PROPOSED WORKING TITLE(S):

Women Discrimination: It’s Imputation to Private Catholic School Non-teaching Personnel and
Administrative Staffs

Repercussions of Women Discrimination through Sexual Harrassment on Private School NTP’s

Safe Space or Playing Safe: Assessing Imputations on Sexual Harassment in Catholic Schools among
SHS Faculty Members and NTP's
September 17, 2022
(Contact person name)
(Position)
(School Address)

Good day, Mr./Mrs./Mx.!

In partial fulfillment of our requirements for our subject Research 1: Basics of Research and Proposal
Making, we, Third-year college students of the Political Science Department at Saint Louis University
Baguio City, namely: Flora May Julio, Rogel Julian Mabunga, Jeliza Ninna Macaso, Charissa Marie
Merin, Justine Mae Morales, Zandro Francisco Ordonio, Joy Pelchona and Angele Sophia Ridao, would
like to ask for your permission to conduct our research study entitled *INSERT APPROVED TITLE*.

Rest assured that all the data we will gather will remain confidential and be used for academic purposes
only.

We’re looking forward to your utmost cooperation with us in our commitment to finishing this
requirement, and likewise, a favorable response regarding this matter. Your approval for us in conducting
this study will be highly appreciated.

Thank you and God Bless!

Respectfully yours,

The Researchers

Flora May Julio Rogel Julian Mabunga Jeliza Ninna Macaso

Charissa Marie Merin Justine Mae Morales Zandro Francisco Ordonio

Joy Pelchona Angele Sophia Ridao

Recommending Approval:

MARY JANE O. NAJARILA, PhD

Practical Research 1 Teacher
Approved by:

GEOFREY S. KIDLO, PhD

Department Head

COMPILATION OF RRL
(Jeliza Ninna Macaso, Angele Sophia Ridao, Zandro Francisco Ordonio)

Title APA Citation Authors Journal Date Abstract

Name

Sexual Sweeting, H., Sweeting, PLoS ONE. Februa Background:

harassment Blake, C., Helen 2/23/2022, ry 23, Adolescence is
in secondary Riddell, J., Blake, Carolyn Vol. 17 2022 characterized by identity
school: Barrett, S., & Riddell, Julie Issue 2, formation, exploration
Mitchell, K. R. p1-25. 25p. and initiation of intimate
Prevalence Barrett, Simon
(2022). relationships. Much of
and Sexual Mitchell, this occurs at school,
ambiguities. harassment Kirstin R. making schools key sites
A mixed in secondary of sexual harassment.
methods school: Schools often lack
study in Prevalence awareness and
Scottish and understanding of the
schools. ambiguities. issue, and UK research
A mixed on the topic is scarce. We
methods explored prevalence and
study in perceptions of sexual
Scottish harassment in a
schools. school-based
PLoS ONE, mixed-methods study of
17(2), 1–25. 13–17 year-old Scottish
https://doi.org adolescents. Methods: A
/10.1371/jour student survey (N = 638)
nal.pone.026 assessed past 3-months
2248 school-based
victimization and
perpetration prevalence
via 17 behavioral items
based on the most
commonly used
school-based sexual
harassment measure
('Hostile Hallways').
Eighteen focus groups (N
= 119 students) explored
which of 10 behaviors
were perceived as
harassing/unacceptable
and why. Results:
Two-thirds reported any
victimization: 64.7%
'visual/verbal' (e.g. sexual
jokes) and 34.3%
'contact/personally-invasi
ve' behaviors (e.g. sexual
touching; most of whom
also reported
experiencing
visual/verbal types) in the
past 3-months. Data
suggested a gateway
effect, such that
contact/personally-invasiv
e behaviors are more
likely to be reported by
those also reporting more
common visual/verbal
behaviors. Some survey
participants reported
being unsure about
whether they had
experienced certain
behaviors; and in focus
groups, participants
expressed uncertainty
regarding the
acceptability of most
behaviors. Ambiguities
centered on behavioral
context and enactment
including: degree of
pressure, persistence
and physicality; degree of
familiarity between the
instigator-recipient; and
perception of the
instigator's intent. In
attempting to resolve
ambiguities, students
applied normative
schemas underpinned by
rights (to dignity, respect
and equality) and
'knowingness', usually
engendered by
friendship. Conclusions:
Our study confirms
school-based sexual
harassment is common
but also finds significant
nuance in the ways in
which students
distinguish between
acceptable and
 harassing. School-based
strategies to tackle
sexual harassment must
engage with this
complexity. [ABSTRACT
FROM AUTHOR]

