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We are in the midst of a technological revolution that has the potential to transform management education. The author proposes Virtual Reality (VR) as a pedagogical tool to teach students about workplace harassment. Specifically, this article describes the development and application of two open access VR simulations that are designed to increase students' awareness of sexism and racism at work. These simulations replicate a complex organizational environment and teach students the skills necessary to intervene when they experience or observe workplace harassment. In addition, they provide students with an opportunity to apply their knowledge in a safe and controlled environment. Data from 25 pilot study participants indicate that the VR simulations are impactful, engaging, immersive, and realistic and are able to evoke students' emotions during the decision-making process. Finally, this article elaborates on how to use VR in the classroom and discuses its implications for teaching and research.

Tackling gender-based violence and harassment (GBVH) is an essential step for addressing gender inequality. This article applies theories of student/survivor 'voice' to accounts from interviewees (n = 35), analysing their perspectives on how higher education institutions (HEIs) should address this issue. Interviewees were current or former students in the United Kingdom who had disclosed or reported GBVH to their HEIs. The most urgent step that interviewees called for is open discussion of GBVH and how HEIs are handling it. They also want more education, prevention and early intervention, and changes in how reports are handled. These findings are contextualised within a critical discussion of how reporting parties' voices are, or could be, heard within higher education. It argues that institutional mechanisms for hearing survivors' voice in relation to GBVH may need to differ from approaches for engaging with students on other issues, most notably by taking into account how power relations shape voices.

Here we present the development of the Mentoring in Undergraduate Research Survey (MURS) as a measure of a range of mentoring experienced by undergraduate science researchers. We drafted items based on qualitative research and refined the items through cognitive interviews and expert sorting. We used one national dataset to evaluate the internal structure of the measure and a second national dataset to examine how responses on the MURS related to theoretically relevant constructs and student characteristics. Our factor analytic results indicate seven lower order forms of mentoring experiences: abusive supervision, accessibility, technical support, psychosocial support, interpersonal mismatch, sexual harassment, and unfair treatment. These forms of mentoring mapped onto two higher-order factors: supportive and destructive mentoring experiences. Although most undergraduates reported experiencing supportive mentoring, some reported experiencing absence of supportive as well as destructive experiences. Undergraduates who experienced less supportive and more destructive mentoring also experienced lower scientific integration and a dampening of their beliefs about the value of research. The MURS should be useful for investigating the effects of mentoring experienced by undergraduate researchers and for testing interventions aimed at fostering supportive experiences and reducing or preventing destructive experiences and their impacts.

Using a randomized controlled trial, we investigated changes in both sexual harassment (SH) perpetration and victimization of 2104 middle school students in New York City who received divergent saturation and dosage levels of "Shifting Boundaries," an SH prevention program, which was represented by the length of the program. We assessed the saturation effect of the program by comparing the outcomes across respondents from 26 schools in which there were varying percentages of students enrolled in the program. The data suggested that, overall, the program was effective in reducing sexual harassment victimization but achieved a null effect against respondents' SH perpetration and that neither the length nor the school-saturation level of the program exerted a significant effect on SH perpetration. Although the data indicated a significant difference in SH victimization between the treatment and control group, when comparing subgroups who received treatment with divergent saturation and dosage levels, no statistically significant difference was identified. Our results suggested that the program effect was not contingent on the portion of students in a school who enrolled in the program, nor was it contingent on the dosage.

The use of "participatory research" and "participation" to promote the empowerment of the poor and marginalised began in the 1970s and gained momentum in the early 1980s. The approach builds on the "learning for change" paradigm in which everyday experience is the basis for developing agency, and committing to and taking action to create change, both individually and collectively. The paradigm has been used over decades, and in several contexts (e.g. women's literacy and political leadership, work health and safety, access to and control over natural resources, prevention of sexual harassment and violence against women, social accountability and participatory monitoring, access to basic services, and climate adaptation and resilience). In this research note, some of these contexts -- work health and safety, women's political leadership, the urban poor and gender-based violence -- are used as practical exemplars of work conducted by the non-profit research and training organisation Participatory Research in Asia (PRIA) to support poor, excluded and marginalised communities. The experiences shared in this research note bear witness to the power of popular knowledge and the inclusion of marginalised voices for transformatory, people-centric development.

