Term Paper

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 1
Sexual harassment is a grave matter that many jurisdictions, including the

Philippines, have taken active steps to combat. The Philippines has specific
legislation in place that defines and criminalizes such behavior, ensuring that
workplaces, educational institutions, and other public spaces remain safe and
free from harassment.
The Anti-Sexual Harassment Act of 1995 (Republic Act No. 7877) defines sexual
harassment as any unwelcome sexual advance, request for sexual favors, or
other verbal or physical behavior of a sexual nature made by a person having
authority, influence, or moral ascendancy over another. This can occur in
employment, education, or training environments.
Harassment can take on various forms – from offensive jokes, slurs, name-
calling, physical assaults, threats, to unwanted touching and even overt actions.
It’s important to note that the behavior or act must be unwanted and offensive
to the victim.11
Sexual harassment is an epidemic throughout global higher education systems

and impact individuals, groups, and entire organizations in profound ways.
Precarious working conditions, hierarchical organizations, a normalization of
gender-based violence, toxic academic masculinities, a culture of silence and a
lack of active leadership are all key features enabling sexual harassment. 2 The
aim of this study is to examine and addressing scientific knowledge on sexual
harassment in university settings. A focus of this study is on (a) understanding
the campus climate, (b) different forms and manifestations of sexual harassment
in university settings, (c) reports and institutional responses by the people
involve as well as the community surrounded, (d) impacts of sexual harassment
on students and the university community, (e) prevention and intervention
strategies, and (f) institutional culture change.2
1
Respicio & Co. (2023, October 17). Sexual Harassment Law Philippines. Retrieved from:
https://www.respicio.ph/articles/harassment-education-philippines
2
Bondestam, Fredrik & Lundqvist (2020, February 18). Sexual harassment in higher education – a
systematic review. Retrieved from:
(tandfonline.chttps://www.tandfonline.com/doi/full/10.1080/21568235.2020.1729833om)
I. Introduction: Understanding the Campus Climate
A. Prevalence and incidence rates of sexual harassment in universities
There is a high prevalence of sexual violence in the Philippines, with the

findings of the 2016 National Baseline Study on Violence Against Children
(NBS-VAC) revealing that 21.5 percent of the respondents—one in five children
—experienced sexual abuse.
It said 17.1 percent of children—13

to 18 years old—have experienced
sexual violence while growing up:
5.3 percent of the cases was
committed in schools, the United
Nations Children’s Fund (Unicef)
said.
Among victims of sex abuse in

schools, 3.3 percent said sexual
violence happened when they
were 6 to 9 years old, 9.9 percent
when they were 10 to 12 years old,
22 percent when they were 13 to
15 years old, and 27.5 percent
Fig.1 Percentage of children experiencing sexual violence
while growing up. when they were 16 to 18 years old.
But despite the high prevalence of children who were victims of sexual,
physical, and emotional abuse, disclosures were low at 10 percent. The Unicef
said most of the victims disclosed their experiences to friends and to some
extent, mothers.
Unicef said in the NBS-VAC that only 11.9 percent of victims of sexual abuse
discloses the abuse to someone—11.3 percent are males and 12.8 percent are
females.3
3
Dela Peña, Kurt (2022, September 06). Sexual abuse in PH schools: The silent scream of students.
Retrieved from: 2 Dela Peña, Kurt (2022, September 06). Sexual abuse in PH schools: The silenr
scream of students. Retrieved from: https://newsinfo.inquirer.net/1659298/sexual-abuse-in-ph-
schools-the-silent-scream-of-students
There are limited data gathered on the prevalence and incidence rates of sexual
harassment in universities in Philippines. However, there have been some
studies and reports that provide insights into the issue: A study conducted by
the Philippine Commission on Women (2019) found that 70% of female students
in Metro Manila experiences sexual harassment in their universities. It was
defined sexual harassment broadly, including verbal, non-verbal, and physical
forms. Also, the Social Weather Stations (SWS) (2018), a research institution in
the Philippines, revealed that 1 in 4 Filipino college students experienced sexual
harassment within the past year. The survey covered various forms of
harassment, including unwanted sexual advances, offensive remarks, and
sexual assaults. On the other hand, the Philippine Association of State
Universities and Colleges (PASUC) (2019) conducted a nationwide survey
which they found out that 68% of students in state universities and colleges
experienced sexual harassment. The study also highlighted that only 13% of the
victims reported the incidents to their respective universities.
It is important to note that these studies highlight the prevalence of

sexual harassment in universities in the Philippines, but they may not provide a
comprehensive picture. Many cases of sexual harassment go unreported due to
fear, stigma, and a lack of awareness about reporting mechanisms.
B. Factors contributing to the perpetuation of harassment within the

academic environment
Several factors contribute to the perpetuation of harassment within the

academic environment in the Philippines. These factors include:
Power Dynamics
Hierarchical structures within academic institutions can create power

