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Sexuální obtěžování na vysoké škole. V ČR neexistující problém?

100%
Vohlidalova M.
Gender, rovné příležitosti, výzkum (Gender, Equal Opportunities, Research)
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2009
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vol. 10
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issue 2
20-29
EN
Despite the fact that the problem of sexual harassment at universities has been broadly explored in western and mainly American sociology since the mid-1970s, the first sociological survey to focus on this topic in the Czech Republic was conducted in late 2008 and early 2009. This quantitative survey covered 700 students and was carried out at a faculty of a university in Prague. The paper presents the main findings from this survey, such as the student's experiences with sexual harassment from their teachers and their attitudes towards sexual harassment. The authoress found that the prevalence of sexual harassment in the particular faculty was relatively high and that students are extremely tolerant of 'soft' forms of harassment, especially gender harassment.
2
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Sexuální obtěžování ve vysokoškolském prostředí: Zkušenosti zavádění politik v zahraničí

100%
Saldova K., Tupa B., Vohlidalova M.
Gender, rovné příležitosti, výzkum (Gender, Equal Opportunities, Research)
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2009
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vol. 10
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issue 1
8-15
EN
The problem of sexual harassment at universities has been explored in western and mainly American sociology since the mid-1970s. Since then, anti-harassment policies and procedures (including follow-up victim care) have been introduced at most Anglo-Saxon universities designing how to deal with 'harassers' and 'victims'. In the Czech Republic, empirical research on this issue and on university anti-harassment policies is still lacking. The aim of this article is to introduce the methods and procedures employed at Anglo-American universities in an effort to tackle sexual harassment. The experiences of these academic institutions represent an indispensable source of information and inspiration for the Czech higher education environment.
3
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The Perception and Construction of Sexual Harassment by Czech University Students

88%
Vohlídalová M.
Sociologický časopis. Czech Sociological Review
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2011
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vol. 47
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issue 6
1119-1149
EN
The individual perception of sexual harassment and the gap between the individual and legal-institutional defi nitions of sexual harassment has been subject to intense scientifi c scrutiny as this is considered to be one of the reasons for the failure of anti-harassment policies. This article focuses on perceptions and constructions of sexual harassment by students and the gap between students’ individual defi nitions and expert (mainly legislative) definitions of sexual harassment. The article centres on two main research questions: (1) how do students perceive sexual harassment (whether they construct sexual harassment as something they might encounter in everyday university life) and (2) what are the factors and dimensions that contribute to particular behaviour being labelled as sexual harassment? The study is based primarily on qualitative in-depth interviews with students, which are complemented by quantitative questionnaire data from a survey conducted between 2008 and 2009 at a Prague university. The analysis shows that even if sexual harassment by professors is not an uncommon phenomenon among students, it is constructed as a remote problem which students perceive as something that does not relate to them. Although students do not label their experience of sexist and sexualised behaviour as sexual harassment, the analysis reveals certain factors which result in the labelling of certain behaviour as sexual harassment. The most significant among these factors were the explicit nature of sexual harassment, power imbalance, situational context and the violation of individual boundaries.
4
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Sexuální obtěžování na vysokých školách: Teoretické vymezení, metodologický přístup, výzkumné výsledky

88%
Smetáčková I., Pavlík P.
Sociologický časopis. Czech Sociological Review
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2011
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vol. 47
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issue 2
361-387
EN
In this article the authors present the main results from one of two existing Czech studies on sexual harassment at Czech universities. The research was carried out in 2008–2009 on a sample of 832 students at 11 public universities and colleges. The results indicate that 78% of students have personally experienced teacher behaviours that can be characterised as sexual harassment. However, only 3% of them said explicitly that they had been sexually harassed. One of the reasons for this contradiction is the relatively low awareness about sexual harassment in Czech society. Even in academic debates, a narrow definition of sexual harassment is often preferred and the gender dimension of the problem is not considered. With this in mind, the authors discuss expanding the concept of ‘sexual harassment’ to include a gender perspective. They demonstrate the use of this concept in an academic setting and the outline main methodological challenges faced by the relevant research. Against this backdrop, they identify two contentious aspects of the conceptualisation of sexual harassment: (1) the relationship between ‘objective’ and ‘subjective’ definitions and (2) the relationship between expert and personal definitions (scientific and lay’s definitions).
5
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Gender jako analytická kategorie pro porozumění sexuálnímu obtěžování

88%
Kolářová K., Smetáčková I., Pavlík P.
Gender, rovné příležitosti, výzkum (Gender, Equal Opportunities, Research)
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2011
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vol. 12
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issue 2
75-86
EN
In the article, the authors respond to the main arguments that were voiced during discussions of the results of the project ‘Sexual Harassment in Universities: Incidence and Perception’, which the authors’ team carried out in 2008–2009. They do not aim to defend the research itself, but rather to analyse the dominant discourse on sexual harassment in the Czech environment from a gender perspective. This is because they see a refusal to accept gender as a relevant analytical category. They argue for the fundamental role of gender in the conceptualization of sexual harassment and for further refinement of its significance in gender-informed definitions of sexual harassment. In the authors’ opinion, these definitions do not sufficiently reflect the current state of gender theories. The main argument of the text concerns the relationship between sexual and gender-motivated harassment. The gender perspective offers an intrinsically coherent conceptualization of sexual harassment, including its causes and options for handling individual cases. In the article, the authors discuss the extent to which the gender order is a precondition for sexual harassment. This view allows them to think also about the less discussed types of sexual harassment (e.g. homophobic harassment) or to consider the ambivalence of some situations in which sexual harassment occurs (i.e. the dynamics of pleasant and unpleasant feelings, women’s initiative, etc.). At the same time, it reveals that power inequalities do not result only from institutional hierarchies between teachers and students, but also from the logic of the existing gender order.
6
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COPING STRATEGIES FOR SEXUAL HARASSMENT IN HIGHER EDUCATION: “AN OFFICIAL ACTION MAY HARM YOU IN THE END MORE THAN IF SOMEONE SLAPS YOUR BUTT”

75%
Vohlídalová G.
Sociológia (Sociology)
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2015
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vol. 47
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issue 3
297 – 316
EN
The paper asks in what ways students in Czech higher education cope with sexual harassment and what strategies they choose to deal with it. It builds on a qualitative study of a higher education institution in Prague. The study reveals that student’s narratives are organized on two planes between which there is a clear discrepancy: on the “hypothetical” plane external strategies of open resistance against sexual harassment predominate; on the second plane involving students’ narratives about dealing with real situations of harassment or deeper considerations of hypothetical cases of harassment, scepticism prevails toward these strategies. In this case internal strategies predominate, together with avoiding the harasser. Active resistance against harassment and challenge to the status quo through coping strategies for sexual harassment are limited by two types of “ideational” and “material”. On the ideational level students often downplay their experience, express fears of secondary victimization and being accused of making false accusations; these responses are tied to a severe power imbalance. The students report the lacking information about the issue and distrust in school management.
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