Gendered harassment in secondary schools: understanding teachers’ (non) interventions

Abstract

This article provides an analysis of teachers’ perceptions of and responses to gendered harassment in Canadian secondary schools based on in‐depth interviews with six teachers in one urban school district. Gendered harassment includes any behaviour that polices and reinforces traditional heterosexual gender norms such as (hetero)sexual harassment, homophobic harassment, and harassment for gender non‐conformity. This study shows that educators experience a combination of external and internal influences that act as either barriers or motivators for intervention. Some of the external barriers include: lack of institutional support from administrators; lack of formal education on the issue; inconsistent response from colleagues; fear of parent backlash; and negative community response. By gaining a better understanding of the complex factors that shape how teachers view and respond to gendered harassment, we can work towards more effective solutions to reduce these behaviours in schools.

Keywords:

• gender
• harassment
• homophobia
• bullying
• secondary schools
• teachers

Notes

1. I have used the teachers’ pseudonyms here for a reason. I hope it will help the reader connect with each teacher’s identities and experiences, but will prevent direct connections between the teacher’s identities, statements, and the school community in which they work and live.