¿Es probable sufrir acoso en la academia?percepciones de la comunidad universitaria
-
1
Universidade de Santiago de Compostela
info
ISSN: 0210-2773
Ano de publicación: 2023
Título do exemplar: Perspectivas actuales de investigación en educación y sociedad
Volume: 52
Número: 2
Páxinas: 195-202
Tipo: Artigo
Outras publicacións en: Aula abierta
Resumo
Harassment based on the system sex/gender is a phenomenon present in the university environment whose existence can be seen in the perceptions of the educational community itself, and which needs to be studied in order to generate realistic and practical actions for its prevention and eradication. The approximation to the current panorama of this type of harassment at the University of Santiago de Compostela is the general objective of the study. The sample is made up of 1,066 members of the university community, specifical-ly, 727 students, 125 professionals from the administration and services group, and 214 teachers. An descriptive study is carried out, through their perceptions about the probability of suffering harassment. Sexual harassment is the most observed in the three groups and harassment based on gender identity is the least perceived. Half of the sample considers it unlikely that they will experience bul-lying at university and the group least likely to experience it are non-LGBT+ men. It is concluded that feminist pedagogies are the best resource to combat the different types of harassment studied in the academy, and in society in general
Referencias bibliográficas
- Agencia de los Derechos Fundamentales de la Unión Europea (FRA) (2013). LGBT persons’ experiences of discrimination and hate crime in the EU and Croatia. FRA.
- Aina, A. D., y Kulshrestha, P. (2018). Sexual harassment in educational institutions in Delhi’NCR (India): Level of awareness, perception and experience. Sexuality y Culture, 22(1), 106-126. https://doi.org/10.1007/s12119-017-9455-5
- American Federation of Teachers (AFT) (2013). Creating a Positive Work Environment for LGBT Faculty: What Higher Education Unions Can Do. AFT. Recuperado de https://www.aft.org/sites/default/files/wysiwyg/genderdiversity_lgbt0413.pdf
- Ballarín, P. (2017). ¿Se enseña coeducación en la Universidad? Atlánticas – Revista Internacional de Estudios Feministas, 2(1), 7-31. http://hdl.handle.net/2183/21843
- Bartual Figueras, M., Turmo Garuz, J., Sierra Martínez, F., y Carbonell Esteller, M. (2022). Percepciones de género y factores de influencia. Evidencia en estudiantes universitarios de Barcelona (España) y Cartagena de Indias (Colombia). Revista Complutense de Educación, 33(2), 325-336. https://doi.org/10.5209/rced.74349
- Bello, A. (2018). Hacia una transpedagogía: Reflexiones educativas para incomodar, sanar y construir comunidad. Debate Feminista, 55, 104-128. https://doi.org/10.22201/cieg.01889478p.2018.55.05
- Benson, D. J., y Thomson, G. E. (1982). Sexual harassment on a university campus: the confluence of authority relations, sexual interest and gender stratification. Social Problems, 29(3), 236-251. https://doi.org/10.2307/800157
- Biglia, B., y Cagliero, S. (2019). Abordajes y ‘respuestas’ de las universidades catalanas frente a las violencias lgtbiq+fóbicas. Quaderns de Psicología, 21(2), 1-19. https://doi.org/10.5565/rev/qpsicologia.1532
- Bitton, M., y Shaul, D. (2013). Perceptions and attitudes to sexual harassment: an examination of sex differences and the sex composition of the harasser-target dyad. Journal of Applied Social Psychology, 43(10), 2136-2145. https://doi.org/10.1111/jasp.12166
- Bosch, E. (2012). El acoso sexual en el ámbito universitario: elementos para mejorar la implementación de medidas de prevención, detección e intervención. Ministerio de Sanidad, Servicios Sociales e Igualdad.
