Sexual Harassment and Internships: How Do We Protect Our Students and Program?

2017 ◽  
Vol 6 (4) ◽  
pp. 391-393 ◽  
Author(s):  
Anne C. Russ ◽  
Dani M. Moffit ◽  
Jamie L. Mansell
Keyword(s):  
Higher Education ◽  
United States ◽  
Civil Rights ◽  
Sexual Harassment ◽  
Title Ix ◽  
Department Of Education ◽  
Responsibility To Protect ◽  
United States Department ◽  
Education Programs ◽  
States Department

Sexual harassment is a sensitive and pervasive topic in higher education. Programs and institutions have the responsibility to protect the students from sexual harassment under Title IX of the Education Amendments of 1972 (United States Department of Education Office of Civil Rights, 2011). While much attention has been focused toward on-campus interactions (i.e., professor/student, student/student), many students participate in off-campus fieldwork and internships associated with coursework, where the students are still protected under Title IX. The purpose of this discussion is to define sexual harassment, summarize research regarding sexual harassment in a fieldwork setting, consider how sexual harassment affects students, and identify resources to help programs identify and respond to sexual harassment.

Feeling Silly and White

2017 ◽  
pp. 400-414
Author(s):  
Denise Davis-Maye ◽  
Annice Yarber-Allen ◽  
Tamara Bertrand Jones
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
African Ancestry ◽  
Department Of Education ◽  
Economic Opportunity ◽  
United States Department ◽  
States Department ◽  
Participation Of Women ◽  
K 12 ◽  
Methodological Evaluation

The following chapter provides an overview of the Summer Institute on the Welfare of Women in Belize (SIWWB) and highlights the results of a mixed-methodological evaluation of the project funded by United States Department of Education Fulbright Hays Group Projects Abroad program. The objectives were for 12 higher education and K-12 educators to study Belizean women's historical and contemporary issues; study the cultural heritage and contributions of ethnic groups; study the legacy of participation of women of African ancestry; to examine access to economic opportunity and advancement for women of African ancestry; and finally to develop curricula that will prepare students for an increasingly global and interdependent world. The chapter will present a stimulating discussion of the results of the evaluations, challenges experienced in successfully implementing this faculty-led study abroad experience, as well as highlight best practices and provide recommendations for best practices for future projects.

United States Department of Education

2014 ◽  
Author(s):  
George James Hagerty ◽  
Kimberly Applequist ◽  
Amanda C. Chow
Keyword(s):  
United States ◽  
Department Of Education ◽  
United States Department ◽  
States Department
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