Cabras Cristina, Sechi Cristina, Agus Mirian, Cois Ester, Casula Clementina, Raffo Luigi, Mosca Oriana
Department of Pedagogy, Psychology, Philosophy, University of Cagliari, Cagliari, Italy.
Department of Political and Social Sciences, University of Cagliari, Cagliari, Italy.
Front Psychol. 2022 Sep 20;13:949103. doi: 10.3389/fpsyg.2022.949103. eCollection 2022.
In the literature, no integrated definition of sexual harassment (SH) occurs but there is clear unanimity about SH being offensive, humiliating, and intimidating behavior. Within academic settings, SH has severe negative effects on students' physical or emotional wellbeing as well as on their ability to succeed academically.
The aim of this study was to investigate the relationship between sex, gender roles, and the ways to manage SH (assertive and nonassertive reactions) in university students. It was hypothesized that female students would report more nonassertive reactions compared to male students. In addition, following the Bem theory on gender roles and using the self-report tool by the same author, it is hypothesized that female and male students, who are classified as feminine, will report more nonassertive responses, whereas male and female students, who are classified as masculine, will report more assertive responses. Our hypothesis was tested with a sample of 1,415 university students (593 men, 41.9%, and 822 women, 58.1%) who completed a questionnaire approved by the local ethical review board for research from the end of January 2019 to the first half of February 2019.
Contrary to our hypothesis, results showed that women react more than men in both assertive and nonassertive modalities. In addition, our results confirmed the main effect of both sex and gender roles on students' assertive and nonassertive reactions to SH in academia.
Educational programs about SH may prove useful in preventing its occurrence. Gender equality plans in academia can improve a nonsexist and safe environment for students. It is urgent to improve transparency and accountability of policies on the management of SH: academic institutions need to formulate a procedure to facilitate SH reporting, considering the sensitive balance of confidentiality and transparency issues. Support for the victims (social services, healthcare, legal representation, and advice concerning career/professional development) must be included.
在文献中，虽没有对性骚扰（SH）的综合定义，但对于性骚扰是冒犯性、羞辱性和恐吓性行为这一点，人们有着明确的共识。在学术环境中，性骚扰对学生的身心健康以及学业成就有着严重的负面影响。
本研究旨在调查大学生的性别、性别角色与处理性骚扰的方式（自信和非自信反应）之间的关系。研究假设是，与男学生相比，女学生报告的非自信反应会更多。此外，根据贝姆性别角色理论并使用同一作者的自我报告工具，研究假设被归类为女性化的男、女学生会报告更多的非自信反应，而被归类为男性化的男、女学生会报告更多的自信反应。我们的假设通过对1415名大学生（593名男性，占41.9%；822名女性，占58.1%）的样本进行测试，这些学生在2019年1月底至2019年2月上半月完成了一份经当地伦理审查委员会批准用于研究的问卷。
与我们的假设相反，结果表明女性在自信和非自信方式上的反应都比男性更多。此外，我们的结果证实了性别和性别角色对学术界学生针对性骚扰的自信和非自信反应的主要影响。
关于性骚扰的教育项目可能有助于预防其发生。学术界的性别平等计划可以为学生改善一个非性别歧视且安全的环境。迫切需要提高性骚扰管理政策的透明度和问责制：学术机构需要制定一个程序来促进性骚扰报告，同时考虑到保密和透明度问题的敏感平衡。必须包括对受害者的支持（社会服务、医疗保健、法律代表以及关于职业/专业发展的建议）。