- Dessel, A. B., Goodman, K. D., y Woodford, M. R. (2017). LGBT Discrimination on Campus and Heterosexual Bystanders: Understanding Intentions to Intervene. Journal of Diversity in Higher Education, 10, 101-116. https://doi.org/10.1037/dhe0000015
- Fernando, D., y Prasad, A. (2019). Sex-based harassment and organizational silencing: how women are led to reluctant acquiescence in academia. Human Relations, 72(10), 1565-1594. https://doi.org/10.1177/0018726718809164
- Forbes, G. B., y Adams-Curtis, L. E. (2001). Experiences with sexual coercion in college males and females: Role of family conflict, sexist attitudes, acceptance ofrape myths, self-esteem, and the Big-Five personality factors. Journal of Interpersonal Violence, 16(9), 865-889. https://doi.org/10.1177/088626001016009002
- Granero Andújar, A., y Manzano León, A. (2018). Posibilidades del programa KiVa para hacer frente al bullying homofóbico y transfóbico. Revista Complutense de Educación, 29(4), 943-958. https://doi.org/10.5209/RCED.54346
- Hennelly, S. E., Hussain, S., Hale, T., Cadle, M., Brooke, J., y Davies, E. (2019). University student attitudes to prosocial bystander behaviours. Health Education, 119(5), 408-424. https://doi.org/10.1108/HE-05-2019-0023
- Herrera, A., Herrera, M. C., y Expósito, F. (2016). ¿Es lo bello siempre tan bueno? Influencia del atractivo físico en la percepción social del acoso sexual. Revista de Psicología Social, 31(2), 238-253. https://doi.org/10.1080/02134748.2016.1143179
- Hooks, B. (2017). El feminismo es para todo el mundo. Traficantes de sueños.
- Jefatura del Estado (2007). Ley Orgánica 3/2007, de 22 de marzo, para la igualdad efectiva de mujeres y hombres. Boletín Oficial del Estado, núm. 71, de 23 de marzo, 12611-12645.
- Jefatura del Estado (2014). Ley 2/2014, de 14 de abril, por la igualdad de trato y la no discriminación de lesbianas, gays, transexuales, bisexuales e intersexuales en Galicia. Boletín Oficial del Estado, núm. 127, de 26 de mayo, 39758 a 39768.
- Jefatura del Estado (2022). Ley Orgánica 10/2022, de 6 de septiembre, de garantía integral de la libertad sexual. (Boletín Oficial del Estado, núm. 215, de 7 de septiembre, 124199 a 124269.
- Johnson, P., Widnall, S., y Frazier, B. (2018). Sexual Harassment of Women. Climate, Culture, and Consequences in Academic Sciences, Engineering, and Medicine. National Academy of Sciences.
- Karami, A., White, C. N., Ford, K., Swan, S., y Spinel, M. Y. (2020). Unwanted advances in higher education: uncovering sexual harassment experiences in academia with text mining. Information Processing y Management, 57(2), 102-167. https://doi.org/10.1016/j.ipm.2019.102167
- Kelley, M. L., y Parsons, B. (2000). Sexual harassment in the 1990s: A university-wide survey of female faculty, administrators, staff, and students. The Journal of Higher Education, 71(5), 548-568. https://doi.org/10.1080/00221546.2000.11778852
- Klein, L. B., y Martin, S. L. (2021). Sexual Harassment of College and University Students: A Systematic Review. Trauma, Violence, y Abuse, 22(4), 777–792. https://doi.org/10.1177/1524838019881731
- Krebs, C., Lindquist, C., Berzofsky, M., Shook-Sa, B., y Peterson, K. (2016). Campus Climate Survey Validation Study. Bureau of Justice Statistics.
- Lameiras, A., Rodríguez, Y., y Carrera, M.V. (2018). Diagnose do acoso sexual e por razón de género na universidade de Vigo. Universidad de Vigo.
- List, M. (2015). Los universitarios frente a la homofobia. El caso de la Benemérita Universidad Autónoma de Puebla. Sinética. Revista electrónica de educación, 46,1-15.
- Mellgren, C., Andersson, M., y Ivert, A.-K. (2018). “It Happens All the Time”: Women’s Experiences and Normalization of Sexual Harassment in Public Space. Women & Criminal Justice, 28(4), 262-281. https://doi.org/10.1080/08974454.2017.1372328
- Ministerio de Igualdad (2019). Macroencuesta de Violencia contra la Mujer. Autor.
- Misawa, M. (2015). Cuts and Bruises Caused by Arrows, Sticks, and Stones in Academia: Theorizing Three Types of Racist and Homophobic. Bullying in Adult and Higher Education. Adult Learning, 26, 6-13. https://doi.org/10.1177/1045159514558413
- Muñoz-Rivas, M. J., Graña, J. L., O’Leary, D., y González, P. (2007). Physical and psychological aggression in dating relationships in Spanish university students. Psicothema, 19(1), 102-107.