Do Schools Gillander Gillander Gender and Octobe Sexual harassment has

Normalise Gådin, K., & Gadin, Katja; Education, r 16, become so frequent and
Sexual Stein, N. Stein, Nan v31 n7 2017 ubiquitous in schools that
Harassment? (2019). Do p920-937 these behaviours have
Schools 2019. 18 pp. become normalised and
An Analysis
Normalise expected. In order to
of a Legal Sexual prevent the re-enactment
Case Harassment? and perpetuation of this
Regarding An Analysis problem, it is important to
Sexual of a Legal explore processes that
Harassment Case contribute to its
in a Swedish Regarding existence. A high school
High School Sexual sexual harassment
Harassment lawsuit in Sweden is used
in a Swedish as a case study to
High School. illustrate ways that might
Gender and explain how sexual
Education, harassment is normalised
31(7), at the organisational
920–937. level. A thematic analysis
has been used to identify
themes and subthemes.
The results show a
multi-layered web of
factors and practices
related to sexual
harassment at the
organisational level in the
school. In order to
change a school's culture
from one where sexual
harassment is
normalised, multiple
needs must be
addressed: organisational
weaknesses must be
strengthened; adults
enact their responsibility
to change the situation;
and awareness of the
relationship between
sexual harassment,
gender, and power needs
to be increased.

Gendered Greenhalgh, Greenhalgh-S Educational Februa Gender-based

Harassment S. H., & pencer, Theory. ry 1, harassment not only
as Concept Taylor, A. Heather Feb2019, 2019 includes harassment of
and (2019). Taylor, Ashley Vol. 69 women, but also
Experience in Gendered Issue 1, encompasses other
Educational Harassment p5-15. 11p. forms of harassment
Spaces. as Concept based on gender
and identification and
Experience in hegemonic enforcement
Educational of heteronormative
Spaces. expectations. For
Educational Howlett, harassment
Theory, policies are not only
69(1), 5–15. insufficient as a means to
https://doi.org address harassment, but
/10.1111/edth. they are also dangerously
12356 individualistic; indeed,
policies are part of the
problem, not the solution.
While
Greenhalgh-Spencer,
Harless, and Greteman
all examine gendered
harassment within
schools and classrooms,
and look to these sites to
promote remedies, they
diverge in the types of
discursive, structural, and
dialogic interventions
they advocate as
productive responses to
gendered harassment.
The issue of racialized
and gendered
harassment is especially
complex because of the
different vulnerabilities
that women and trans
people of color have in
terms of experiencing
harassment and
securing remedies to
harassment, whether in
the form of legal or social
support.

Theoretical Meriläinen, Meriläinen, Matti Scandinavia Januar The aim of this study is to
Dimensions M., & Kõiv, K. Kõiv, Kristi n Journal of y 1, determine the features of
of Bullying (2019). Educational 2019 bullying in Estonian
and Theoretical Research, universities. In the spring
Dimensions v63 n3 of 2014, 864 faculty
Inappropriate
of Bullying p378-392 members answered our
Behaviour and 2019. 15 pp. e-mail questionnaire. This
among Inappropriate questionnaire was based
Faculty Behaviour on the Negative Acts
Members among Questionnaire-Revised
Faculty (NAQ-R22); eight
 Members. additional items dealt with
Scandinavian sexual harassment,
Journal of cyberbullying, and
Educational work-related malpractice.
Research, Structural equation
63(3), modelling was used to
378–392. confirm a model
composed of five
first-order factors as well
as a second-order model
that encompassed these
five first-order factors.
According to these
models, representative
forms of bullying in
Estonian universities
included personal insults,
work-related blame,
professional understating,
unreasonable
work-related demands,
and work-related
malpractice. The
Academic Bullying
Inventory (ABI-10) that
was developed is a
reliable and valid
instrument with which to
measure workplace
bullying in universities.

