Effect of Student Vulnerability on Perceptions of Teacher–Student Sexual Involvement

Abstract

This study explored whether the vulnerability of an adolescent student affected perceptions of teacher sexual misconduct. Respondents (150 male and 150 female undergraduates) read scenarios depicting teacher sexual misconduct varied by respondent gender, gender dyad (male teacher–female student and female teacher–male student), and three levels of student vulnerability. The vulnerability of the student was found to have little impact on perceptions. On most variables, interactions emerged between respondent gender and gender dyad. Specifically, male respondents viewed the female teacher–male student dyad less negatively than the male teacher–female student dyad. Female respondents generally did not make distinctions based on gender dyad.

Keywords:

• teacher sexual misconduct
• perceptions of teacher sexual misconduct
• attitudes toward child sexual abuse

Additional information

Notes on contributors

Mary Ellen Fromuth

Mary Ellen Fromuth, PhD, is a professor of psychology at Middle Tennessee State University. Her primary focus of research is child abuse.

Amber L. Mackey

Amber L. Mackey, MA, is a graduate of the clinical psychology program at Middle Tennessee State University. She is currently working as a behavior analyst in Nashville, Tennessee.

Amy Wilson

Amy Wilson, BS, is currently a graduate student in the clinical psychology program at Middle Tennessee State University.