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Catalysts and rationales for reporting staff sexual misconduct to UK higher education institutions

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Catalysts and rationales for reporting staff sexual misconduct to UK higher education institutions. / Bull, Anna.

In: Journal of Gender Based Violence, 17.08.2021.

Research output: Contribution to journalArticlepeer-review

Harvard

Bull, A 2021, 'Catalysts and rationales for reporting staff sexual misconduct to UK higher education institutions', Journal of Gender Based Violence. https://doi.org/10.1332/239868021X16270572218631

APA

Bull, A. (2021). Catalysts and rationales for reporting staff sexual misconduct to UK higher education institutions. Journal of Gender Based Violence. https://doi.org/10.1332/239868021X16270572218631

Vancouver

Bull A. Catalysts and rationales for reporting staff sexual misconduct to UK higher education institutions. Journal of Gender Based Violence. 2021 Aug 17. https://doi.org/10.1332/239868021X16270572218631

Author

Bull, Anna. / Catalysts and rationales for reporting staff sexual misconduct to UK higher education institutions. In: Journal of Gender Based Violence. 2021.

Bibtex - Download

@article{7c41a085ca964b64b976b6ec2530be07,
title = "Catalysts and rationales for reporting staff sexual misconduct to UK higher education institutions",
abstract = "The majority of research on reporting of sexual violence and harassment has focused on reasons why women don{\textquoteright}t report their experiences rather than examining why they do. This article takes this discussion into the higher education setting, drawing on interviews with 16 students and early career researchers in the UK who considered or attempted to report staff sexual misconduct to their institution and analyzing their motivations for doing so. The motivations are broken down into two aspects: the immediate catalysts that triggered the report or disclosure, and the deeper rationales for why interviewees made this decision. Separating catalysts and rationales for reporting in this way allows different levels of decision-making over time to become clearer. Interviewees{\textquoteright} catalysts for reporting included leaving their institution, needing an extension on an assignment, protecting their own physical safety, or being validated by a third party. By contrast, the main rationale that interviewees gave for trying to report staff sexual misconduct was to prevent other women being targeted. Further rationales identified were fighting injustice and reporting for academic or career-related reasons. Higher education institutions{\textquoteright} policies and practices in this area need to take into account these different levels of decision-making around disclosure and reporting.",
keywords = "Sexual misconduct, reporting, sexual violence, higher education",
author = "Anna Bull",
note = "{\textcopyright} 2021 Ingenta. Article copyright remains with the publisher, society or author(s) as specified within the article. This is an author-produced version of the published paper. Uploaded in accordance with the publisher{\textquoteright}s self-archiving policy. Further copying may not be permitted; contact the publisher for details",
year = "2021",
month = aug,
day = "17",
doi = "10.1332/239868021X16270572218631",
language = "English",
journal = "Journal of Gender Based Violence",
issn = "2398-6808",
publisher = "Bristol University Press",

}

RIS (suitable for import to EndNote) - Download

TY - JOUR

T1 - Catalysts and rationales for reporting staff sexual misconduct to UK higher education institutions

AU - Bull, Anna

N1 - © 2021 Ingenta. Article copyright remains with the publisher, society or author(s) as specified within the article. This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details

PY - 2021/8/17

Y1 - 2021/8/17

N2 - The majority of research on reporting of sexual violence and harassment has focused on reasons why women don’t report their experiences rather than examining why they do. This article takes this discussion into the higher education setting, drawing on interviews with 16 students and early career researchers in the UK who considered or attempted to report staff sexual misconduct to their institution and analyzing their motivations for doing so. The motivations are broken down into two aspects: the immediate catalysts that triggered the report or disclosure, and the deeper rationales for why interviewees made this decision. Separating catalysts and rationales for reporting in this way allows different levels of decision-making over time to become clearer. Interviewees’ catalysts for reporting included leaving their institution, needing an extension on an assignment, protecting their own physical safety, or being validated by a third party. By contrast, the main rationale that interviewees gave for trying to report staff sexual misconduct was to prevent other women being targeted. Further rationales identified were fighting injustice and reporting for academic or career-related reasons. Higher education institutions’ policies and practices in this area need to take into account these different levels of decision-making around disclosure and reporting.

AB - The majority of research on reporting of sexual violence and harassment has focused on reasons why women don’t report their experiences rather than examining why they do. This article takes this discussion into the higher education setting, drawing on interviews with 16 students and early career researchers in the UK who considered or attempted to report staff sexual misconduct to their institution and analyzing their motivations for doing so. The motivations are broken down into two aspects: the immediate catalysts that triggered the report or disclosure, and the deeper rationales for why interviewees made this decision. Separating catalysts and rationales for reporting in this way allows different levels of decision-making over time to become clearer. Interviewees’ catalysts for reporting included leaving their institution, needing an extension on an assignment, protecting their own physical safety, or being validated by a third party. By contrast, the main rationale that interviewees gave for trying to report staff sexual misconduct was to prevent other women being targeted. Further rationales identified were fighting injustice and reporting for academic or career-related reasons. Higher education institutions’ policies and practices in this area need to take into account these different levels of decision-making around disclosure and reporting.

KW - Sexual misconduct

KW - reporting

KW - sexual violence

KW - higher education

U2 - 10.1332/239868021X16270572218631

DO - 10.1332/239868021X16270572218631

M3 - Article

JO - Journal of Gender Based Violence

JF - Journal of Gender Based Violence

SN - 2398-6808

ER -