Abuse Lloyd, J. Lloyd, Jenny Gender & August The question of how to
through (2020, Education. 1, tackle abuse through
sexual image August 1). Aug2020, 2020 adolescent sexual image
sharing in Vol. 32 sharing is an increasing
Abuse Issue 6, concern for schools, yet
schools: through p784-802. little is known about how
Response sexual 19p. 1 they should respond. In
and image Chart. this article, I review
reponsibility sharing in school responses to this
schools: phenomenon. The
findings presented are
Response
taken from a
and mixed-methods study into
responsibilit harmful sexual behaviour
y. carried out in seven
Routledge educational settings
Taylor&Fran across four local
cis Group. authorities in England.
Using data from focus
Retrieved groups, observations,
September case reviews and reviews
20, 2022, of policies and
from procedures I present
https://web. findings on abuse
 p.ebscohost through image sharing
.com/ehost/ including suggestions for
pdfviewer/p safer school
environments. I argue
dfviewer?vi that responses to
d=19&sid=4 adolescent sexting must
c86fdf0-629 move beyond risk
e-4c5a-b78 aversion and challenge
d-78bed484 the very socio-cultural
0ac5%40re systems that enable
abuse through sexual
dis
image sharing. Achieving
this requires responses
that recognise developing
adolescent sexuality
within a digital age and
understanding what
works in practice for
schools and young
people. Concurrently,
schools have
responsibility to challenge
socio-cultural norms
underlying harmful sexual
practices between young
people.

Erased: Why Wiley, K., & Sarah L. Young, Journal of Februa The issue of faculty
faculty sexual Young, S. Kimberly K. Public ry 19, sexual misconduct is
misconduct is (2021, Wiley Affairs 2021
Education
pervasive within
prevalent and February academia, and more
(Volume 27,
how we could 19). specifically, our public
2021: Issue
prevent it Erased: 3) affairs graduate
Why faculty programs. At least 13%
sexual of women in academia
misconduct experience sexual
is prevalent harassment by a faculty
and how we
member. For too long,
could
we have relied upon an
prevent it.
Journals of
underground network
Public of individuals who
Affairs work behind the scenes
Education. to protect our students.
Retrieved In this statement to the
September discipline of public
20, 2022, affairs, we call out the
from institutional designs
https://www. that permit complicity.
tandfonline. An unbalanced
com/doi/full/ student-professor
 10.1080/15 power dynamic,
236803.202 exploited student
1.1877983 vulnerabilities, and a
lack of effective checks
and balances nurture an
environment that lets
misconduct proliferate.
Perpetrators are
shielded by
institutional protections
and loopholes designed
to protect universities
from liability. In this
call to action, we
employ the social
ecological framework
to define achievable
steps for confronting
sexual misconduct at
all levels of our
academic system.
Finally, we
unequivocally demand
action, now.