The current study used an intersectional framework to investigate international students' experiences of sexual violence and examine differences in contexts, consequences, and disclosure between international and domestic students. Secondary analyses (chi-squares, multivariate logistic regressions) were conducted on previously collected data. The sample consisted of 6,554 students, including 764 international students. Compared with their domestic peers, international students of all ages, genders, sexual orientations, minority status, grade levels, and time spent at university faced an increased likelihood of being the target of sexual violence. Contexts and disclosure of victimization did not vary by student status. International students reported more PTSD symptoms after campus sexual violence. Future studies are needed to determine why perpetrators target international students. Prevention and intervention efforts need to acknowledge diversity among international students and potential victims who could be men, women, LGBTQ+ students, undergraduate and graduate students.

Current diversity and sexual harassment trainings often take an informative approach that results in a gap between theoretical knowledge and practical resolutions of ethical dilemmas. Available research suggests that diversity training programs often elicit the greatest amount of change among people with a minority identity and can result in hostility from majority group members. To better prepare all engineering students for modern-day organizations, it's imperative that universities develop effective approaches at the student level to mitigate these discrepancies. We propose that our novel ethics-based training will elicit positive diversity-related outcomes overall. We inductively explore the differential impact of diversity training across majority and minority identities. Longitudinal quantitative data were collected to examine changes in participant attitudes and behaviors in response to the diversity module. Undergraduate engineering students enrolled in an introductory engineering ethics course at a large Southwestern university were presented with a week-long teaching module on diversity. Survey results were evaluated to measure differences in effectiveness among majority and minority students. The diversity training successfully decreased levels of sexism, acceptance of sexual harassment myths, and increased intentions to confront discrimination. Differences in outcome variables between majority and minority members were found with regard to political orientation, race, and physical and mental disability status. Overall, this study presents a promising new avenue for diversity training scholarship. Specifically, we find that an ethics-based approach to diversity training may be particularly effective for majority group students.

Because university campuses are microcosms of broader political and social climates, the increasingly polarized climates outside universities can permeate the classroom, challenging faculty who teach topics characterized by controversy and discomfort. We conducted a lesson study project at a college in the southeastern United States in three first-year courses from different disciplines to examine how the broader tensions of the #MeToo movement emerged and affected a class activity focused on gender. We sought to understand our students responses to a moment of discomfort generated by discussions of sexual roles, consent, and assault issues that are relevant in both this cultural moment and in the lives of many first-year college students. We observed responses ranging from affirmation to resistance in what felt at times like our own failure. Without this collaboration, each of us may have been left with a narrower view of what the students learned and an incomplete sense of our own work. What began as an investigation into students transformative learning experiences ended as a transformative experience in our own understanding of the acts of teaching and the complexities of student learning.

The study investigated the issue of sexual harassment myths among the students of higher institutions of learning in Southeast Nigeria region, focusing on the male and female undergraduates from these institutions as the study population. While the study was guided by Structuration Theory, survey design with questionnaire instrument was applied to manage the study and data collection procedure. Appropriate classification and statistics were applied to check the relationship of the substantive variables to the study. From the findings, there is a prevalence of acceptance of sexual harassment myths (72.3%/55.6%) among the students; gender explained 4.9%/10.4% variance of sexual harassment myths[superscript 1&2], sexual harassment myths[superscript 1&2] explained about 0.98%/0.22% variance of ability to report sexual harassment experience among the students. The study concludes that sexual harassment myths acceptance has been embedded in the consciousness of the youths through the overarching patriarchal structures in the system with gender-based violence and sustainable development implications. [Note: The publication year for v14 n1 (2024) may be incorrect. The correct publication year for this article is 2023.]

