Identify the issue
Understand the Context: Sexual Harassment
- Learn to recognize sexual harassment
- Identify resources and actions to address sexual harassment
“But the issue of sexual harassment is not the end of it. There are other issues - political issues, gender issues - that people need to be educated about.” — Anita Hill
“Sexual harassment is a systemic issue that is experienced individually."
Unwelcome sexual advances, requests for sexual favors, and other verbal, or physical conduct of a sexual nature constitute sexual harassment when this conduct, explicitly or implicitly, affects an individual’s employment, unreasonably interferes with an individual’s work performance, or creates an intimidating, hostile, or offensive work environment. Sexual harassment is a form of sex discrimination that violates Title VII of the Civil Rights Act of 1964.
Unfortunately, the incidence of sexual harassment of women graduate students is prevalent. Some studies have shown that over a third of women graduate students report having been sexually harassed by faculty or staff. A higher proportion of women in science, engineering and mathematics programs (SEM) experience sexual harassment than non-SEM students. In a 2019 Association of American Universities study, over half of the transgender and genderqueer graduate students experienced sexual harassment and of those, 34% indicated that the perpetrator was a faculty or staff member. In contrast, sexual harassment of women undergraduates is more often perpetrated by peers. The length of doctoral programs, the small disciplinary communities, the close quarters of fieldwork in some fields, and the highly consequential power differentials between faculty and students in graduate school contribute to the differences.
1) Quid Pro Quo — “this for that”
Quid pro quo is sexual coercion. It includes any type of threat that sexual submission is necessary to advance in or prevent negative consequences to a person’s status, education, or career.
Examples of quid pro quo sexual harassment:
- A supervisor implies to you that sexual activity is a condition of your employment
- A teacher offers to give you a good grade in class in exchange for a date or sexual activity
- A committee member threatens not to approve your research proposal if you do not comply with their sexual advances
2) Hostile environment
This occurs when unwanted touching, comments, gestures, or factors in the environment are sufficiently severe or pervasive to create an intimidating, hostile, or offensive environment. In universities, a hostile environment refers to unwelcome behavior or conduct of a sexual nature that unreasonably interferes with academic pursuits, employment, or participation in university-sponsored programs or activities.
Examples of behaviors that can contribute to a hostile environment:
- Discussing sexual activities
- Telling crude jokes
- Unnecessary touching
- Commenting on a person’s physical attributes
- Displaying sexually suggestive pictures or language
- Using demeaning or inappropriate terms, such as "babe"
- Using indecent gestures
- Sabotaging work
- Engaging in threatening physical conduct
- Using offensive language
- Brushing up against a person’s body
- Graffiti about a person’s sexuality
- Staring at a person’s body
- Blocking a person’s path
Self-test
If one of your thesis committee members says they will not approve your research proposal if you do not go out on a date with them, this is an example of which kind of sexual harassment:
If one of your thesis committee members says they will not approve your research proposal if you do not go out on a date with them, this is an example of which kind of sexual harassment:
- A. Hostile Environment
- B. Quid Pro Quo
First of all, if someone is behaving in a way that makes you uncomfortable, you have the right to ask that person to stop. They may not realize that what they have done or said is offensive to you, so consider not responding in an angry manner. You also do not need to apologize or explain yourself. It is best to be direct. Here are some suggestions:
- “Those comments make me uncomfortable. I would prefer if you not say those things around me.”
- “I don’t really see the humor in that. I think it sounds offensive, actually.”
- “Please don’t do that.”
- “No, thank you. And please do not ask me that again.”
- “You might not realize it, but how you are behaving right now is making me uncomfortable and I would appreciate it if you would stop.”
When you are experiencing harassment, it might be hard to gauge whether or not you have a problem on your hands because those around you might not react the same way you do. Studies have shown that men and women often perceive harassment differently. Women perceive a broader range of behaviors as behaviors that contribute to a hostile environment. In the case of Ellison v. Brady, 1991, the courts declared that a hostile environment constitutes “conduct that (a) reasonable woman or person would consider sufficiently severe or pervasive to alter conditions of employment and create (an) abusive working environment.”
