. Hubbard, T. K. (2003) Homosexuality in Greece and Rome. California: University of California Press. Levenson, J. S. (2006). Lynn University. Sexual Harassment or Consensual Sexual Relations? Implications for Social Work Education. Journal of Social Work Values and Ethics, 3, (2). Mundinger-Klow, G. (2009). After class: A study of the student-teacher sexual relationship. New York: Olympia Press. Scheopner, A. (2005). Ethics and Ethical Knowledge in Teaching: A Book Review. Teaching Exceptional Children Journal, 1(3), 1-6. Tolan, P. H., & Dodge, K. A. (2005). Children’s mental health as a primary care and concern: A system for comprehensive support and service. American Psychologist, 60, 601–614. Warschaw, C. (2006). Ethical behavior in the workplace. Articles Directory. Zarra, E. (2013). Teacher-Student Relationships: Crossing into the Emotional, Physical, and Sexual Realms. New York: R&L Education. Read More