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Resnik'in Varsayımından Hareket ile Akademik Cinsel İstismarın Yaygınlığı: ABD ve İngiltere Örneği

Year 2022, Volume: 2 Issue: 2, 181 - 189, 30.09.2022

Abstract

Bu çalışmanın amacı, akademik alandaki cinsel istismarın görünürlüğü üzerine bir değerlendirme yapmaktır. Bu araştırma derleme tipi bir araştırmadır. Amerika ve İngiltere’de yapılmış olan akademik cinsel istismar çalışmalarının bir derlemesinin sunulacağı bu araştırmada, mevcut durum kronolojik olarak ele alınmıştır. Resnik’in kitabından hareket ile akademik alandaki cinsel istismarın nedenleri ve sonuçları da bu çalışma kapsamında irdelenmiştir. Eğitim ve çalışma alanında görülen istismar varsayıldığı gibi olumsuz sonuçları olan bir durumdur. Çalışma alanında verimsizliğe aidiyetin ve yaşam doyumunun azalmasına neden olan cinsel istismar, akademik alanda görüldüğünde ise okul terkine, cinsiyet ayrımcılığına ve eğitimde kalitenin düşmesine neden olabilmektedir. Amerika ve İngiltere farklı kültürel boyutlara sahip ülkelerdir. Bu ülkelerin örnek olarak seçilmesi ise kültürden bağımsız bir cinsel istismar yaygınlığını belirlemek amacıyladır. Ayrıca Resnik’in varsayımından hareket ile belirlenmiştir. Araştırmanın sonuç kısmında da belirtildiği gibi örnek ülkelerin hepsinde kadınlara yönelik akademik cinsel istismar çok yüksek oranda görünür haldedir. Akademik cinsel istismarın cinsiyet, ayrımcılık ve otoriter örgüt iklimi ile önemli derecede ilişkili olduğu belirlenmiştir. Araştırmanın sonunda uzman ve maruz kalması muhtemel kişilere yönelik öneriler getirileceği gibi politika yapıcılara cinsel istismar ile baş etme noktasında katkı sağlaması beklenmektedir.

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References

  • Arar, T., Öneren, M., Karaoğlan, S., & Arar, E. S. (2018) Akademide işyeri sapma davranışlarının ahp ile belirlenmesi.
  • Bagilhole, B., & Woodward, H. (1995). An occupational hazard warning: Academic life can seriously damage your health. An investigation of sexual harassment of women academics in a UK university. British Journal of Sociology of Education, 16(1), 37-51.
  • Bull, A. (2021). Catalysts and rationales for reporting staff sexual misconduct to UK higher education institutions. Journal of Gender-Based Violence.
  • Bull, A., Calvert-Lee, G., & Page, T. (2021). Discrimination in the complaints process: introducing the sector guidance to address staff sexual misconduct in UK higher education. Perspectives: Policy and Practice in Higher Education, 25(2), 72-77.
  • Carr, P. L., Ash, A. S., Friedman, R. H., Szalacha, L., Barnett, R. C., Palepu, A., & Moskowitz, M. M. (2000). Faculty perceptions of gender discrimination and sexual harassment in academic medicine. Annals of internal medicine, 132(11), 889-896.
  • Çakır, Ö. (2008). Türkiye'de kadının çalışma yaşamından dışlanması. Erciyes Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, (31), 25-47.
  • Dogar, A. A. (2021). Perception, Prevalence and Awareness of Sexual Harassment among University Students in Abbottabad. Psychology and Education Journal, 58(1), 1182-1195.
  • Durğun, S. (2006). Örgüt kültürü ve örgütsel iletişim. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 3(2), 112-132.
  • Dzau, V. J., & Johnson, P. A. (2018). Ending sexual harassment in academic medicine. The New England journal of medicine, 379(17), 1589-1591.