This qualitative media study, undertaken within an interpretative research paradigm, aims to expand our knowledge of sexual violence perpetrated against learners in South African public and private schools. Due to ethical, normative and methodological barriers surrounding research on sexual violence in schools, South African English language newspapers were used as data source. The SA Media database was utilised to identify 153 relevant newspaper articles published in the period of 1 January 2020 to 31 December 2022. Themes were identified by means of qualitative content analysis. The findings shed light on the extent of sexual violence in schools, the acceptance and normalisation of teacher-on-learner sexual violence, the exploitation of learners' academic and athletic aspirations by teachers and coaches, and the imbalance of power and consequent abuse of power in a country where hegemonic masculinity prevails. Moreover, the study found teachers, coaches, caregivers, taxi drivers and fellow learners to be perpetrators of sexual violence. The study also highlights the negative effects of sexual violence on the victims' academic, mental, physical and social wellbeing. Drawing on Galtung's typology of violence, three dimensions of violence, namely personal or direct violence, indirect or structural and cultural violence were identified. This multidimensional interpretation emphasises the need to address this scourge on direct, structural and cultural levels.

School violence plays a significant role in shaping a school's culture and climate, which can have an impact on the participation and performance of learners in secondary education. In many instances, school violence can hinder the educational aspirations of learners. This paper investigates the impact of school violence on learners through the lenses of social justice theory and an interpretive paradigm. The sample of this qualitative research included three secondary schools in the Vhembe District in the Limpopo Province, South Africa, and are from advantaged and disadvantaged communities, representing a varied sample. Data collection included semi-structured interviews with 27 purposively selected teachers, including three principals, three heads of department, and 21 teachers. Data were analysed and interpreted using the constant comparative method of data analysis. The findings revealed corporal punishment, bullying, and sexual harassment as the major forms of violence perpetrated at the three schools. These are the direct result of the low socioeconomic status of parents, crime in the communities, and cultural and traditional beliefs of the community members. The study found that teachers spend most of their time solving challenges associated with various forms of school violence instead of focusing on teaching and learning. School violence also affects learners' concentration, thus increasing poor academic performance, classroom chaos, bunking of classes and depression. The study suggests that the victims of any form of school violence are encouraged to report the perpetrators to the school teachers and principals immediately. In addition, the school must conduct awareness seminars and workshops on various forms of school violence. If not monitored, these causes and effects may contribute to the widening gap of unequal educational outcomes of learners in the country.

In recent years there has been substantial growth of women playing in and competing at the top levels of traditionally male-dominated sports, including Australian Football. By comparison, the number of women officials have not increased at the same rate, raising multiple questions about retention, participation and sustainability. This paper reports the experiences of girls and women Australian Football officials. 27 umpires who identified as girls, women or as non-binary participated in interviews or focus groups which were then analysed thematically. Findings indicate that regardless of their location, level of experience, or seniority, girls and women faced overt and covert exclusion and discrimination in umpiring due to their gender. These included microaggressions delivered through the framing of their appointments to games, change room practices and gendered and sexual harassment. Discursive constructions often positioned the participants as 'different' and 'lesser' in their abilities and belonging, impacting their desire to continue umpiring. We argue that the current cultural context of umpiring is at best marginalising to girls and women, and at worst hostile and dangerous. To improve these environments, commitment to and strategy for reform is needed at a broad, institutional level, and at a local, interactional level, including specific education and inclusion initiatives, targeted development pathways, investment in infrastructure and policy, and ongoing analysis of change.

Contemporary critical literacy instruction primarily revolves around group discussion, yet the reflective nature of writing makes it an ideal strategy for supporting student sense-making about the world and how we operate within it. And semi-private reflective writing is especially necessary for instructional models that center text reading that feature characters who are learning to negotiate the power hierarchies that exist in their lives. Through cross-case generalized narratives, the author examines how college students participating in a critical literacy-informed book study relied on reflective journaling as an important tool for their understanding. Findings illustrate the utility of reflective journaling as a powerful tool for thinking about one's privilege, power, and role in maintaining oppression when employed in conjunction with opportunities for collective sense-making and group dialogue.

The administration of campus climate surveys has proliferated across the United States at institutions of higher education to help respond to sexual misconduct. This study reviews existing state legislation related to campus climate surveys and compares it to the recent federal mandate outlined in the Violence Against Women Reauthorization Act of 2022. Just under one-third of all states in the US have state laws mandating the use of campus climate surveys to assess sexual misconduct, with wide variability in laws' scope, comprehensiveness and clarity and potential gaps in aligning with federal requirements. This has significant implications for what surveys IHE select regarding the type of research design, frequency, reporting, and cost.

