Based on research involving an overview of 44 policies at Canadian universities and 21 interviews with anti-harassment practitioners across the country, this thesis explores the challenges faced by anti-harassment practitioners working with legally defined institutional harassment discrimination policies. Anti-harassment work at Canadian universities is complex because practitioners must negotiate institutional demands set out in policy as well as politicized demands from members of marginalized groups both inside and outside the institution. Interviews with practitioners reveal that their daily work in reactive investigation and mediation of complaints as well as their proactive work in educating campus communities may support the less powerful parties to complaints, rather than focusing only on limiting the institution’s legal liability. Therefore, although anti-harassment practitioners occupy a boundary role as defined by Fraser (1989), their work is not entirely “depoliticizing”. Practitioners’ identities, sense of marginalization, and commitment to activist politics contribute to their position as tempered radicals as defined by Meyerson and Scully (1995), helping to explain their commitment to both institutional prerogatives and to empowering marginalized members of the institution. The advent of neoliberalism has set the stage for the shift of discourses and practices away from those which value equity to those that underscore traditional divisions of power and challenge the demands of so-called “special interest groups’. This shift is underscored by concerns about “political correctness” that arise within institutional communities and the broader social context. Perhaps the most obvious of the changes relates to the shift from a focus on equity and human rights to what is termed the “respectful workplace model”. The inclusion of personal harassment issues in human rights policies shifts the focus of the policies to issues that are not tied to historical oppressions and can potentially deflect attention from the human rights component of these policies. The challenge is to move beyond a legalistic perspective regarding policy development and to consider changes in the broader social context that influence policy change and the work of anti-harassment practitioners.

This study explores the phenomenon of gendered harassment in secondary schools from the teachers' perspectives. The few studies that address the biased behaviors that are linked under the concept of gendered harassment (sexual harassment, homophobic harassment, and harassment for gender non-conformity) indicate that teachers are less likely to intervene in these incidents. This dissertation explores how teachers understand and respond to (hetero)sexist and homophobic behaviors when they occur. / Six teachers in one urban school board participated in a series of three open-ended in-depth interviews where they spoke about the many factors that influenced how they saw and intervened in various forms of bullying and harassment in their schools. Interview data were analyzed using contextual and thematic codes to locate similarities, differences, and stories in the data. This study is informed by critical, feminist and queer theories. The findings have been organized in a conceptual framework that emerged from the research. / Findings indicate that there are both external and internal influences that shape how teachers view and respond to gendered harassment in schools. The external factors, also described as school culture, include both structural-formal and structural-informal influences. Formal influences include policies, training, curriculum and contracts. Informal influences refer to leadership style, relationships with colleagues, policy implementation, and community values. Internal influences that shape teachers' perceptions and responses include: educational biography, teaching philosophy, and personal identities. / The implications of this study for research and practice can have impacts on the fields of school policy, teacher education, curriculum, and educational leadership. It provides a framework for understanding how school cultures interact with teachers' identities and shape how policies and curricula are implemented. It also offers suggestions for scholars, advocates, and educational leaders to proactively address the negative impacts of gendered harassment by transforming teacher education, educational leadership programs, and in turn, school cultures.

The purpose of this study was two-fold: 1) To measure the relationship between female graduate students' perceptions of dependence upon faculty members and the types of sexual harassment experienced and the types of management strategies employed to deal with the harassment, and 2) to collect descriptive data on sexual harassment of females in graduate school.The population consisted of 1400 female graduate students selected at random from four Indiana universities. A 15 item questionnaire containing questions pertaining to sexual harassment experiences, power-dependence relationships, management strategies, and attitudes toward sexual harassment was utilized. Two null hypotheses were tested using the computer program MULTIQUAL: Log Linear Analysis of Nominal or Ordinal Data by the Method of Maximum Likelihood.A total of 729 participants (52%) returned the questionnaire. Of those questionnaires returned, 1.14 (15.6%) reported some form of sexual harassment. Based on questionnaire items designed to measure the dependence of students upon faculty, respondents were assigned to one of two levels of dependence, considerable or slight.No significant differences were found in the interaction between the levels of dependence and the types of sexual harassment experienced by respondents. Also, the interaction between the levels of dependence and the management strategies used to deal with the harassment was not found to be significant.An examination of the differences in percentage response (or main effects) indicated that significant differences existed between the levels of dependence, and among the frequencies of occurrence of the types of sexual harassment and the types of management strategies reported. These findings suggested that:1. Female graduate students in relationships of considerable dependence experienced sexual harassment in significantly greater numbers than students in relationships of slight dependence (78.5% versus 21.5%).2. The types of sexual harassment most frequently experienced were: Anti-female remarks, leering and ogling (56.1%); requests for sexual activity (23.4%); and touching (20.6%).3. The management strategies most frequently reported were: Ignoring (43%); withdrawal or avoidance (37.4%); and refusing requests with or without explanation (19.6%).

The aim of this study was to analyze discursive patterns in publications and attitude researches on bullying published by The Swedish National Agency for Education. The focus was largely on whether there is a pattern in the narration of how teachers and pupils are portrayed as perpetrators in a situation where bullying occurs. The empirical material of the study was acquired by use of a qualitative method where publications published between the years of 2002 and 2014 were selected. Dictums concerning teachers and pupils as bullies have been compared and surveyed where differences in how they were depicted was the object of analysis. To enable such a study, Foucault's theories on discourse and power were applied on the empirical material in the analysis.The result shows that bullying in general almost always refers to the pupil as the perpetrator while teachers are under-represented in the same context. Pupils as perpetrators are described through qualities such as aggression and lack of empathy,whereas teachers are described through external factors such as stress and extensive workload.

The following study examined the effects of ethnic harassment and bully victimization on immigrant youths’ adjustment over the course of one year. Adjustment outcomes included depression, poor self-esteem, and self-harm. We asked: (1) Is bully victimization a risk for immigrant youths’ adjustment? and (2) Is ethnic harassment a risk for immigrant youths’ adjustment over and beyond bully victimization? Participants included 252 first and second-generation immigrant youths (52% female, 46% born abroad, M= 14.98 years) from seven schools in a mid-sized Swedish city. Multiple hierarchical regression analyses were conducted to test whether bully victimization and ethnic harassment predicted adjustment outcomes one year later and changes in these outcomes over the course of one year. A factor analysis revealed that bully victimization and ethnic harassment were separate constructs. Bully victimization predicted depression and poor self-esteem scores as well as increases in depression over the course of one year.  Ethnic harassment predicted depression, poor self-esteem, and self-harm scores as well as increases in these three outcomes over the course of one year. Results suggest that ethnic harassment poses an added risk to the adjustment of immigrant youth over and above bully victimization.  Findings underline the importance of assessing ethnic harassment when conducting research in ethnically diverse settings.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008. / Title from title screen (site viewed May 5, 2009). PDF text: xiv, 150 p. : ill. (some col.) ; 842 Kb. UMI publication number: AAT 3341672. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1998. / Includes bibliographical references.

Thesis (M. Sc.), Memorial University of Newfoundland, 1998. / Bibliography: leaves 56-59.

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2005. / Includes bibliographical references.

Thesis (Ph. D.)--University of Florida, 1980. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 168-175).