Sexual harassment and sexual intimacy in learning environments.

AbstractThis paper, prepared under the auspices of the Canadian Psychological Association (CPA) Education and Training Committee, provides a comprehensive review of the literature on sexual harassment and sexual intimacy between students and faculty or supervisors in educational contexts with a particular focus on the Canadian scene. Topics discussed include: definitional issues, incidence and examples, consequences, ethical issues, and strategies for change. Past responses of CPA to these concerns are outlined. Also included is the set of recommendations recently approved by the CPA Board of Directors, designed to assist educational institutions in addressing the problems of sexual harassment and inappropriate sexual intimacy.IntroductionOver the past few years, there has been increasing recognition of the sexuality of organizations, an awareness that sexuality is a frequent, ordinary and public process and not solely a feature of private life (Burrell & Hearn, 1989). Gutek, Cohen and Konrad (1990), for example, assert that the sexual components of organizational life (i.e., social – sexual behaviours) are far more prevalent than the existing scholarship would have one believe. They define social – sexual behaviour as any behaviour which has a sexual component but is non – work – related. This definition includes both sexual harassment as well as non – harassing and/or consensual behaviour.The purpose of the present paper is to explore the sexualized nature of academic environments in terms of both sexual harassment and sexual intimacy. This document, initially a project of the Canadian Psychological Association (CPA) Education and Training Committee, provides an overview of the etiology, incidence, consequences, policies and procedures pertaining to sexual harassment, and incorporates consideration of the issue of inappropriate sexual intimacy between faculty and students. In general, the intent is to direct the attention of the psychological community, and especially those charged with the responsibility of providing education and training, to a continuing pervasive problem in our institutions of learning. The ubiquitous nature and often serious consequences of sexual harassment in learning environments and of sexual intimacy between students and their instructors continues to be cause for concern. Administrators, faculty and supervisors in universities and other training settings as well as psychologists affiliated with high schools may find this information helpful in their efforts to address these concerns within their own institutions.The significance of these issues was recognized in one of the resolutions approved by the National Conference on Graduate Education in Psychology.8.4 Sexual harassment and sexual intimacy between students and faculty or supervisors are major problems that require immediate and continued attention at all organizational levels. Graduate students, before assuming teaching duties, should receive guidance and instruction concerning appropriate behavior in these matters. (American Psychological Association, 1987, p. 1082)These concerns similarly received attention in the recent ethical standards adopted by the American Psychological Association — Standard 1.19 Exploitative Relationships.b) Psychologists do not engage in sexual relationships with students or supervisees in training over whom the psychologist has evaluative or direct authority, because such relationships are so likely to impair judgement or be exploitative. (American Psychological Association, 1992, p. 1602)In the material to follow, the focus is directed to the Canadian scene. Those studies and articles pertaining particularly to psychology and psychologists are emphasized. However, other references are cited in order to maximize the value of the document as an educative tool.Sexual HarassmentETIOLOGYGiven the generally low levels of power of women in contemporary society, sexual harassment typically occurs against women and in an environment that may be characterized as sexist, hostile or even misogynist (Osborne, 1992)