To be considered sexual harassment, a behavior or environment must be:
- Subjectively considered abusive to the person experiencing the behavior (whether or not the offender intended for the behavior to be harmful)
- Objectively severe or pervasive enough to create a work environment that a reasonable person (not the purported harasser) would find abusive
The bottom line here is that YOUR reaction to harassment is a starting place. At this point, the legal system requires that your reaction needs an objective outside standard as well. When you think there is a problem, trust your gut.
- Posttraumatic Stress Symptoms (i.e., flashbacks, nightmares, hyperarousal)
- Psychological Distress
- Physical Symptoms (i.e., nausea or sleeplessness)
- Depression
- Negative educational outcomes
- Depleted confidence in academic competence
- Avoid or drop a course to evade harassing party
While any sexual harassment experience is valid and matters, some isolated events probably do not warrant action beyond asking a person to stop their behavior. For example, one crude joke or request for a date from your lab partner might make you feel uncomfortable, but it probably would not be considered sexual harassment to an outsider.
Below are some questions that can help you to determine how serious your particular experience may be:
- How frequent is the unwanted behavior? For example, if offensive joking occurs daily in your lab, and persists after requests that it stop, you may be experiencing a hostile environment.
- How severe is the behavior? For example, if a committee member threatens not to approve your proposal if you do not sleep with them, this single case may be severe enough to take serious action.
- Was the behavior physically threatening or humiliating in a sexual way and did it interfere with your education or work performance? For example, do you avoid working with someone because they make you feel unsafe?
- Is the person who is performing the behavior a superior, or someone with power over you? You may still experience sexual harassment from an equal, but people with power over you can more easily abuse this power.
- Is the problematic behavior related to sex? Behavior does not have to be sexual in nature or be directed at a specific person to be considered harassment on the basis of sex. However, if it is sexual in nature, such as sexist joke-telling, inappropriate touching, or requests for sexual favors, it is more likely to be considered sexual harassment.
- Do you feel like you are expected to tolerate the behavior in order to keep your position or standing?
- Does the behavior make your educational or career experience unpleasant?
This is a common concern for women experiencing sexual harassment. However, it is ILLEGAL for someone to retaliate against you for filing a sexual harassment complaint, and against most universities' policies. It is also against most universities' policies on sexual harassment for a supervisor or administrator to fail to investigate or report allegations of sexual harassment.
Most universities have policies in place to keep the information of both parties in a sexual harassment complaint confidential. See your university’s policies on confidentiality and privacy rights involved in reporting incidents of sexual harassment.
- Don’t blame yourself
- Ask or tell the person to stop
- Clearly say “no”
- Document what occurred. In many states, you can record your conversation without the other parties’ permission. Use your phone.
- Tell someone you trust if the harassment continues, or if the first event is particularly severe
First, check with your particular university’s policies and procedures on sexual harassment. Below are possible ways to go about reporting sexual harassment:
a. One option is to disclose information to someone with supervisory status above the person who is harassing you, such as a faculty member, supervisor, human resource manager, or administrator. They are required to take action according to your school’s policy.
b. Some schools have faculty and staff who are trained to give advice on dealing with sexual harassment.
c. Many universities have a department or individual designated to deal with Title IX issues, such as a Sexual Harassment Advisor or Sexual Harassment/Title IX Officer (the titles vary depending on instiution.
d. You also have many different options to file an external (legal) complaint.
Your state’s Attorney General’s Office
The Equal Employment Opportunity Commission http://www.eeoc.gov/
[Note: Nothing in this module should be construed as legal advice. This material is intended to provide general information only.]
Title VII of the Civil Rights Act of 1964: prohibits discrimination by covered employers on the basis of race, color, religion, sex, or national origin. In 1986, the Supreme Court ruled that sexual harassment constitutes sex discrimination.
Title IX of the Education Amendments of 1972: The federal law prohibiting sexual harassment in schools which prohibits any person, on the basis of sex, to be subjected to discrimination in an educational program or activity receiving federal financial assistance.
State laws: Contact or review information on your state’s Office of Civil Rights to learn about your state’s laws on sexual harassment and discrimination.
