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Categories of Sexual Harassment: A Preliminary Analysis
Catherine Amoroso Leslie, PhD
William E. Hauck, M.A.
© 2005
Contact:
Catherine Amoroso Leslie, PhD
Assistant Professor, Fashion School
Kent State University
P.O. Box 5190, Kent OH 44242
[email protected]
Phone (330) 672-0169 Fax (330) 672-3772
William E. Hauck, M.A.
Assistant Professor, Fashion School
Kent State University
P.O. Box 5190, Kent OH 44242
[email protected]
Phone (330) 672-0135 Fax (330) 672-3772
Abstract
Sexual harassment is a pervasive and costly problem for businesses,
government, and educational institutions. Throughout the past 20 years,
researchers have used a 5 group system to classify "sexual harassment"
behaviors. The purpose of this study is to explore the relevance of
these categories. Preliminary factor analysis of data from 276 female
college students indicates potential support for three, rather than
five categories of sexual harassing behaviors. Ongoing interdisciplinary
research will help Family and Consumer Sciences professionals to understand
how sexual harassment is perceived by individuals, families, and communities
and address it accordingly.
Note: This research was approved by the Kent State
University Institutional Review Board (IRB) to use human research
participants (Protocol Number 03-441).
Categories of Sexual Harassment: A Preliminary Analysis
Sexual harassment is a pervasive and costly problem for businesses,
government, and educational institutions with over 10,000 formal complaints
to the Equal Employment Opportunity Commission (EEOC) per year. In
its broadest definition, sexual harassment is any form of unwanted
sexual attention (U.S. Merit Systems Protection Board, 1995). Claims
are often based on Title VII and Title IX of the Federal Civil Rights
Act of 1964, as Amended (Till, 1980). Since the passage of this legislation,
researchers and institutions have attempted to identify behaviors
and group them into operational categories that can be communicated
to employees and management.
The process of defining what constitutes illegal sexual harassment
began in the mid-1970s when the EEOC published official guidelines
(Till, 1980). According to the EEOC (1980), sexual harassment includes
unwanted behavior that is either physical or verbal in nature. The
EEOC also outlined criteria for determining whether or not an action
constituted unlawful behavior.
The EEOC guidelines set the stage; but, the process of identifying
specific sexual harassing behaviors and grouping them according to
severity began with the passage of Title IX, the primary statute which
prohibits sex discrimination in Federally assisted education programs
and activities (Till, 1980). Under the direction of the National Advisory
Council on Women's Educational Programs, Till (1980) collected descriptive
anecdotes from 166 college aged victims and others who were aware
of sexual harassment incidents. Data were used to identify five major
types of behaviors within the meaning of "sexual harassment."
The five distinguishable types of behaviors identified by Till (1980)
were:
1. Generalized sexist remarks or behavior
2. Inappropriate and offensive, but essentially sanction-free, sexual
advances
3. Solicitation of sexual activity or other sex-linked behavior
by promise of rewards
4. Coercion of sexual activity by threat of punishments
5. Sexual assaults
As part of an ongoing research project, Louise F. Fitzgerald and
several colleagues named the five categories of sexual harassment
previously identified by Till (1980). These were, in order of severity:
Gender harassment, Seductive behavior, Sexual bribery, Sexual coercion,
and Sexual assault (Fitzgerald, Shullman, Bailey, Richards, Swecker,
Gold, Ormerod, & Weitzman, 1988). Using these categories as a
foundation, Fitzgerald et al. (1988) developed the Sexual Experiences
Questionnaire (SEQ) that delineated 23 specific sexual harassing behaviors.
As a result of a series of focus groups, Fitzgerald et al. (1988)
modified the SEQ and added five new items. The revised instrument,
named the SEQ2, had a total of 28 items which were grouped into the
same five categories as Till (1980). After administering the SEQ2
to 307 female university employees, Fitzgerald et al. (1988) found
the instrument to be reliable. Since then, the SEQ2 has been used
to measure sexual harassing behaviors in various populations, including
female college students employed in the fashion retail workplace (Leslie
& Hauck, 2005; Workman, 1993).
In their discussion, Fitzgerald, et al. (1988) suggested that factor
analysis of the SEQ2 indicated that a three-factor solution appeared
to be a more accurate grouping of sexual harassing behaviors than
the five proposed by Till (1980). The proposed groupings were: Bribery
and threat, Seduction and sexual imposition, and Gender harassment.
The three-category structure was further supported in subsequent studies
(Fitzgerald et al., 1988; Magley, Hulin, Fitzgerald, & DeNardo,
1999).
This study examined the three-category structure for sexually harassing
behaviors among college-aged women, those most vulnerable to be victimized.
Two hundred seventy-six female college students with work experience
in the fashion retail industry provided data on their experiences
through the SEQ2 (Leslie & Hauck, 2005; Workman, 1993). The data
were analyzed with factor analysis to examine sexual harassing behaviors
and categories. After six iterations, three factors emerged indicating
potential support for the three-category structure proposed by Fitzgerald
et al. (1988).
A practical application of a simplified grouping and labeling structure
can lead victims to identify, understand, and select an appropriate
remedy when faced with sexual harassment in the workplace. For example,
the three categories may be labeled as minimum, moderate, and major,
each with a corresponding set of potential remedies (see Figure 1).
Using a less-complicated grouping system may lead to better recognition
of sexual harassment in the workplace. To this end, ongoing research
will seek to explore categories of sexual harassment. By better understanding
sexual harassment in the workplace, Family and Consumer Sciences scholars
and practitioners can contribute to reducing this costly and pervasive
problem.
Figure 1: Categorical Model of Sexual Harassment
References
Equal Employment Opportunity Commission. (1980). Discrimination
because of sex under Title VII of the Civil Rights Act of 1964, as
Amended. Washington, DC: EEOC.
Fitzgerald, L., Shullman, S., Bailey, N., Richards,
M., Swecker, J., Gold, Y., Ormerod, M., & Weitzman, L. (1988).
The incidence and dimensions of sexual harassment in academia and
the workplace. Journal of Vocational Behavior, 32, 152-175.
Leslie, C. A., & Hauck, W. E. (2005). Extent and
nature of sexual harassment in the fashion retail workplace: 10 years
later. Family and Consumer Sciences Research Journal, 34(1),
7-33.
Magley, V., Hulin, C., Fitzgerald, L., & DeNardo,
M. (1999). Outcomes of self-labeling sexual harassment. Journal
of Applied Psychology, 84(3), 390-402.
Till, F. (1980). Sexual harassment: A report on
the sexual harassment of students. Washington, DC: National Advisory
Council on Women's Educational Programs.
U.S. Merit Systems Protection Board, Office of Policy
and Evaluation. (1995). Sexual harassment in the federal workplace:
Trends, progress, continuing challenges. Washington, DC: U.S.
Government Printing Office.
Workman, J. E. (1993). Extent and nature of sexual
harassment in the fashion retail workplace. Home Economics Research
Journal, 21 (4), 358-380.
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