Sexual abuse by educators: a comparison between male and female teachers who sexually abuse students

Christensen, Larissa S.; Darling, Andrea J.

doi:10.1080/13552600.2019.1616119

Cited by 26 publications

(12 citation statements)

References 29 publications

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“…Male nurses are not only judged for working in a so-called 'female' profession, they are also questioned within the nursing discipline for working in areas such as paediatrics, maternity, and gynaecology [17], in which they are believed to diverge from their natural male role and pose a potential sexual threat to the patients in their care. This sexual threat, viewed as innate to men in the articles analysed [27,33,42], reflects the current social debate on the nature of the male sexual impulse and men's predisposition to sexually abuse women [61].…”

Section: Discussionmentioning

confidence: 96%

Current Stereotypes Associated with Nursing and Nursing Professionals: An Integrative Review

Teresa-Morales

Pérez

Araujo-Hernández

et al. 2022

IJERPH

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Nursing and nursing professionals are associated with social stereotypes, which may hinder the profession’s development and future prospects as a scientific discipline. The aim of this study was to identify and describe the stereotypes associated with the nursing profession—students and professionals. Therefore, we carried out an integrative review. The search was conducted using PubMed, WOS, and CINAHL databases, and its search strategy was based on a combination of standardised keywords and natural vocabulary, with a temporal limit between 2016 and 2021. The data extraction and analysis was based on the conceptual framework developed by Whittemore and Knafl. Twenty-seven studies were included in the review, and their results were classified and coded. Two categories emerged, namely, stereotypes relating to the professionals’ gender and stereotypes relating to the profession itself. We concluded that the nursing profession is viewed as female with low skills, social status, salary, academic level and entry requirements, and with little autonomy. Male nurses’ professional competencies and masculinity are questioned, while the work carried out by female nurses is viewed as unprofessional. To reduce these stereotypes and bias we must present the nursing profession as a scientific discipline, developed by both men and women. Specific channels for this awareness-raising work include interventions from universities and the media, and participation in health policies.

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Section: Discussionmentioning

confidence: 96%

Current Stereotypes Associated with Nursing and Nursing Professionals: An Integrative Review

Teresa-Morales

Pérez

Araujo-Hernández

et al. 2022

IJERPH

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“…Just as teachers can have a lasting impact on their students, so too can educator sexual misconduct (Christensen & Darling, 2020). Students who experience abuse within the educational system may be negatively impacted academically, developmentally, physically, and emotionally in both the short- and long-term (Abboud et al, 2020; Jaffe et al, 2013; Knoll, 2010).…”

Section: Prevalencementioning

confidence: 99%

The Nature and Scope of Educator Misconduct in K-12

et al. 2022

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Educator sexual misconduct is a serious problem in the United States (U.S.), with a 2004 Department of Education report estimating that 9.6% of K-12 students in the U.S. had experienced either verbal, visual, or physical educator misconduct at some point during their school career. However, since that report almost 20 years ago, there have been few large-scale studies examining the extent of the problem. As such, the current study, which uses a large sample from recent high school graduates in four U.S. states, offers updated data on the nature and scope of sexual misconduct in educational settings. Overall, 11.7% of the 6632 participants reported having experienced at least one form of educator sexual misconduct during Grades K-12, with 11% reporting sexual comments and less than 1% reporting other forms of sexual misconduct (e.g., receiving sexual photos/messages, being kissed, touched sexually, or engaging in sexual intercourse/oral sex). Those who reported misconduct showed significantly more difficulties in current psychosocial functioning than those who did not report educator misconduct. Academic teachers most often perpetrated the abuse (63%), followed by coaches and gym teachers (20%). Educators who engaged in sexual misconduct were primarily male (85%), whereas students who reported experiencing educator misconduct were primarily female (72%). Rates of disclosure to authorities were very low (4%) and some sexual grooming behaviors like gift giving (12%) and showing special attention (29%) were reported. These findings will be discussed as they pertain to the prevention of sexual misconduct within educational settings.

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“…In the process, children develop familiarity and trusting relationships with teachers. Unfortunately, some teachers-particularly male teachers (Christensen & Darling, 2020;Christensen & Jansen, 2019)-take advantage of the inexperience of their pupils and abuse them sexually (Nhundu & Shumba, 2001). The burgeoning literature has well established the magnitude of teacher-perpetrated CSA already (Calitz & de Villiers, 2020;Meinck et al, 2016;Steely & Ten Bensel, 2020).…”

Section: Teacher Perpetrating Csamentioning

confidence: 99%

A Vignettes-Based Exploration of Attitudes of Parents Toward Reporting of Child Sexual Abuse in Ghana

Amo-Adjei

Deliege²,

Nurzhynska³

et al. 2022

J Interpers Violence

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Reporting child sexual abuse (CSA) to law enforcement institutions is the ideal child protection imperative. The role of parents in this process is unquestionably profound. Yet, there is limited evidence on parental perspectives on reporting CSA to law enforcement agencies in developing country contexts. We apply vignettes to describe the views of parents about reporting CSA perpetrated by “family members, schoolteachers, and strangers.” Data was collected from 89 parents from four culturally diverse regions of Ghana. A systematic inductive approach was used to determine patterns and similarities in participants’ attitudes toward reporting. We note that the attitudes of participants about reporting CSA varied considerably; these are influenced by the nature of social relationships between the victim and perpetrator. In a seeming order of severity, CSA perpetrated by a family member was viewed less seriously compared to victimization by a teacher or a stranger. The desire to preserve familial/kin ties and reputation and keeping to the cultural heritage of resolving “disputes and disagreements” amicably were primary norms against reporting CSA. However, attitudes toward reporting CSA by teachers were influenced by expectation of higher moral standards, which made reporting CSA by a teacher a reasonable cause of action. Positive attitudes toward reporting CSA by “strangers” were prevalent. Child protection programs must recognzse the segmented attitudes toward CSA and tackle the deep-seated cultural and social norms through social and behavioral change communication (SBCC).

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Sexual abuse by educators: a comparison between male and female teachers who sexually abuse students

Cited by 26 publications

References 29 publications

Current Stereotypes Associated with Nursing and Nursing Professionals: An Integrative Review

Current Stereotypes Associated with Nursing and Nursing Professionals: An Integrative Review

The Nature and Scope of Educator Misconduct in K-12

A Vignettes-Based Exploration of Attitudes of Parents Toward Reporting of Child Sexual Abuse in Ghana

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