Sexual Harassment in Institutions of Higher Learning: Prevalence and Risk

Background and Purpose:

Many students at Institutions of Higher Learning (IHEs) experience sexual harassment and its negative outcomes. Social work academics have taken a lead in addressing sexual harassment and other forms of violence on campus. This study used data from a survey conducted with students across eight campuses in one state to examine differences in rates of faculty/staff and peer perpetrated sexual harassment victimization considering an intersectional framework of risk, including gender, race/ethnicity, sexual orientation, age, and student classification.

Methods:

This analysis is part of a larger web-based survey measuring sexual harassment, dating violence, stalking, and sexual assault at 8 academic campuses in the Southwest. The survey was administered online to voluntary and anonymous student participants. Focused analysis was conducted from the broader study to learn more about sexual harassment. Sexual harassment was measured using the Department of Defense Sexual Experiences Questionnaire (SEQ-DoD). This study examined: How do risk factors for sexual harassment victimization among college students differ based on whether the victim has experienced 1) monovictimization of sexual harassment by a faculty or staff member, 2). monovictimization of sexual harassment by a peer, or 3). Polyvictimization of sexual harassment by both faculty or staff and by a peer? Analysis included generalized linear models (GLMs), z-tests and t-tests with appropriate Bonferroni adjustment for multiple comparisons, with significant results reported at 95% confidence.

Results: A total of 26, 417 took the survey with an overall faculty and staff sexual harassment rate of 15% of all students and a peer sexual harassment rate of 25%. A sample of participants (n=8477) was developed for comparison of two participants who had not experienced any type of measured violence and participants who had experienced sexual harassment. The factors examined for association for risk were gender, sexual orientation, race/ethnicity, and academic classification. Results from the subsample indicated that 17.2% of participants had experienced monovictimization of peer harassment, 8.6% had experienced polyvicitmization of peer and faculty sexual harassment and 8.9% experienced monovictimization of faculty sexual harassment. Of those who had experienced sexual harassment, the students at highest risk of faculty/staff monovictimization are younger graduate students with more time at the institution. Participants at highest risk of peer monovictimization are those who are not heterosexual, followed by females, and students enrolled at a younger age. Students with non-binary gender identity or are not heterosexual and females are at highest risk for faculty/staff and peer polyvictimization

Conclusions and Implications:

IHEs must recognize the realities of sexual harassment in their students’ lives, including the frequency of harassment and the potential impacts of harassment victimization on students’ abilities to thrive emotionally and academically. Social work schools, with attention to social justice and intersectionality can lead at IHEs. Intervention from and with campus faculty, administrators, professional staff and students should validate experiences, and underscore that sexual harassment interferes with equal access to education. Measurement of sexual harassment in the campus context needs continued refinement to capture sexual harassment experiences from students who experience multiple forms of oppression.