- Peter, T., y Taylor, C. (2013). Buried above ground: A university-based study of risk/protective factors for suicidality among sexual minority youth. Journal of LGBT Youth, 11(2), 125–149. https://doi.org/10.1080/19361653.2014.878563
- Phipps, A. (2018). Reckoning up: sexual harassment and violence in the neoliberal university. Gender and Education, 32(2), 227-243. https://doi.org/10.1080/09540253.2018.1482413
- Pichardo, J. I., y Puche Cabezas, L. (2019). Universidad y diversidad sexogenérica: barreras, innovaciones y retos de futuro. Methaodos. Revista De Ciencias Sociales, 7(1). https://doi.org/10.17502/m.rcs.v7i1.287
- Prandelli, M., Meraviglia, G., Testoni, I., y Biglia, B. (2019). Educating New Generations: Standpoints in Women’s and Gender Studies and Implications for the Inclusion of LGBTQ Studies in Italian University Courses. Journal of Homosexuality, 67(7), 990-1012. https://doi.org/10.1080/00918369.2019.1582219
- Rabelo, V. C., y Cortina, L. M. (2014). Two sides of the same coin: Gender harassment and heterosexist harassment in LGBQ work lives. Law and human behavior, 38(4), 378-391. https://doi.org/10.1037/lhb0000087
- Rankin, S., Weber, G., Blumenfeld, W. J., y Frazer, S. (2010). 2010 state of higher education for lesbian, gay, bisexual, and transgender people. Campus Pride.
- Reilly, M. E., Lott, B., y Gallogly, S. M. (1986). Sexual harassment of university students. Sex Roles, 15(7), 333-358. https://doi.org/10.1007/BF00287976
- Rios, O., Font-Palomar, M., Flecha, A., y Valls, R. (2022). Violence Against LGBTIQ+ People at Universities: The Need to Uncover a Silent Reality. Trauma, Violence, y Abuse, 0(0). https://doi.org/10.1177/15248380221111471
- Rodríguez, Y., Carrera, M.V., y Lameiras, M. (2019). Una radiografía del acoso sexual en España. En A. Blanco, A. Chueca, J.A. López-Ruiz y S. Mora (Coords.), Informe España: una interpretación de su realidad social (pp. 3-53). Universidad Pontificia Comillas.
- Rosenthal, M. N., Smidt, A. M., y Freyd, J. J. (2016). Still second class: sexual harassment of graduate students. Psychology of Women Quarterly, 40(3), 364-377. https://doi.org/10.1177/0361684316644838
- Schaaf, S., Lamade, R. V., Burgess, A. W., Koss, M., Lopez, E., y Prentky, R. (2019). Student views on campus sexual assault. Journal of American College Health, 67(7), 698-705. https://doi.org/10.1080/07448481.2018.1500476
- Straus, M. A. (2004). Prevalence of violence against dating partners by male and female university students worldwide. Violence against women, 10(7), 790-811. https://doi.org/10.1177/1077801204265552
- SWG GRI (2020). Sexual Harassment and Higher Education: National Policies and Measures in EU Member States. ERAC Standing Working Group on Gender in Research and Innovation.
- Ugalde Gorostiza, A. I., Aristizabal LLorente, P., Garay Ibañez de Elejalde, B., y Mendiguren Goienola, H. (2019). Coeducación: un reto para las escuelas del siglo XXI. Tendencias Pedagógicas, 34, 16-36. https://doi.org/10.15366/tp2019.34.003
- Unidad de Igualdad de Género Universidad Complutense de Madrid (2018). Estudio sobre el acoso sexual, acoso sexista, acoso por orientación sexual y acoso por identidad y expresión de género en la Universidad Complutense de Madrid. Universidad Complutense de Madrid.
- Universidad de Santiago de Compostela (2017). Protocolo de prevención y actuación frente al acoso sexual y el acoso por razón de sexo, orientación sexual e identidad de género de la USC. Universidad de Santiago de Compostela.
- Valentine, G., Woof, N., y Plummer, P. (2009). The experience of lesbian, gay, bisexual and trans staff and students in higher education. Equality Challenge Unit.
- Valls, R. (2008). Violencia de género en las universidades españolas. Instituto de la Mujer.
- Valls, R., Puigvert, L., Melgar, P., y Garcia-Yeste, C. (2016). Breaking the Silence at Spanish Universities: Findings From the First Study of Violence Against Women on Campuses in Spain. Violence Against Women, 22(13), 1519–1539. https://doi.org/10.1177/1077801215627511
- Villar, M., Méndez, M.J., Barreiro, F., y Permuy, A. (2023). Pedagogías feministas en la universidad, ¿realidad o utopía? Un análisis de la formación de las profesionales y los profesionales del ámbito educativo. Educar, 59(1), 49-64. https://doi.org/10.5565/rev/educar.1571
- Wittig, M. (2006). El pensamiento heterosexual y otros ensayos. Egales.
- Zinzow, H. M. y Thompson, M. (2015). A longitudinal study of risk factors for repeated sexual coerciton and assault in U. S. college men. Archives of Sexual Behaviour, 44(1), 213-222. https://doi.org/10.1007/s10508-013-0243-5