Disciplinary Relations/Sexual Relations: Feminist and Foucauldian Reflections on Professor–Student Sex

Drawing on Michel Foucault's writings as well as the writings of feminist scholars bell hooks and Jane Gallop, this paper examines faculty–student sexual relations and the discourses and policies that surround them. It argues that the dominant discourses on professor–student sex and the policies that follow from them misunderstand the form of power that is at work within pedagogical institutions, and it examines some of the consequences that result from this misunderstanding. In Foucault's terms, we tend to theorize faculty–student relations using a model of sovereign power in which people have or lack power and in which power operates in a static, stable, and exclusively top‐down manner. We should, however, recognize the ways in which individuals in pedagogical institutions are situated within disciplinary and thus dynamic, reciprocal, and complex networks of power, as well as the ways in which the pedagogical relation may be a technique of the self and not only of domination. If we reconsider these relations in terms of Foucault's accounts of discipline and technologies of the self, we can recognize that prohibitions on faculty—student sexual relations within institutions such as the university are productive rather than repressive of desire, and that such relations can be opportunities for development and not only for abuse. Moreover, this paper suggests that the dominant discourses on professor—student relations today contribute to a construction of professors as dangerous and students as vulnerable, which denies the agency of (mostly female) students and obscures the multiplicity of forms of sexual abuse that occur within the university context.     

Gender Roles and Sexual Behavior Among Young Women

This study investigates the hypothesis thatnon-traditional gender role attitudes andmasculine gender role traits or datingbehaviors are associated with unsafe sexual behaviorssuch as having a high number of sexual partners, the non-use ofcondoms and the use of alcohol or drugs before or duringintercourse. A self-report survey was completed by 400sexually active Australian women aged between 16 and 24 who attended two metropolitan FamilyPlanning clinics in Queensland, Australia. The findingsshow partial support for the hypothesis. Women with ahigher level of 'masculine' personality traits and egalitarian gender role attitudes were morelikely to have multiple partners and to use alcohol ordrugs with their most recent non-steady partner. Themultivariate relationships between gender roles and sexual behaviors are not as extensive as wouldbe proposed by gender role theory and previousresearch.     

Sexual Preference,Gender, and Blame Attributions in Adolescent Sexual Assault

ABSTRACT

The study investigated the impact of victim sexual orientation, perpetrator gender, and participant gender on judgements toward a 15-year-old male victim of a depicted sexual assault. One hundred and eight-eight participants (97 male, 91 female) read a hypothetical scenario depicting the sexual assault of a 15-year-old male victim where the victim's sexual orientation and the perpetrator's gender were varied between subjects. Participants then completed a questionnaire assessing their attributions toward both the victim and the perpetrator. Results revealed that male participants blamed the victim more than female participants when the victim was both gay and attacked by a male perpetrator. All participants, regardless of gender, made more positive judgements toward the female as opposed to male perpetrator. Results are discussed in relation to gender role stereotypes and homophobia.     

Students' Perceptions of Expressiveness: Age and Gender Effects on Teacher Evaluations

In this study we investigated the relationship between college students' perceptions of professors' expressiveness and implicit age and gender stereotypes. Three hundred and fifty-two male and female students watched slides of an age- and gender-neutral stick figure and listened to a neutral voice presenting a lecture, and then evaluated it on teacher evaluation forms that indicated 1 of 4 different age and gender conditions (male, female, “old,” and “young”). Main and interaction effects indicated that students rated the “young” male professor higher than they did the “young” female, “old” male, and “old” female professors on speaking enthusiastically and using a meaningful voice tone during the class lecture regardless of the identical manner in which the material was presented. Implications of biased teacher-expressiveness items on student evaluations are discussed.     

The Development of Gender Identity,Gender Roles,and Gender Relations in Gifted Students

This article describes the interaction of giftedness with gender identity, gender role, and gender relations. The authors explored ways in which many gifted educational practices are gendered, a model for the development of talent in the context of gender and gender relations, and ways of reducing gender inequities in the realization of potential for both male and female students. Issues that are unique to gifted individuals are aligned with suggestions for counseling interventions.     

Perceptions of Gender Discrimination across Six Decades: The Moderating Roles of Gender and Age

In the current paper we examined whether women and men view gender discrimination as having changed over time, and if so: 1) how it has changed and 2) whether changes in anti-women bias are viewed as directly associated with changes in anti-men bias. Based on prior research (Norton and Sommers, 2011; Sidanius and Pratto, 1999), it was hypothesized that older men (35 years and older) compared to younger men (18–34 years of age) would hold a zero-sum view of gender discrimination trends in that older men would perceive increases in anti-men bias to accompany decreases in anti-women bias. Conversely, women, regardless of age, were expected to perceive changes in anti-women bias as unrelated to changes in anti-men bias. Results based on data from an online U.S. national sample (n?=?499) supported the hypotheses for older men (n?=?58), younger men (n?=?160), older women (n?=?96) and younger women (n?=?185) and corroborated parallel past findings that the historically dominant social group (older men in this case) perceive any status gained by a socially subordinate group (women) as coming at the dominant group’s expense.     

