Effects of Duration on Perceptions of Teacher Sexual Misconduct. Issue 2 (17th February 2016)

• Record Type: Journal Article
• Authors: Fromuth, Mary Ellen; Kelly, David B.; Brallier, Courtney; Williams, Matthew; Benson, Kate
• Is Part Of: Journal of child sexual abuse. Volume 25:Issue 2(2016)
• Page Start: 159
• Page End: 174
• Publication Date: 2016-02-17
• Subjects: Adolescent -- gender issues -- legal issues -- sexual abuse; Child sexual abuse -- Periodicals; Child sexual abuse -- Prevention -- Periodicals; Child molesters -- Rehabilitation -- Periodicals; Sexually abused children -- Rehabilitation -- Periodicals; Child Abuse, Sexual -- Periodicals; 362.76
• DOI: 10.1080/10538712.2016.1122692
• Languages: English
• ISSNs: 1053-8712

Abstract

ABSTRACT: This study explored how respondent gender, gender dyad (male teacher–female student versus female teacher–male student) and duration/frequency (weekly sexual contact over 4 months versus a single incident) affected perceptions of teacher–adolescent student sexual involvement. Respondents were 224 undergraduates (104 men, 120 women) recruited from a psychology research pool. Most (87%) were 18–21 years old, and 59% were Caucasian. Each respondent read one of four scenarios (varied by gender dyad and duration/frequency) depicting a teacher–adolescent student sexual interaction and then completed a series of questions about his or her perceptions. Results indicated that men perceived these experiences less negatively than did women, and the female teacher–male student dyad was viewed less negatively than the male teacher–female student dyad. Relatively few significant interactions emerged, and the only main effect for duration/frequency was for commitment. Results are discussed in terms of the need for more research and education.