  • Equal Employment Opportunity Commission. (1980). Guidelines on discrimination because of sex (Sect. 1604. 11). Federal Register, 45, 74676–74677.
  • Güçlü, N. (2003). Örgüt kültürü. Gazi Üniversitesi Sosyal Bilimler Dergisi, 23(2), 61-85.
  • Jackson, C., & Sundaram, V. (2020). Lad Culture in Higher Education: Sexism, Sexual Harassment and Violence. Routledge.
  • Jenner, S., Djermester, P., Prügl, J., Kurmeyer, C., & Oertelt-Prigione, S. (2019). Prevalence of sexual harassment in academic medicine. JAMA internal medicine, 179(1), 108-111.
  • Joseph, J. (2015). Sexual harassment in tertiary institutions: a comparative perspective. Temida, 18(2), 125-144.
  • Karatuna, I., & Gök, S. (2012). Yükseköğretimde psikolojik taciz konulu araştırmalar üzerine bir inceleme.
  • Karcıoğlu, F. (2001). Örgüt kültürü ve örgüt iklimi ilişkisi. Atatürk Üniversitesi İktisadi ve İdari Bilimler Dergisi, 15(1-2).
  • Lee, D. (1998). Sexual harassment in PhD supervision. Gender and Education, 10(3), 299-312.
  • Lu, D. W., Lall, M. D., Mitzman, J., Heron, S., Pierce, A., Hartman, N. D., ... & Strout, T. D. (2020). # MeToo in EM: a multicenter survey of academic emergency medicine f aculty on their experiences with gender discrimination and sexual harassment. Western Journal of Emergency Medicine, 21(2), 252.
  • McCarry, M., & Jones, C. (2021). The equality paradox: sexual harassment and gender inequality in a UK university. Journal of Gender Studies, 1-13.
  • Mimaroğlu, A. G. H., & Özgen, H. (2008). Örgütlerde Güç Eşitsizlikleri ve Cinsel Taciz. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 17(1), 321-334.
  • National Academies of Sciences, (2018). Sexual harassment of women: climate, culture, and consequences in academic sciences, engineering, and medicine.
  • Paludi, M. A., Paludi, M., & Paludi, C. A. (Eds.). (2003). Academic and workplace sexual harassment: A handbook of cultural, social science, management, and legal perspectives. Greenwood Publishing Group.
  • Paludi, M., Nydegger, R., DeSouza, E., Nydegger, L., & Dicker, K. A. (2006). International perspectives on sexual harassment of college students: the sounds of silence.
  • Pina, A., Gannon, T. A., & Saunders, B. (2009). An overview of the literature on sexual harassment: Perpetrator, theory, and treatment issues. Aggression and violent behavior, 14(2), 126-138.
  • Pololi, L. H., Brennan, R. T., Civian, J. T., Shea, S., Brennan-Wydra, E., & Evans, A. T. (2020). Us, too. Sexual harassment within academic medicine in the United States. The American journal of medicine, 133(2), 245-248.
  • Raj, A., Freund, K. M., McDonald, J. M., & Carr, P. L. (2020). Effects of sexual harassment on advancement of women in academic medicine: a multi-institutional longitudinal study. EClinicalMedicine, 20, 100298.
  • Sigal, J., Gibbs, M. S., Goodrich, C., Rashid, T., Anjum, A., Hsu, D., ... & Pan, W. K. (2005). Cross-cultural reactions to academic sexual harassment: Effects of individualist vs. collectivist culture and gender of participants. Sex Roles, 52(3), 201-215.
  • Şahbudak, E., & Öztürk, M. (2015) İş yerinde psikolojik taciz: cumhuriyet üniversitesinde çalışan akademisyenler üzerine bir çalışma
  • Thomas, A. M. (2004). Politics, policies and practice: assessing the impact of sexual harassment policies in UK universities. British journal of sociology of education, 25(2), 143-160.
  • Türk Dil Kurumu, (2021). Taciz (Erişim tarihi: 11.12.2021) www.tdk.gov.tr