The Sexual Double Standard and Gender Differences in Predictors of Perceptions of Adult-Teen Sexual Relationships

We study gender differences and the effects of adult’s gender, an authority gap, and an age gap on university students’ perceptions of adult-teen sexual relationships. We specifically examine: the adult’s criminality, damage to the teen’s reputation, and emotional damage to the teen. We use a sample of 2,871 students from a Southwestern university in the U.S. who judged vignettes describing an adult-teen encounter. OLS regression demonstrated that women judged the scenarios more negatively than men. Further analyses found relationships between the experimental variables and each dependent variable and interactions by respondent’s gender and among the experimental variables. Results demonstrate a sexual double standard and highlight respondent’s gender, the age gap, and the authority context for perceptions of adult-teen relationships.     

Classroom Interactions: Gender of Teacher,Gender of Student,and Classroom Subject

An observational study investigated the effects of gender of teacher, gender of student, and classroom subject (mathematics vs. English literature/language) on teacher–student interactions. A total of 597 high school students (294 males and 303 females) and 36 teachers (28 males and 8 females) were observed in either 18 mathematics classes or 18 literature/language classes. Students and teachers were predominately Caucasian, with the majority of students from a lower- or middle-class background. Observations were coded using the interactions for sex equity in classroom teaching (INTERSECT) observational instrument. It was found that female mathematics teachers, male literature/language teachers, and female literature/language teachers tended to interact somewhat more with male students than with female students. This tendency was not the result of male students having initiated more direct verbal interactions with teachers.     

Autism and Accuracy in Adolescent Perceptions of Friends' Sexual Attitudes and Behavior

This study uses data from adolescents matched with data from their friends to examine whether reference group effects on adolescent sexuality should be thought of as operating through the sharing of norms or the modeling of behavior. We observe that perception of attitudes has such a trivial reality component and such a strong autistic component that it cannot serve as a mechanism of peer influence. Perception of sexual behavior has a reality component which is as large as its autistic component, and large enough to serve as a route of influence. We reach two conclusions: (1) Reference group effects on adolescent sexual behavior probably work through behavior modeling rather than through normative influence. (2) Studies which infer peer influence on sexual behavior using only perception of peers will arrive at erroneous conclusions.     

The Impact of Distributive Systems and Gender on Perceptions of Social Relations1

A total of 120 male and female students were assigned to one of three distributive systems. After completing four tasks, subjects wcre shown a picture of a group and asked to write a story about the people and events in the picture. Judges then rated the stories on four dimensions of social relations. The written responses of individuals working under variable bonus systems were rated significantly more “competitive,”“task-oriented,”“formal,” and “unequal (in power)” than those of subjects assigned to a flat-rate system. Stories written by males were significantly more competitive than those of females.     

The Double Standard at Sexual Debut: Gender,Sexual Behavior and Adolescent Peer Acceptance

In this paper, a vision for the future of U.S. NCAA Division I university sport is presented. It is argued that this context could serve as the place where performance “excellence” is rooted in caring. However, U.S. sport at this level must become purposefully structured to include educational components related to moral thinking, feeling, and behaving. Otherwise, it will continue to foster a type of disconnected or “game reasoning” mentality, building “characters” vs. character (Shields & Bredemeier, 1995). Using U.S.-focused feminism as the necessary first intervention, the paper is situated within a care moral orientation (e.g., Gilligan 1979, 1982) as well as sport psychology moral development scholarship (e.g., Bredemeier 1992; Fisher 1993; Kavussanu 2008; Oglesby 1990; Solomon 1993; Stephens 1993). A brief review of the current state of affairs in U.S. NCAA Division I university sport is presented first. Next, selected literature related to a care moral orientation and moral disconnection in U.S. psychology and sport psychology is highlighted. Finally, one vision of what a model of conscious, caring and connected U.S. NCAA Division I sport research and practice could look like is offered. Specifically, those who have the power to influence sport would develop character and the related skills of moral consciousness, caring, and connection, undergirded by feminist moral principles and reflective practice. Feminist (and all) sport psychology professionals are in a prime position to engage with sport constituents to enhance athletes’ overall experience, where character does matter, and, so, too, does performance.     

Tomboyism,Sexual Orientation,and Adult Gender Roles Among Israeli Women

The purpose of this study was to examine self-reported connections between sexual orientation (SO) and tomboyism in an Israeli sample. This study also focused on the connection between tomboyism and adult gender roles, and between gender roles and SO. A sample of 127 participants was solicited from lesbian organizations and from workplaces. Participants' SO was self-defined twice, using a forced choice and a Kinsey-type scale. Results revealed a connection between tomboyism and lesbianism. The overall level of tomboyism was lower then reported elsewhere. A relationship between tomboyism and gender roles emerged only for adolescence, and SO was only marginal related to gender roles. The definitions of tomboyism, cultural effects, Israeli society, adolescence gender roles, and bisexualism are discussed.     