Purpose: This study aims to examine students' experiences of sexual harassment (SH) in higher education institutions (HEIs) in Ghana as well as their coping strategies. Design/methodology/approach: The study adopted the cross-sectional descriptive survey research design and used the convenience sampling technique to sample 926 students from four public Universities in Ghana. The data collected were analyzed using an independent-sample t-test with the aid of IBM SPSS Statistics version 23.0. Findings: The study found no significant difference in male and female students' experience of gender harassment and unwanted SH. Additionally, female students were sexually coerced considerably more than males. In the case of coping strategies, the study found no significant differences among male and female students use of passive coping strategies. Finally, the study found significant differences among male and female students use of active, self-blame and benign coping strategies. Practical implications: This implies that specific attention is required when students experience SH since they may be exposed to more aggressive sexual behavior. Originality/value: The originality of this present study rest on its unique contribution by exploring the prevalent SH and coping strategies among tertiary students in HEIs in Ghana.

While the efforts of teachers are crucial for preventing and stopping degrading treatment, harassment, and bullying in schools, research has found that teachers' understandings of such terms may vary significantly. In this qualitative study, we take a social-ecological perspective to investigate Swedish schoolteachers' understandings of the terms degrading treatment, harassment, and bullying. The study is based on ethnographic research, which included participant observations and interviews conducted at three schools. The findings demonstrate not only the ways in which teachers blurred the conceptual boundaries between degrading treatment, harassment, and bullying, but also how such blurring was influenced by factors within the microsystem, mesosystem, exosystem, macrosystem, and chronosystem, and how the juridification of degrading treatment and harassment encouraged teachers to construct hierarchies of what they perceived to be more or less serious incidents.

This study examined the prevalence of student-to-student and staff-to-student sexual harassment in K-12 schools and school district compliance with Title IX using a retrospective survey of young adults. Participants (n = 511) were asked to describe their knowledge of policies and procedures regarding Title IX, the prevalence of sexual harassment, and the school's observed response to harassment using a 34-item, anonymous online survey. Descriptive statistics revealed that 13.4% of participants perceived that sexual harassment at their K-12 school district was at a "moderate" or "high" level, 50.1% reported that they either knew someone who experienced sexual harassment by a school employee or experienced it themselves, and 17.4% (n = 89) of individuals personally experienced one or more incident of staff-to-student sexual harassment. Nearly all (94%) students were unable to identify their Title IX compliance officer and 70% were unaware of how to file grievances. School districts without policies and materials that address sexual harassment had statistically significantly higher rates of harassment than school districts with policies (p = 0.01) and materials (p < 0.01).

The problematisation of a social phenomenon is a political process that both constructs the problem and, in doing so, suggests possible remedies and occludes others. Based on the first-ever comprehensive analysis of 129 UK university policies to address Gender-based violence (GBV), we examine how the 'problem' of GBV is conceptualised in institutional policies. We explore three interconnected themes: the nature of the 'problem' that is constituted, analysing whether GBV is explicitly acknowledged and constructed narrowly or broadly; the place of gender and its intersection with other social relations of power in this problematisation; and the implicit ways in which GBV is constructed as an individual or a social problem. We also examine the implications of such constructions for imagining possible responses to GBV. In doing so, this article contributes to academic debates on the conceptualisation of GBV, while offering original insights into how such conceptualisations are materialised within institutional policy and regulatory frameworks.

Most college students do not report sexual violence (SV) incidents reportable under Title IX to their universities. Several studies focus on Title IX in regard to gender equality in sports or SV survivors' perceptions of their Title IX experience. However, few studies examine the knowledge and perceptions of Title IX of the general college student body using qualitative methods. This study expands upon this literature by exploring college students' perspectives on Title IX, including the most recent amendments to Title IX regulations. Focus groups and interviews were conducted with 55 students with different levels of Title IX experience at one university. The results show that, with the exception of students with Title IX experience, most students lack knowledge about Title IX regulations and procedures, but all students had high expectations of the Title IX office. There is also skepticism and confusion surrounding changes to Title IX regulations.

