The Wolf in Sheep's Clothing: Student Harassment Veiled as Bullying

Goodemann, Carol; Zammitt, Kimberly A.; Hagedorn, Morgen

doi:10.1093/cs/cds022

Cited by 2 publications

(3 citation statements)

References 2 publications

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“…The same hasn’t occurred with sex-based harassment despite the legal dictates of Title IX (2020) and, more importantly, the negative impact that such harassment has on individual students and the school environment (Chiodo et al, 2009; Norcott et al, 2019; Reed et al, 2019). Although sex-based harassment and bullying in K–12 schools are governed by separate federal and state-based policies and laws (Stopbullying.gov, 2018), behaviors categorized/counted as bullying may meet the Title IX definition of sex-based harassment (Goodemann et al, 2012; Shute et al, 2008). A 2010 Dear Colleague letter issued by the U.S. Department of Education cautioned school districts that behaviors addressed in antibullying policy may, in fact, violate Title IX regulations.…”

Section: Sex-based Harassment and School Responsibility Under Title IXmentioning

confidence: 99%

“…Although student sex-based harassment does not typically occur to a substantial degree until the late elementary school years, victimization begins early, first, as a target of the bully, and later as a target of peers who perpetrate bullying and/or sex-based harassment (Biggs et al, 2010; Reuland & Mikami, 2014). As mentioned, sex-based harassment behaviors in schools are undercounted because they are often tallied as instances of bullying, with no acknowledgment of the sexual nature of the behaviors (Goodemann et al, 2012). Whichever the manner of victimization, it signals a power differential between perpetrator and victim.…”

Section: Why It’s Important For Schools To Take Actionmentioning

confidence: 99%

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Prevention of Sex-Based Harassment in K–12 Schools

Cunningham

Sowell

2021

Professional School Counseling

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Student sex-based harassment has a negative impact on individual students and on the school environment. This review of the literature describes the evolution of sex-based harassment from elementary through high school, clarifies the relationship between bullying and sex-based harassment, and summarizes the research-based system and individual factors that support the development of such harassment in schools. Based on the research, we recommend the adoption of a comprehensive planning process for prevention that addresses the factors that reinforce student sex-based harassment and supports the school’s bullying prevention efforts. School counselors can advocate for and play a leadership role in both developing and implementing a school-wide plan that includes needs assessment and evaluation. We offer suggestions for system-wide and individual interventions for school personnel and Tier 1–3 prevention and problem-solving interventions for students to support a healthy school environment free of sex-based harassment.

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Section: Sex-based Harassment and School Responsibility Under Title IXmentioning

confidence: 99%

Section: Why It’s Important For Schools To Take Actionmentioning

confidence: 99%

Prevention of Sex-Based Harassment in K–12 Schools

Cunningham

Sowell

2021

Professional School Counseling

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“…Harassment refers to misconduct that creates a hostile and offensive environment toward victims or others (Goodemann, Zammitt, & Hagedorn, 2012). It may include threats, intimidation, or abuse based on an individual’s perceived race, color, weight, national origin, ethnic group, religion, religious practices, disability, sexual orientation, gender, or sex (Dignity Act Taskforce, 2011).…”

Section: Bullying and Harassment In Schoolsmentioning

confidence: 99%

Anti-Bullying/Harassment Legislation and Educator Perceptions of Severity, Effectiveness, and School Climate: A Cross-Sectional Analysis

Cosgrove

Nickerson

2015

Educational Policy

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In this cross-sectional study, we examined a matched sample of 924 educators' perceptions of severity of bullying and harassment and school climate prior to (Wave 1 n = 435) and following (Wave 2 n = 489) the implementation of New York's anti-bullying and harassment legislation, the Dignity for All Students Act (DASA). Alignment with DASA mandates predicted educator perceptions of (a) less severe bullying and harassment, (b) positive school climate, and (c) less need for improvement in school anti-bullying practices. The relations did not differ before and after the implementation of DASA, suggesting that implementing practices aligned with the legislation was associated with positive outcomes, although the relations may not be due to the mandate itself.

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The Wolf in Sheep's Clothing: Student Harassment Veiled as Bullying

Cited by 2 publications

References 2 publications

Prevention of Sex-Based Harassment in K–12 Schools

Prevention of Sex-Based Harassment in K–12 Schools

Anti-Bullying/Harassment Legislation and Educator Perceptions of Severity, Effectiveness, and School Climate: A Cross-Sectional Analysis

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