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Fréquence et corrélats des expériences de harcèlement sexuel chez des jeunes adultes francophones du Québec

“…Bien que les définitions proposées dans la documentation diffèrent, le caractère inapproprié des gestes pour le contexte et l'aspect non désiré par la personne visée demeurent les aspects fondamentaux caractérisant le harcèlement sexuel (Sbraga & O'Donohue, 2000). Les études montrent que cette problématique vécue à la fois par les femmes et les hommes (Cochran, Frazier, & Olson, 1997;Harned, 2000, O'Connell & Korabik, 2000Waldo, Berdahl, & Fitzgerald, 1998) est présente non seulement dans le milieu de travail (Glomb, Richman, Hulin, Drasgow, Schneider, & Fitzgerald, 1997;Golberg, 2001;Magley, Hulin, Fitzgerald, & DeNardo, 1999;Schneider, Swan, & Fitzgerald, 1997) mais également en milieu universitaire (Frigault, Lévy, Laporte, Otis, & Labonté, 1998;Hand & Sanchez, 2000;Kalof, Eby, Matheson, & Kroska, 2001;Matchen & Dezouza, 2000). Plus récemment, certains auteurs ont tenté d'évaluer la fréquence des situations de harcèlement sexuel vécues par les adolescents et adolescentes en milieu scolaire.…”

Academic Contrapower Harassment and Student Evaluations: The Gendered Experience of Bullying, Intimidation, and Entitlement

“…Earlier research on harassment of university faculty by students focused almost entirely on sexual harassment (Carroll & Ellis, 1989;DeSouza & Fansler, 2003;Dziech & Weiner, 1990;Grauerholz, 1989;Matchen & DeSouza, 2000). It was believed that students did not have enough power in the student-professor relationship to bully faculty.…”

“…In part, ACPH may be driven by gender stereotypes and an emerging consumerist attitude among students (May & Tenzek, 2018). Prescribed gender stereotypes, such as women being accommodating or men being authoritative, govern student expectations of normative gender characteristics (Burke, Head-Burges, & Siders, 2017;Heilman & Okimoto, 2007;Lampman, 2012;Lampman et al, 2016;Matchen & DeSouza, 2000). It is suggested that these prescribed gender stereotypes are the reason why more female professors report instances of ACPH than their male counterparts.…”

A harassing climate? Sexual harassment and campus racial climate research.

“…Even still, the absence of an obvious power differential among undergraduates makes peer sexual harassment especially difficult to identify, report, and ameliorate (Angelone et al, 2005; Bourgeois & Perkins, 2003; Tang et al, 1995), given that such relationships are typically characterized by the better-publicized workplace or student−instructor sexual harassment (e.g., Garlick, 1994; Jafar, 2003; Rowland, Crisler, & Cox, 1982; So, 2002; Williams et al, 1992). In addition, there has been little consideration of students offending faculty or staff with sexually harassing behaviors in the literature, although this type of scenario has been documented (e.g., Kalof et al, 2001; Matchen & DeSouza, 2000). Racial campus climate work takes a broader approach, highlighting students' perceptions of interactions and the diversity of those interactions with peers, faculty, and administrators on campus, rarely mentioning power differentials between peers.…”