It is well-established fact that sexual assault survivors who report the violence they endured are retraumatized by the reporting process, but there is limited research on how these institutional betrayals are enacted. The current study draws on ethnographic observation and interview data to explore how 24 administrators use gendered rationalization frames to justify betrayal in Title IX cases. Specifically, administrators invoke himpathy to define their primary role as protecting the futures of young men. To defend this view from critique, they condemn how survivors use Title IX by casting them as hysterical women who are either mistaken in labeling an experience as sexual assault or suffering from trauma too severe for a Title IX process to repair. Taken together, these frames portray institutional betrayal as moral, even as these ideologies reinforce gender inequality.

This article centres on students' experiences and recommendations regarding how Canadian secondary schools can enhance the critical consciousness of young people about gender-based violence (GBV). We describe findings from three participatory art-based workshops with adolescents in Saskatchewan, Ontario, and Nova Scotia. When asked what they wanted teachers to know when teaching about GBV issues, participants expressed the importance of strong teacher-student and student-student relationships, approaching GBV education in ways that addresses its scope, root causes, and impact on survivors, imparting practical knowledge for GBV prevention, response, and resistance, and providing students opportunities for agency and leadership. Findings were situated within a feminist intersectional lens and indicated that adolescent girls continue to live with GBV, experiencing harassment, discrimination, and discomfort and that, for Indigenous girls, experiences of GBV were compounded by racist and colonial violence experienced in and out of school. These experiences of violence contradicted the safe and caring learning environments that participants called for.

This paper explores teenage girls' responses to general advice, and formal prevention messages, designed to reduce sexting-related risk and prevent harm. We conducted workshops with seven groups of girls (28 in total), aged 16-17 years, in a New Zealand city. Each group participated in a series of three workshop sessions. Drawing on a Freirean 'problem-posing' approach, we designed the workshops as spaces in which girls were invited to observe and critically discuss norms related to sharing nudes as well as harm prevention messages. Girls noticed the problematic gender and sexual politics that shape abstinence-based models that target girls (implicitly) to not send nudes, but which leave boys who distribute or otherwise misuse them out of the picture. Participants navigated a careful path between attending to risk and protection on the one hand, and endorsing their right to freedom of expression on the other. We argue for a subtle, but significant, shift away from a focus on sexting safety to a focus on the prevention of image-based sexual coercion, harassment and abuse. This reframing would help to direct prevention efforts to the gendered drivers and dynamics of harm perpetration, and the ways in which they are problematically socially ignored or condoned.

There is growing visibility of online 'manfluencers' who espouse extreme masculine ideals and share them with their audiences of boys and young men. Taking this phenomenon as a launch-pad, we join the tradition of research that exposes sexism in schools and theorizes girls and women's experiences of working within and against masculine hegemony. Drawing on qualitative interviews with 30 women teachers in Australia, we suggest the sexism identified in early research endures in schools today, resurrected in part by the ubiquity and influence of one specific misogynist 'manfluencer', Andrew Tate. Employing Connell's hegemonic masculinity, we suggest boys' sexist practices towards their teachers and girl peers forms part of a strategy of gender inequality legitimization, stabilizing and reinvigorating a regressive 'male supremacy'. These behaviours represent a backlash from boys and men who perceive a loss of gendered power in the post-#metoo era and have implications for girls and women in schools.

This essay details research into feminist digital activism in the Australian context through analysing the themes that emerged from the Teach Us Consent website. It provides a preliminary analysis of its contents as a means to continue and deepen the conversation around issues of gender, consent, and the education system. It also examines the difficulties and potentials of this digital type of feminist activism and research while highlighting the importance of technology as a 'testimonial space' [Gilmore 2017. "Tainted Witness: Why We Doubt What Women Say About Their Lives." New York: Columbia University Press, 159].

This paper provides a qualitative review of research related to sexual harassment interventions employed in institutions of higher education (IHEs) and introduces a needs assessment process that IHE administrators can use to inform their choice of intervention. Additionally, this paper provides direction regarding how to assess the impact of sexual harassment interventions as prevention programs can only be effective if they are continuously evaluated. This review may help researchers identify under researched sexual harassment related topics in higher education and IHE administrators make evidence-based decisions related to the choice, implementation, and assessment of sexual harassment interventions.