The Prevalence of Academic Sexual Abuse Based on Resnik's Conjecture: The Case of the USA and the UK

Year 2022, Volume: 2 Issue: 2, 181 - 189, 30.09.2022

Abstract

The aim of this study is to make an evaluation on the visibility of sexual abuse in the academic field. This research is a compilation type research. In this study, in which a compilation of academic sexual abuse studies conducted in the USA, England and Turkey will be presented, the current situation is discussed chronologically. Based on Resnik's book, the causes and consequences of sexual abuse in the academic field were also examined within the scope of this study. Abuse in education and work is a situation that has negative consequences, as is assumed. Sexual abuse, which causes inefficiency, decreased belonging and life satisfaction in the field of work, causes dropout, gender discrimination and a decrease in the quality of education when seen in the academic field. America and England are countries with different cultural dimensions. The selection of these countries as examples is to determine the prevalence of sexual abuse independent of culture. As stated in the conclusion of the study, academic sexual abuse of women is highly visible in all sample countries. It has been determined that academic sexual abuse is significantly related to gender discrimination and authoritarian organizational climate. At the end of the research, suggestions will be made for experts and people who are likely to be exposed, and it is expected to contribute to policy makers in coping with sexual abuse.

References

  • Arar, T., Öneren, M., Karaoğlan, S., & Arar, E. S. (2018) Akademide işyeri sapma davranışlarının ahp ile belirlenmesi.
  • Bagilhole, B., & Woodward, H. (1995). An occupational hazard warning: Academic life can seriously damage your health. An investigation of sexual harassment of women academics in a UK university. British Journal of Sociology of Education, 16(1), 37-51.
  • Bull, A. (2021). Catalysts and rationales for reporting staff sexual misconduct to UK higher education institutions. Journal of Gender-Based Violence.
  • Bull, A., Calvert-Lee, G., & Page, T. (2021). Discrimination in the complaints process: introducing the sector guidance to address staff sexual misconduct in UK higher education. Perspectives: Policy and Practice in Higher Education, 25(2), 72-77.
  • Carr, P. L., Ash, A. S., Friedman, R. H., Szalacha, L., Barnett, R. C., Palepu, A., & Moskowitz, M. M. (2000). Faculty perceptions of gender discrimination and sexual harassment in academic medicine. Annals of internal medicine, 132(11), 889-896.
  • Çakır, Ö. (2008). Türkiye'de kadının çalışma yaşamından dışlanması. Erciyes Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, (31), 25-47.
  • Dogar, A. A. (2021). Perception, Prevalence and Awareness of Sexual Harassment among University Students in Abbottabad. Psychology and Education Journal, 58(1), 1182-1195.
  • Durğun, S. (2006). Örgüt kültürü ve örgütsel iletişim. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 3(2), 112-132.
  • Dzau, V. J., & Johnson, P. A. (2018). Ending sexual harassment in academic medicine. The New England journal of medicine, 379(17), 1589-1591.
  • Equal Employment Opportunity Commission. (1980). Guidelines on discrimination because of sex (Sect. 1604. 11). Federal Register, 45, 74676–74677.
  • Güçlü, N. (2003). Örgüt kültürü. Gazi Üniversitesi Sosyal Bilimler Dergisi, 23(2), 61-85.
  • Jackson, C., & Sundaram, V. (2020). Lad Culture in Higher Education: Sexism, Sexual Harassment and Violence. Routledge.
  • Jenner, S., Djermester, P., Prügl, J., Kurmeyer, C., & Oertelt-Prigione, S. (2019). Prevalence of sexual harassment in academic medicine. JAMA internal medicine, 179(1), 108-111.
  • Joseph, J. (2015). Sexual harassment in tertiary institutions: a comparative perspective. Temida, 18(2), 125-144.
  • Karatuna, I., & Gök, S. (2012). Yükseköğretimde psikolojik taciz konulu araştırmalar üzerine bir inceleme.
  • Karcıoğlu, F. (2001). Örgüt kültürü ve örgüt iklimi ilişkisi. Atatürk Üniversitesi İktisadi ve İdari Bilimler Dergisi, 15(1-2).
  • Lee, D. (1998). Sexual harassment in PhD supervision. Gender and Education, 10(3), 299-312.
  • Lu, D. W., Lall, M. D., Mitzman, J., Heron, S., Pierce, A., Hartman, N. D., ... & Strout, T. D. (2020). # MeToo in EM: a multicenter survey of academic emergency medicine f aculty on their experiences with gender discrimination and sexual harassment. Western Journal of Emergency Medicine, 21(2), 252.
  • McCarry, M., & Jones, C. (2021). The equality paradox: sexual harassment and gender inequality in a UK university. Journal of Gender Studies, 1-13.
  • Mimaroğlu, A. G. H., & Özgen, H. (2008). Örgütlerde Güç Eşitsizlikleri ve Cinsel Taciz. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 17(1), 321-334.
  • National Academies of Sciences, (2018). Sexual harassment of women: climate, culture, and consequences in academic sciences, engineering, and medicine.
  • Paludi, M. A., Paludi, M., & Paludi, C. A. (Eds.). (2003). Academic and workplace sexual harassment: A handbook of cultural, social science, management, and legal perspectives. Greenwood Publishing Group.
  • Paludi, M., Nydegger, R., DeSouza, E., Nydegger, L., & Dicker, K. A. (2006). International perspectives on sexual harassment of college students: the sounds of silence.
  • Pina, A., Gannon, T. A., & Saunders, B. (2009). An overview of the literature on sexual harassment: Perpetrator, theory, and treatment issues. Aggression and violent behavior, 14(2), 126-138.
  • Pololi, L. H., Brennan, R. T., Civian, J. T., Shea, S., Brennan-Wydra, E., & Evans, A. T. (2020). Us, too. Sexual harassment within academic medicine in the United States. The American journal of medicine, 133(2), 245-248.
  • Raj, A., Freund, K. M., McDonald, J. M., & Carr, P. L. (2020). Effects of sexual harassment on advancement of women in academic medicine: a multi-institutional longitudinal study. EClinicalMedicine, 20, 100298.
  • Sigal, J., Gibbs, M. S., Goodrich, C., Rashid, T., Anjum, A., Hsu, D., ... & Pan, W. K. (2005). Cross-cultural reactions to academic sexual harassment: Effects of individualist vs. collectivist culture and gender of participants. Sex Roles, 52(3), 201-215.
  • Şahbudak, E., & Öztürk, M. (2015) İş yerinde psikolojik taciz: cumhuriyet üniversitesinde çalışan akademisyenler üzerine bir çalışma
  • Thomas, A. M. (2004). Politics, policies and practice: assessing the impact of sexual harassment policies in UK universities. British journal of sociology of education, 25(2), 143-160.
  • Türk Dil Kurumu, (2021). Taciz (Erişim tarihi: 11.12.2021) www.tdk.gov.tr
There are 30 citations in total.

Details

Primary Language Turkish
Subjects Sociology (Other)
Journal Section Reviews
Authors

Hakan Yağcı 0000-0003-4629-4748

Publication Date September 30, 2022
Submission Date January 25, 2022
Published in Issue Year 2022 Volume: 2 Issue: 2

Cite

APA Yağcı, H. (2022). Resnik’in Varsayımından Hareket ile Akademik Cinsel İstismarın Yaygınlığı: ABD ve İngiltere Örneği. Uluslararası Sosyal Hizmet Araştırmaları Dergisi, 2(2), 181-189.

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