The Influence of Gender on Perceptions of Culpability and Victim Status in Statutory Rape Offenses Involving Teachers

Abstract

Perceptions of child sexual abuse and statutory rape vary based on the gender of the victim, the perpetrator, and the combination of both. We extend existing research to examine attributions of responsibility and punitive preferences for student victims in student–teacher sexual relationships contingent on the gender dyad of the student and teacher and the interaction between the gender dyad and respondent gender. Participants ( N = 648) were randomly assigned to vignettes wherein the gender of the student and teacher were manipulated (female teacher/male student; female teacher/female student; male teacher/female student; male teacher/male student). Overall, respondents were “pro-victim,” though results indicate significant differences in respondent gender and how the gender dyads were perceived. Students in the male same-sex dyads were attributed less responsibility than other students. Furthermore, men were less likely to perceive the student as a victim, and women were more likely to indicate the student should be punished.

The Influence of Authority Role and Victim Gender on Perceptions of Female-Perpetrated Child Sexual Abuse

“…First, ANOVAs were used to explore variation among the dependent variables by the adolescent’s gender and the type of authority relationship. Consistent with the analytic strategy of prior research using experimental vignette designs to examine CSA (e.g., Fromuth et al, 2016; Muniz & Powers, 2020; Muniz et al, 2021), post hoc ANOVAs were then conducted for each dependent variable to further explore specific differences between groups. Significant interactions were examined using the Hochberg’s GT2 procedure.…”

“…Women tend to be seen and portrayed as motherly and caring individuals who seek relationships for emotional reasons while men are seen as pursuing relationships for sexual gratification (Howell et al, 2011). In turn, boys who are sexually abused by women are less likely to be seen as victims and more likely to be perceived as gaining positive sexual experience (Muniz & Powers, 2020;Muniz et al, 2021;Struckman-Johnson & Struckman-Johnson, 1994). However, contrary to perceptions that normalize female-perpetrated sexual abuse (FPSA), victims of this form of abuse experience a range of deleterious consequences including sexual difficulties, relationship dysfunction, mental health problems, such as depression and low self-esteem, and maladaptive behavioral coping behaviors (Deering & Mellor, 2011;Denov, 2004;Duncan & Williams, 1998;Kelly et al, 2002;Peter, 2006Peter, , 2008.…”

“…Previous research on child sexual abuse (CSA) has generally indicated that male offenders are judged more negatively than female offenders (Denov, 2003; Howell et al, 2011; Muniz et al, 2021; Rogers & Davies, 2007). Women tend to be seen and portrayed as motherly and caring individuals who seek relationships for emotional reasons while men are seen as pursuing relationships for sexual gratification (Howell et al, 2011).…”

“…The embodiment of these fetishized or normalized perceptions is perhaps seen most in perceptions of FPSA involving teachers. Pop culture and pornography have long sexualized female teachers, and research has demonstrated that this form of authority-perpetrated CSA is seen as less harmful for male victims compared to male teachers who abuse female students (Fromuth et al, 2010; Fromuth et al, 2016; Muniz & Powers, 2020; Muniz et al, 2021). Outside of teacher-perpetrated CSA, research on FPSA has largely focused on familial abuse, where women sexually abuse their children in the context of their role as a caregiver.…”

The Influence of Identity and Management Skills on Teachers’ Well‐Being: A Public Health Perspective

“…rough the analysis of the research fields, it can be seen that most of the current research focuses on the occupational well-being of teachers in primary and secondary schools, while the research on the occupational well-being of teachers in colleges and universities is still insufficient. erefore, this paper focuses on the impact of identity and management skills on teachers' well-being [1,[3][4][5]. rough the interview and survey of the occupational health status of university teachers, the current happiness level of university teachers is understood, and the corresponding research strategies are proposed based on the research results, which is of great value and significance to the development of national higher education.…”