In this co/autoethnographic account of a school-based cyber-bullying incident, the authors discuss the challenges of current anti-bullying approaches in schools. In the incident, male-identifying students were alleged to have engaged in online gender-based abuse of female-­identifying students. The authors identify three key themes toward transformation: teacher knowledge and understanding, uncertainty and liminality, and symbolic accountability. The authors discuss an anti-bullying prevention approach that focuses on protecting targets of abuse and restoring trust.

Objective: This work sought to assess relationships between sexually aggressive behavior occurring through the use of technology and social media, perceived social norms of sexually aggressive behavior, and face-to-face sexual aggression and coercion. Participants: Participants were 663 undergraduate students (73.1% Female). Methods: Participants completed measures assessing perceived social norms of sexually aggressive strategies, personal sexual strategies used, alcohol use, cyberbullying, sexual victimization, personal wellbeing, and socially desirable responding. Results: Thirty percent of participants reported engaging in some form of sexually aggressive behavior offline; 15.6% endorsed engaging in sexual cyberbullying. However, 100% of participants endorsed the belief that their peers were engaging in some form of sexually aggressive behavior either online or offline. Conditional process modeling revealed a significant indirect effect of perceived social norms of sexually aggressive behavior on face-to-face sexual aggression via sexual cyberbullying (b = 0.0015, p < 0.001, 95% CI [0.0030, 0.0110]), indicating mediation. Conclusions: The present work highlights the importance of further research in the domain of sexual cyberbullying.

When women enter occupations that have historically and traditionally been the realm of men, they face a multitude of barriers that make their experience difficult and that contribute to a gender-segregated workforce. Vocational Education and Training (VET) is the entryway to employment in the skilled trades, and VET providers have a role in introducing students to the industry, in the formation of occupational identity and occupational behaviours, establishing workplace cultures and standards of professionalism. Furthermore, VET has a moral and legal obligation to provide a safe classroom for all students. This paper reflects on the role of VET in perpetuating gender segregation in the skilled trades in Australia. We report on a qualitative research project with tradeswomen, apprentices, industry and government representatives that found that significant barriers confront tradeswomen apprentices in VET institutions. The study found that VET has the capacity to normalise the tokenism of women and contribute to gender harassment. We argue that a VET classroom environment where gender inequalities and harassment are normalised, and a gender biased apprenticeship system, contribute to gender segregation in the skilled trades.

Over 100 chat providers in academic libraries were surveyed in a premier study measuring experiences of sexual harassment among library workers providing online chat reference. The anonymous survey measured the prevalence and frequency of 11 sexual harassment behaviors across three sexual harassment dimensions: gender harassment, unwanted sexual attention, and sexual coercion. The study also examined chat providers' responses to harassment, the impact of harassment, and the role their organizations played in how they responded. Of our 119 respondents, 61.3% experienced at least one sexual harassment behavior on chat reference within the last 5 years. Responses to harassment were influenced by the existence of organizational policies on how to handle harassment and whether organizations were having open discussions about harassment on chat.

The purpose of this study was to develop two pictorial tools for assessing the attitudes of Taiwanese male senior high school students with intellectual disabilities toward sexually offensive behavior, focusing on cognitive distortion and victim empathy. A total of 181 male high school students at special education schools participated in this study. The validity and reliability were examined using exploratory factor analysis and Cronbach's alpha coefficient. For the cognitive distortion scale, 18 items grouped into three factors, rationalization, denial, and victim blaming, and explained 69.72% of the variance; for the victim empathy scale, 12 items grouped into two factors, the victim's feelings when the offensive behavior is perpetrated by another, and the victim's feelings when the offensive behavior is perpetrated by oneself, and explained 68.00% of the variance. The reliability was 0.96 for the cognitive distortion scale and 0.93 for the victim empathy scale. In conclusion, the two scales developed in this research were found to be reliable and valid tools for evaluating male students' attitudes toward sexually offensive behavior, and can also be used as reference material for courses in sex education.

