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Gender and Education Volume 33, 2021 - Issue 8
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Articles

Students’ accounts of grooming and boundary-blurring behaviours by academic staff in UK higher education

Anna Bulla School of Education and Sociology, University of Portsmouth, Portsmouth, UKCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-2732-3240View further author information
ORCID Icon &
Tiffany Pageb Department of Education, Practice and Society at the UCL Institute of Education University College London, London, UKORCID Iconhttps://orcid.org/0000-0002-6527-1261View further author information
ORCID Icon
Pages 1057-1072 | Received 29 May 2020, Accepted 24 Jan 2021, Published online: 19 Feb 2021

Citations (11)

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Read on this site (2)

Tiffany Page. (2022) Sexual misconduct in UK higher education and the precarity of institutional knowledge. British Journal of Sociology of Education 43:4, pages 566-583.
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Sundari Anitha, Ana Jordan & Nicola Chanamuto. The politics of naming and construction: university policies on gender-based violence in the UK. Gender and Education 0:0, pages 1-18.
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Articles from other publishers (9)

Nicola Jones. (2023) University of Oxford bans intimate relations between students and staff. Nature.
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Alyssa Nystrom & Tara N. Richards. (2022) Faculty–Student Consensual Sexual Relationship Policies: Examining Prevalence and Content using a Nationally Representative Sample of Institutions of Higher Education in the United States. Journal of Interpersonal Violence 38:7-8, pages 5993-6016.
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Irene Salvo. (2022) If not Now, When? Reclaiming Academic Journals as a Space of Kindness. Journal of Cognitive Historiography 7:1-2.
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Anna Bull. (2022) Catalysts and rationales for reporting staff sexual misconduct to UK higher education institutions. Journal of Gender-Based Violence 6:1, pages 45-60.
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Anna Bull & Tiffany Page. (2021) The Governance of Complaints in UK Higher Education: Critically Examining ‘Remedies’ for Staff Sexual Misconduct. Social & Legal Studies 31:1, pages 27-49.
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Susan Oman & Anna Bull. (2021) Joining up well-being and sexual misconduct data and policy in HE: ‘To stand in the gap’ as a feminist approach. The Sociological Review 70:1, pages 21-38.
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Rachel HandforthRachel Handforth. 2022. Belonging, Gender and Identity in the Doctoral Years. Belonging, Gender and Identity in the Doctoral Years 259 278 .
Rachel HandforthRachel Handforth. 2022. Belonging, Gender and Identity in the Doctoral Years. Belonging, Gender and Identity in the Doctoral Years 227 258 .
Rachel HandforthRachel Handforth. 2022. Belonging, Gender and Identity in the Doctoral Years. Belonging, Gender and Identity in the Doctoral Years 33 74 .

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