City and County: Check your local laws regarding sexual harassment and discrimination.
University policies: All schools and universities that receive federal funding are required to have policies on sexual harassment.
Other Helpful Resources
| Organization | Website |
|---|---|
| National Women’s Law Center (NWLC) | www.nwlc.org |
| American Association of University Women (AAUW) | www.aauw.org |
| Rape, Abuse, Abuse & Incest National Network (RAINN) | www.rainn.org |
Sexual harassment is a significant problem that has received increasing attention in the last few years as the harassment by academics, celebrities and politicians has been revealed. Staying informed about what defines sexual harassment, resources, and actions you can take is in your best interests and can also be helpful to others you care about. Sexual harassment undermines women’s trust in academic institutions and affects motivation and well-being. While you may feel isolation and stigma surrounding your experience, we hope that this information empowers you to use your voice and seek help when needed.
Cantalupo, N., & Kidder, W. (2018). A systematic look at a serial problem: Sexual harassment of students by university faculty. Utah Law Review, 2018 (3), 671–786.
Chang, Y., Ali, S., Sahu, A., Dong, S., Thornhill, C. W., Milian, P., & Castillo, L. G. (2020). Chinese International Student Sexual Harassment on U.S. College Campuses. Journal of International Students, 11(3). https://doi.org/10.32674/jis.v11i3.2678
Clancy, K., Lee, K., Rodgers, E., & Richey, C. (2017). Double jeopardy in astronomy and planetary science: Women of color face greater risks of gendered and racial harassment. Journal of Geophysical Research. Planets, 122(7), 1610–1623. https://doi.org/10.1002/2017JE005256
Clancy, K. B., Nelson, R. G., Rutherford, J. N., & Hinde, K. (2014). Survey of academic field experiences (SAFE): Trainees report harassment and assault. PloS one, 9(7), e102172. https://doi.org/10.1371/journal.pone.0102172
National Academies of Sciences, Engineering, and Medicine (2018). Sexual Harassment of Women: Climate, Culture, and Consequences in Academis Sciences, Engineering, and Medicine. Washington,DC: The National Academies Press. https://doi.org/10.17226/24994
Pina, A., & Gannon, T. (2012). An overview of the literature on antecedents, perceptions and behavioural consequences of sexual harassment. The Journal of Sexual Aggression, 18(2), 209–232. https://doi.org/10.1080/13552600.2010.501909
Rosenthal, M. N., Smidt, A. M., & Freyd, J. J. (2016). Still second class: Sexual harassment of graduate students. Psychology of Women Quarterly, 40, 364–377. https://doi.org/10.1177/0361684316644838
Rothgerber, H., Kaufling, K., Incorvati, C., Andrew, C., & Farmer, A. (2020). Is a Reasonable Woman Different from a Reasonable Person? Gender Differences in Perceived Sexual Harassment. Sex Roles, 84(3-4), 208–. https://doi.org/10.1007/s11199-020-01156-
Sexual Harassment. U.S. Equal Employment Opportunity Commission. https://www.eeoc.gov/sexual-harassment.
Westat, 2020. Report on the AAU Campus Climate Survey on Sexual Assault and Sexual Misconduct. [online] Rockville: The Association of American Universities. https://www.aau.edu/key-issues/campus-climate-and-safety/aau-campus-cli…
Words of Wisdom: Dr. Camacho
Urges female graduate students to persist in the field of mathematics because the field needs diversity.
Sexual Harassment: It's Not Just You
The importance of sharing stories of sexual harassment with others to gain support.
Lack of Women Role Models
The importance of sharing stories of sexual harassment with others and realizing that you are not alone.
How to Have Sexual Harassment Policies
How to be upfront, direct, and assertive when confronting instances of sexual harassment.
Creating an Environment for Exchanging Ideas
How the physical space in a laboratory allowed for collaboration among colleagues.
The Residual Effects of Sexual Harassment
How to survive the aftermath of a sexual harassment incident.
On Speaking Up: A Conference Experience
Confronting a male colleague with contradictory findings at a conference.
Dealing with Assumptions and Accusations
Being accused of cheating and regrets about not being more assertive.