Children in sub-Saharan African countries face higher exposure to gender-based violence (GBV) compared to their counterparts in other world regions (United Nations Children's Fund [UNICEF], 2014). When GBV occurs in schools, it severely endangers access to education. Using the third round of data of the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) from over 60,000 Grade 6 learners across 14 countries, we examined the relationship between GBV in primary schools and learners' absenteeism. Findings indicate that sexual harassment perpetrated by teachers significantly increases learners' absenteeism. In contrast, effects were less clear when the perpetrator was a fellow learner. Effects found are similar in magnitude for girls and boys. Violence prevention education programmes and stricter punishment for offenders are needed to establish a safer school environment and overcome harassment-related barriers to learning.

The viral #MeToo movement of recent years eventually moved from adult celebrities to harassment in K-12 schools. While many may think of sexual activity and/or harassment beginning in high school, the truth is that many middle school students engage in these behaviors as well. Adolescents have a natural curiosity about their bodies and burgeoning sexuality, but adults often ignore this. Schools should provide more comprehensive sex education in an effort to better inform adolescents and prevent nonconsensual sexual behaviors among younger students.

The national policy context regarding transgender students' rights has been volatile in recent years. New York State's Department of Education has a transgender policy in place, yet local school districts around New York State do not. This qualitative case study examined how district and school staff perceived the knowledge and effectiveness of transgender policies. Findings suggest a policy breakdown created by key stakeholders at both the district and school levels that leave transgender students vulnerable.

This article shares conversational research (Thomson et al., 2012) that we undertook with parents in one of children's primary education settings: the home. We investigated the question: what are the comfort levels of families, with young children, as they encounter picturebooks featuring diverse gender and sexual identities? Over the past 10 years in Canada, including New Brunswick, these picturebooks have increased in production (Bouchey, 2021; Miller Oke, 2019) complexity (Sullivan & Urraro, 2017) and circulation. Yet some educators in the early years of school remain uncomfortable reading these texts with young children, their concerns, in part, related to imagined backlash from heteronormative families (Goldstein 2021) and deeply entrenched constructs of childhood innocence (Kintner-Duffy et al., 2012; Martino & Cumming-Potvin, 2011, 2016; Robinson, 2013). Scholarship and our research confirm that most children know and can communicate their sex and gender identities by two years of age (Pastel et al, 2019; Stevenson, 2019) and are able to engage critically with picturebooks featuring diverse gender and sexual identities as they get older. Through our conversations with mothers, we learned that all families were comfortable with each picturebook category presented: gender expression, gender identity, gender harassment, and family composition. Interpreting our conversations through Queer Theory (Butler, 1990, 1993), we also learned how particular picturebooks serve as entry points to family discussions about diverse gender and sexual identities and how important access to diverse picturebooks is to provide these opportunities. Specifically, each of the nine mothers shared picturebooks that supported their child/children/families with being and knowing related to gender variance, who you can love, and/or what games, hobbies and clothes are acceptable.

Students in the present educational landscape are experiencing issues of bullying and harassment at an alarming level. A primary duty of a school administrator is to ensure the safety of all students from the repercussions of unattended to bullying and harassment issues, which has become a significant challenge with the increase in remote education and internet access of youths around the globe. This article will first discuss key federal anti-bullying and harassment laws to provide a background of the nation's present stance on the issue, along with a narrowed examination of key anti-bullying and harassment laws in Indiana. Recommendations for school administrators to prevent bullying and harassment cases and to remediate school culture challenges will follow. [Note: The publication year (2021) shown on the PDF is incorrect. The correct publication year for this article is 2022.]

Scholarly calls surrounding the need to prepare journalism students for hostile encounters and harassment are emerging. Using in-depth interviews with 28 early-career journalists from across the United States, this project underscores a need for content related to hostility within journalism courses. Findings also highlighted a tension between early-career journalists' beliefs about how journalists are supposed to act and how they coped with hostility in practice. This created hesitancy to speak up and have discussions about hostility with editors, especially among women journalists. Therefore, I argue for a shift in how we talk about hostility toward journalists in our classrooms.