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Site-based voices: Dilemmas of educ...

Jones, Gloria Hines.

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Site-based voices: Dilemmas of educators who engage in activism against student-to-student sexual harassment.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Site-based voices: Dilemmas of educators who engage in activism against student-to-student sexual harassment./
Author:	Jones, Gloria Hines.
Description:	169 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1228.
Contained By:	Dissertation Abstracts International66-04A.
Subject:	Education, Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3170588
ISBN:	9780542065491

Site-based voices: Dilemmas of educators who engage in activism against student-to-student sexual harassment.
Jones, Gloria Hines.

Site-based voices: Dilemmas of educators who engage in activism against student-to-student sexual harassment. - 169 p.

Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1228.

Thesis (Ed.D.)--The University of North Carolina at Chapel Hill, 2005.

Student-to-student sexual harassment is a persistent problem in public elementary and secondary schools. It impacts students, staff, administrators, and the school community at large. It is a topic for immediate discourse and action among public school educators. Eleven current and former activist educators were interviewed to explore and interpret their lived experiences relating to the research questions: (1) How and why do educators emerge as activists to stand against student-to-student sexual harassment in the public K--12 setting; and (2) When educators choose to engage in activism to alleviate student-to-student sexual harassment, what professional and personal dilemmas confront them? Three common themes emerged: (1) impetus for involvement, (2) educator activist work, and (3) activists' dilemmas. These educators' definitions of activism provided a basis for explaining and understanding the way they conceptualized activism. Socialization as an impetus, victimization as an impetus, and career obligation as an impetus were three driving forces impacting these educators' decision to engage in activism to stop student-to-student sexual harassment. Their activist work was closeted, carried out primarily in classrooms, and was aimed at making their schools safe, raising awareness, and enforcing sexual harassment policy and procedures. Some of these educators faced dilemmas in their work in terms of career constraints, tensions, risks, and conflicts. Career constraints led to the attrition of two educators from the teaching profession. The results have implications for practice and future research on educator activism related to student-to-student sexual harassment in the K--12 educational arena.

ISBN: 9780542065491Subjects--Topical Terms:

626645
Education, Administration.

Site-based voices: Dilemmas of educators who engage in activism against student-to-student sexual harassment.
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500 $a Director: Catherine Marshall.
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520 $a Student-to-student sexual harassment is a persistent problem in public elementary and secondary schools. It impacts students, staff, administrators, and the school community at large. It is a topic for immediate discourse and action among public school educators. Eleven current and former activist educators were interviewed to explore and interpret their lived experiences relating to the research questions: (1) How and why do educators emerge as activists to stand against student-to-student sexual harassment in the public K--12 setting; and (2) When educators choose to engage in activism to alleviate student-to-student sexual harassment, what professional and personal dilemmas confront them? Three common themes emerged: (1) impetus for involvement, (2) educator activist work, and (3) activists' dilemmas. These educators' definitions of activism provided a basis for explaining and understanding the way they conceptualized activism. Socialization as an impetus, victimization as an impetus, and career obligation as an impetus were three driving forces impacting these educators' decision to engage in activism to stop student-to-student sexual harassment. Their activist work was closeted, carried out primarily in classrooms, and was aimed at making their schools safe, raising awareness, and enforcing sexual harassment policy and procedures. Some of these educators faced dilemmas in their work in terms of career constraints, tensions, risks, and conflicts. Career constraints led to the attrition of two educators from the teaching profession. The results have implications for practice and future research on educator activism related to student-to-student sexual harassment in the K--12 educational arena.
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