An Exploration of Cultural Differences in Perceptions of and Responses Dissertation

An Exploration of pagan Differences in Perceptions of and Responses to Sexual Harassment in a Title One High School - Dissertation ExampleIn the current research participants from grades 7 through 11 were studied using a phenomenological approach to understand their perception and response to internal curse and correlate this with their cultural background. Interview and observation were used as tools for data collection. An Exploration of Cultural Differences in Perceptions of and Responses to Sexual Harassment in a Title One High School ledger entry Sexual harassment (SH) is a gender based phenomenon of extreme concern affecting the present and emerging life of many young students of either sex throughout the world (Rahimi & Liston, 2011). In U.S. SH in bosom and high schooldays has been of common occurrence with almost half (48%) of students confirming to have experienced or so form of knowledgeable harassment in a 2011 survey, with approximately 87% admitting that it has an adverse impact on them. This comes as surprise since SH in schools has been infrequently reported (Hill & Kearl, 2011). Sexual harassment, a term originally coined with beginning to workplace behavior has also come to include incidences in school. In school it refers to sexual apportion that negatively affects students academic interests. ... Girls are to a greater extent frequently a target compared to boys (56% against 40%), with their experiences being more physical and intrusive compared to that of boys (Hand & Sanchez, 2001). Most harassers belong to peer with lesser number of incidences involving school staff (Eckes, 2006). In 1980, the Equal Employment Opportunity Commission (EEOC) recognized two forms of achievementable SH the quid pro quo harassment and the hostile environment harassment. The former refers to threat or assurance of consequences due to forbidding or crack of sexual favors. These favors may be demanded explicitly or implicitly and must involve substan tial consequences. On the other hand hostile environment type of sexual environment refers to the work or school environment becoming totally offensive or difficult as a consequence of sexual overtures, conduct or physical gestures. In either case the environment is uncomfortable and unsuitable for travel along individual goals (Zimbroff, 2007). Legal provisions dealing with SH in schools are provided by the Title IX, the Education Amendments, passed by the Congress in 1972. The act states that no person in Unites States shall, on the basis of sex, be excluded from association in, be denied the benefits of, or be subjected to discrimination under any education program or activeness receiving financial assistance (p1681). The law also addresses peer-on-peer sexual harassment and considers it as a discrimination occurring in school premises and during school hours thus rendering it as a suitable cause of action against school authorities (DeSouza & Solberg, 2003). There have been s everal controversies and confusions with respect to legal definitions of perceptions of hostility and psychological combat injury that renders a SH case as