Explains that satisfaction comes from working with students and the opportunity to make new disco
Explains that satisfaction comes from working with students and the opportunity to make new disco
The importance of learning from mistakes and persisting despite setbacks.
The importance of learning from your effort, regardless of the outcome.
Advice on how to seek out support in graduate school and how to bounce back from setbacks.
Shares the excitement that comes from collaborating with others to make new discoveries.
Elaborates on the standard practice of science despite cultural differences.
Strategies for negotiating as a faculty member.
When it's time to graduate and when it's important to start learning on the job.
Highlights the transition into graduate level science where the answers aren't known.
The importance of goal setting and using others' experiences to make strong choices about your own p
Advice for balancing research and fun in graduate school.
Advice for students: stay focused, ask questions, and remain open-minded when working with others.
How to adapt experimental methods to match a lifestyle.
How to negotiate a schedule for raising a family and overcoming setbacks in a new career.
The importance of giving yourself credit and remembering why you are doing what you're doing.
The importance of peer relationships and the learning process that takes place despite concrete outc
Working with graduate students is a rewarding aspect of being a faculty member.
Advice for graduate students on how to maintain their confidence, courage, and dignity.
Emphasizes peer relationships and departmental climate.
How to handle being accused of having an affair with the advisor.
Explains an interdisciplinary branch of physics and the passion for research, service, and teaching.
Teaching as the impetus for work.
Discusses necessary precautions to take as a female student working late nights on campus.
Discusses necessary precautions to take as a female student working late nights on campus.
Being accused of cheating and regrets about not being more assertive.
Being accused of cheating and regrets about not being more assertive.
The importance of self-authorship and using graduate school as a process for self-definition.
Reminder that support can be found in unexpected places.
Urges female graduate students to persist in the field of mathematics because the field needs divers
How being unaware of being the only woman was advantageous to program success.
Alternatives to departmental isolation and the importance of networking.
Environmental issues faced in academia.
The importance of first impressions in choosing a graduate program.
Satisfaction comes from interacting with intelligent people across cultures.
Adjusting physical appearance to fit in with peers.
The importance of remembering that graduate school is only one part of a larger career.
Describes an incident of receiving a lower grade than a man for similar work.
The opportunity for freedom, growth, and collaboration as a faculty member.
How to survive the aftermath of a sexual harassment incident.
Highlights the gendered assumptions encountered as a faculty member.
The Importance of Having Positive Working Relationships: A Case Study
An alternative way to approach being the only woman in a given situation.
Contributions to the field are reflected through choices.
The importance of sharing stories of sexual harassment with others to gain support.
The importance of finding the right advisor to support your research goals.
How to handle being accused of having an affair with the advisor.
Explains when to confront a problem and when it may be better to maneuver around it.
How to be upfront, direct, and assertive when confronting instances of sexual harassment.
Highlights the universal customs of science.
Class performance builds confidence to remain in program.
Captures the annoyance of male colleagues making sexist assumptions and the challenges with conferen
The importance of recognizing the progress that has been made by women in science fields.
Advice for accomplishing your academic goals without making unnecessary compromises.
Emphasizes the challenge with saying no, but the importance of learning to do so.
How to make friends with colleagues to encourage a supportive environment.
Underscores the challenges that come from being the only woman in an academic department and gives s
Highlights an experience in which peers were not only colleagues, but also friends.
How the physical space in a laboratory allowed for collaboration among colleagues.
The importance of a good leader in setting standards for diversity, climate, and tenure policies.
How to observe others' reactions to subtle comments in order to gauge an appropriate response.
Urges students not to get wrapped into issues that do not directly involve them.
Departmental reactions to the choice to have children.
How to refute sexist comments and challenge gendered assumptions.
The importance of sharing stories of sexual harassment with others and realizing that you are not al
Confronting a male colleague with contradictory findings at a conference.
How colleagues can assist in making the transition into graduate life easier by sharing information
Captures the small but noticeable annoyances that come with being the only woman.
The importance of picking your battles to avoid unfair labeling.
Reminder that it is not necessary to feel comfortable socially to do good science.
Gender stereotypes faced in getting into graduate school and conducting research.