An Intersectional Approach to Black/White Interracial Interactions: The Roles of Gender and Sexual Orientation

Although researchers have long advocated taking an intersectional approach in order to better understand how race, gender, and other social identities influence social experiences, this approach is only beginning to take hold in the interracial interaction literature. This paper describes the importance of considering gender (as well as other social identities, such as sexual orientation) in addition to race in the context of Black/White interracial interactions in the United States. The role of prior experience is discussed (i.e., encounters with prejudice at the intersection of race and gender, gender differences in the content of racial stereotypes, and the sometimes-conflicting messages of racial and gender socialization). The ways in which gender and racial identities interact with situational aspects of interracial interactions are also considered. Finally, the current representation of gender in the interracial interaction literature is reviewed, and recommendations for future research are provided, including techniques for recruiting racial minority participants.     

Gender Stereotyping and Adolescent Sexual Behavior: A Test of Temporal Order1

Prior to the present study, the proposal by sexual socialization theorists that there is a relationship between gender stereotyping and adolescent sexual behavior had never been empirically tested. The purposes of this paper were (a) to test the relationship between gender stereotyping and adolescent sexual behavior and (b) to determine the direction and temporality of the relationship. Panel data from a probability sample of 1,607 black and white adolescents were used. The findings indicate a relationship between female stereotyping and sexual behavior for female but not for male adolescents. Interaction analyses indicate that the strength, direction, and temporality of the relationship varies by age, race, mother's education, and the number of hours the mother is employed. In general, females with traditional female stereotypes were more likely to begin having sexual intercourse earlier than those with nontraditional stereotypes. These findings are discussed in the context of societal encouragement of traditional female stereotyping.     

African American Adolescent Females' Perceptions of Neighborhood Safety, Familial Strategies, and Sexual Debut

Sexual debut represents a developmental transition that holds possibility for growth and for risk. Family and neighborhood may impact timing of debut. This qualitative study examined family strategies (e.g., moving, parental monitoring), perceptions of neighborhood, and attitudes about sex and sexual debut among sexually experienced and inexperienced African American adolescent females living in disadvantaged urban neighborhoods. Findings show that more familial strategies were reported by sexually inexperienced females, suggesting that strategies may delay sexual debut. Furthermore, experiences with neighborhood violence related to attitudes about sex and sexual debut, suggesting a linkage between death anxiety and sexual debut among female youth.     

Perceptions of Partner Violence: How Aggressor Gender,Masculinity/Femininity,and Victim Gender Influence Criminal Justice Decisions

This study examines the extent to which perceptions of partner violence are influenced by aggressor gender and masculinity/femininity, and victim gender. Participants evaluated a case scenario depicting domestic assault. Results found charges were significantly higher and sentences significantly longer when the victim was female. Masculine aggressors were more likely to be perceived as having threatened bodily injury and as having initiated the assault compared to feminine aggressors. Masculine aggressors in heterosexual relationships were more likely to be identified as having initiated an assault compared to feminine aggressors in heterosexual relationships or individuals in same-sex relationships.     

The Continuation of Perpetrator Behaviors that Influence Perceptions of Sexual Harassment

This study was designed to investigate sexual harassment perceptions based on continuation of unwanted sexual attention following victim resistance. Participants were 504 undergraduates who responded to statements regarding a sexual harassment scenario, in which the perpetrator continued or discontinued attention, which varied in severity according to nonphysical, physical, or restraint contact. Results showed that continued attention and any type of physical contact strengthened harassment perceptions, although men’s perceptions were weaker unless restraint was present. No sex differences were observed in the restraint condition. Women had stronger perceptions than men did in the physical condition, but showed a non-significant trend toward stronger perceptions in the nonphysical condition. Findings suggest that continuation following resistance may clarify for observers that harassment is occurring. Conceptualizations of harassment severity are suggested.     

The Influence of Efficacy Beliefs on Teacher Performance and Student Success: Implications for Student Support Services

The influence of teachers’ efficacy beliefs on student achievement is well documented in educational literature. Efficacy beliefs are derived from sources of information teachers obtain from professional experiences. This article provides student support services personnel with an overview of efficacy beliefs and their impact on teachers’ thoughts, emotions, and behaviors. A cognitive behavioral framework, rational emotive behavior therapy, is used to conceptualize ways efficacy beliefs may hinder teacher performance and student success. Implications for student support services and research are provided.     

Profiles of Student Perceptions of School Climate: Relations with Risk Behaviors and Academic Outcomes

School climate has been linked to a variety of positive student outcomes, but there may be important within‐school differences among students in their experiences of school climate. This study examined within‐school heterogeneity among 47,631 high school student ratings of their school climate through multilevel latent class modeling. Student profiles across 323 schools were generated on the basis of multiple indicators of school climate: disciplinary structure, academic expectations, student willingness to seek help, respect for students, affective and cognitive engagement, prevalence of teasing and bullying, general victimization, bullying victimization, and bullying perpetration. Analyses identified four meaningfully different student profile types that were labeled positive climate, medium climate‐low bullying, medium climate‐high bullying, and negative climate. Contrasts among these profile types on external criteria revealed meaningful differences for race, grade‐level, parent education level, educational aspirations, and frequency of risk behaviors.