Discriminatio Bull, A., Anna Bull, Perspective: Octobe This article introduces our
n in the Calvert-Lee Georgina Policy and r 7, Sector Guidance to
complaints , G., & Calvert-Lee, Practice in 2020 Address Staff Sexual
process: Tiffany Page Higher Misconduct in UK Higher
Page, T. Education Education. The problem
introducing (2020, (Volume 25, that the guidance seeks
the sector October 7). 2021 - Issue to address is that existing
guidance to Discriminati 2) student complaints and
address staff on in the staff disciplinary
sexual complaints procedures relating to
misconduct in student complaints in this
process:
UK higher area fail to offer similar
introducing protections and privileges
education
the sector to the student
guidance to complainant and the
address responding staff member
staff sexual and, as a result, students
misconduct are often excluded from
the process purporting to
in UK resolve their complaint.
higher We outline the changes
education. that would need to be
Taylor&Fran made to staff disciplinary
cis Online. processes to follow a
Retrieved process more akin to civil
 September justice than criminal
20, 2022, justice, thus ensuring that
from the process accords
equal rights to
https://www. complainants and
tandfonline. respondents. The article
com/doi/full/ highlights points of
10.1080/13 discussion that came up
603108.202 in the consultation
0.1823512 process to devise the
guidance, including
sharing outcomes with
complainants, recording
data on disclosures as
well as formal reports,
and proactive
investigations in the
absence of formal
reports.

Teachers as Spear, A. M. Spear, Anne M. FIRE: 2019 The purpose of this study
Change (2019). Forum for was to assess teachers'
Agents? Teachers as International knowledge and reporting
Assessing Change Research in practices in response to
Agents? Education, sexual gender-based
Teachers'
Assessing v5 n2 violence in schools. To
Perceptions Teachers’ p195-213 learn more about the role
of and Perceptions 2019. 19 pp. teachers can play in
Responses to of and responding to
Sexual Responses to gender-based violence,
Gender-Base Sexual this study examines
d Violence in Gender-Base teachers' perceptions of
Schools in d Violence in gender-based violence
Burkina Faso Schools in and their actions around
Burkina Faso. reporting incidences of
FIRE: Forum the violence. The study
for asked, "What are
International teachers' perceptions of
Research in gender-based violence
Education, and how, if at all, do
5(2), teachers' address the
195–213. violence as change
agents?" This exploratory
study used descriptive
statistics, independent
t-tests, and correlations
to analyze 129
self-administered survey
instruments that measure
secondary teachers'
knowledge, attitudes, and
responses to
gender-based violence in
schools. Overall,
teachers perceived that
 they can be change
agents but lack the
knowledge, protection,
and training to successful
play such as role.
Respondents reported
that they are unable to
report sexual
gender-based violence
largely because it is
unsafe to do so and
because of the pressures
of teacher solidarity.

An Affective Higham, L. Higham, Leanne Sex Januar Building on work on

Politics of (2018, Education: y 1, sexual harassment in
Sexual January 1). Sexuality, 2018 schools, this article
Harassment Society and continues one of the
An affective Learning, threads from the first
at School in politics of v18 n3 Schooling and
the 21st sexual p293-306 Sexualities conference
Century: harassment 2018. 14 pp. held, in 1995. In so doing,
Schooling at school in it offers a contemporary
and the 21st account of a teacher's
Sexualities sexual harassment by
century:
Twenty Years one of her students,
Schooling through a sexually violent
Later
and comment posted about
Sexualities her on the Rate My
twenty Teacher website.
years later. Throughout, I explore the
Routledge affective politics of
sexual harassment. In
Taylor&Fran developing an
cis Group. understanding of
Retrieved affective politics as it
September plays out through an
20, 2022, online review, a teacher,
from a classroom and
https://web. students, I draw on the
concepts of affects and
p.ebscohost assemblages, and the
.com/ehost/ capacity of a sexual
pdfviewer/p harassment assemblage
dfviewer?vi to constitute (and
d=30&sid=4 de-constitute) identities. I
c86fdf0-629 consider how power is
both increased and also
e-4c5a-b78
diminished between
d-78bed484 student and teacher in an
0ac5%40re assemblage of gendered,
dis sexual and neoliberal
identities; and how she
and her student are
re-situated through the
sexual harassment.
Attending to the affective
politics of a teacher's
sexual harassment by
her student offers a way
to understand violence
and identities as social,
material and discursive
assemblages, and
contributes to
understanding sexual
harassment in schools,
particularly where
teachers are targeted.