How to seek support from administrators outside the department when dealing with departmental sexism
The first realization that being a woman in science was outside the norm.
Challenges of being international and female, particularly with regards to an academic career and th
Suggestions for how to deal with sexist comments.
Playing a variety of roles as the only woman in the department.
The process of establishing yourself in the same department as your spouse.
Emphasizes positive peer relationships within her cohort.
The challenges of working in male-dominated academic environments and the negative stereotypes assoc
The feasibility of pursuing a family and science.
The importance of hearing other people's stories.
The importance of understanding priorities and allocating resources accordingly.
Advises how to keep family informed about research goals and progression from student to faculty mem
Explains some of the setbacks in dating relationships.
Advises students to continue to pursue their education because the payoff is self-respect.
The importance of believing in yourself, admitting your mistakes, and continuing to do what you love
How to accept non-traditional relationships and lifestyles in academia.
Notes the challenges of a dual career marriage and the obstacles in fighting for tenure and balancin
The process of overcoming setbacks related to career options and personal relationships.
How to balance motherhood responsibilities in graduate school.
The importance of supportive peer relationships.
Being married in graduate school and having children as a faculty member.
Advisor's experiences encourage well-informed career decisions.
The importance of a supportive network of colleagues.
Doing something useful to make a difference and how to appreciate a happy, supportive work environme
Taking time off before pursuing her PhD.
How a supportive department and a modified teaching schedule allowed for maternity leave.
How to sustain taking time off and pursuing the PhD later in life.
Advises how to keep family informed about research goals and progression from student to faculty mem
The importance of a supportive extended family in helping to balance school and children.
The importance of having a number of things in your life that bring you joy and satisfaction.
Understanding your strengths and weaknesses, but ultimately giving yourself recognition for your suc
The importance of learning over time and remaining positive in the face of criticism.
Motivation for doing work: interacting with students and doing research that can make a difference i
Emphasizes the challenge with saying no, but the importance of learning to do so.
The importance of remaining passionate and remembering that the PhD opens doors.
The importance of defining clear goals, remaining self-confident, and learning to say no.
The importance of allowing yourself the opportunity to change your mind and reconsider your goals.
The importance of knowing what you want and expecting tradeoffs on the path to get it.
Making discoveries and collaborating with others brings satisfaction.
Creating a schedule and meeting an advisor's expectations.
Advises graduate students to take a semester off if they choose to have a child because it is too ch
Explains the role children play in career choices.
Using leisure activities to relieve stress and build friendships.
The satisfaction that comes from working with colleagues and interacting with others.
The decision to get married in graduate school.
The importance of maintaining a balanced lifestyle to alleviate stress.
Addresses personal relationship sacrifices.
The importance of nurturing relationships outside of academia.
Explains the choice to have children in graduate school.
Challenges with being married to a fellow academician and finding faculty positions.
How a flexible schedule as a professor made it possible to have a family and a career.
The importance of evaluating your priorities to create balance and happiness.
Appreciation for advisor's assistance in transitioning to the US.
Emphasizes the joy in working with others and giving back to society.
Chronicles the evolution of a career over time.
Suggestions for how to increase women's participation in science with an emphasis on policy change.
The importance of being open and honest with your advisor.
How a positive advisor challenged his students to think for themselves.
Highlights the obstacles faced when trying to have research reviewed by the advisor and emphasizes t
The importance of having a variety of mentors throughout your graduate experience.
Challenges faced with establishing yourself as an independent researcher separate from an influentia
The importance of asking questions and searching for creative solutions to new problems.
The importance of finding a good advisor and making sure to get everything in writing.
Challenges in confronting the advisor with news of pregnancy.
Experiences with an international advisor.
How to maintain good relationships with colleagues while being motivated to finish the program qu
The importance of giving back to students and making an impact in their future education and care
An Arizona State University project, supported by the National Science Foundation under grants 0634519, 0910384 and 1761278
Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. © 2021 CareerWISE. All rights reserved. Privacy | Legal
Comments
We want to hear from you. Did this page remind you of any experiences you’ve had? Did you realize something new? Please take a moment to tell us about it—and we’ll keep it confidential.