imbalances, making it easier for individuals in positions of authority to exploit
their power and engage in harassment. This can include faculty members,
administrators, or even senior students exerting influence over their juniors.
The influence of power can form the two main types of sexual misconduct: quid-
pro-quo (an exchange of sexual favors/acts for some form of payment whether it
be social or monetary), and the hostile work environment where the prevalence of
sexual behavior makes the environment one is in extremely stressful to point
that it affects the victim’s performance.
Power dynamics within sexual relationships, especially those non-consensual
and inappropriate, highlight that these interactions are based more on power
than the gratification of sex. Domination over victims often feeds the motivation
of assault cases. Sexual violence, which is any form of unwelcomed and forced
sexual contact, becomes even more difficult to bring to justice whenever the
assaulter is a person in a position of power — such as the power that being a
tenured professor can provide.4
Lack of awareness and education
Limited awareness and understanding of what constitutes sexual harassment

can contribute to its perpetuation. Many individuals may not recognize certain
behaviors as harassment or may be unaware of their rights and the available
mechanisms for reporting and seeking redress.
Norms and cultural factors
Cultural norms and societal attitudes can play a role in perpetuating

harassment. Traditional gender roles and beliefs that normalize or excuse
harassment contribute to a culture of silence and victim-blaming. The fear of
social stigma and the pressure to conform to societal expectations may
discourage victims from speaking out.
Inadequate policies and reporting mechanisms
The absence of comprehensive and effective policies against sexual harassment

within academic institutions can enable its continuation. Inadequate reporting
mechanisms, lack of confidentiality, and fear of retaliation can discourage
victims from coming forward and seeking justice.
Lack of accountability
Failure to hold perpetrators accountable for their actions can create an

environment where harassment persists. When incidents are not properly
addressed or when perpetrators face minimal consequences, it sends a message
that such behavior is tolerated or even condoned.
4
Garner, Hannah (2022, February 20). Sexual Misconduct in Academia: The Role of Power Dynamics.
Retrieved from: https://www.carolinapoliticalreview.org/editorial-content/2022/2/20/sexual-
misconduct-in-academia-the-role-of-power-dynamics
Limited support for victims
Insufficient support systems for victims, such as counseling services or

dedicated reporting channels, can deter individuals from reporting incidents or
seeking assistance. The lack of empathy or understanding from peers, faculty, or
administrators towards victims can further contribute to the perpetuation of
harassment.
Addressing these factors requires a multi-faceted approach that includes

implementing comprehensive policies, promoting awareness and education,
fostering a culture of respect and equality, providing support systems for
victims, and holding perpetrators accountable. Collaborative efforts between
academic institutions, government agencies, and civil society organizations are
crucial to combatting harassment within the academic environment in the
Philippines.
C. Campus culture and its influence on attitudes and behaviors related

to harassment
1. The Campus Culture in the Philippines in Relation to Harassment
It is widely acknowledged that educational institutions are intended to serve as

secure environments for students to learn and develop personally.
Unfortunately, reports of sexual harassment within campuses in the Philippines
have called this notion into question. Despite the enactment of legislation aimed
to address sexual harassment in the Philippines, many students who have
experienced such misconduct have chosen to disclose the incidents through
social media instead of reporting them to the school's administrative authorities.
Several campuses in the Philippines in 2020 have been identified as having

reported incidents of sexual abuse, including prestigious universities such as
Ateneo de Manila University. Students from the Ateneo Senior High School
have expressed their concerns on social media regarding what they perceive to
be the school's lack of response to these incidents. Reports have surfaced
alleging that a faculty member repeatedly harassed students, yet this individual
was still permitted to keep teaching at the university level. These allegations
against Ateneo faculty members coincide with similar accusations against
faculty in other schools, leading to concerns among students and raised
questions about the institution's response to these incidents. (Luna, 2020)5
Based on the information provided by the Commission on Higher Education

(CHED) in 2022 (Luna, 2022)6 and the data of Commission on Anti-Sexual
Misconduct and Violence in 2020 (Luna, 2020), it can be concluded that there
appears to be a significant underreporting of sexual abuse cases in higher
education institutions in the Philippines. While CHED has received reports of
only ten formally filed cases out of a total of 2,200 institutions (Luna, 2022),
earlier reports suggest that only 29.5% of sexual harassment cases are properly
filed and resolved, with 31.6% still being processed. This leaves nearly four out
of every ten cases unresolved and without official disciplinary action taken by
the university administration (Luna, 2020),. These statistics highlight the need
for educational institutions to take a proactive approach in preventing sexual
harassment and providing adequate support to victims. It underscores the
importance of creating an environment that encourages the victims and ensures
that perpetrators are held accountable for their actions.
This trend of students disclosing sexual harassment incidents through social

media instead of reporting them to school authorities emphasize the need for
educational institutions to create a culture of trust and accountability. (Chi,
2023)7 Students should feel safe and empowered to report incidents of sexual
harassment without fear of retaliation or stigma. Schools must also ensure that
their approaches are transparent, fair, and effective in addressing complaints
related to sexual harassment.
In response to the constant reports of sexual abuse occurring in universities and

campuses nationwide, Senator Risa Hontiveros underscored that the Safe Spaces
Act requires all educational institutions, whether public or private, to disclose
their grievance procedures and designate an officer responsible for handling
5
Luna, Franco (2020, June 28) “Ateneo 'saddened' by reports of sexual harassment, vows action 'if
warranted' Philstar.com Retrieved from: https://www.philstar.com/headlines/2020/06/28/2024175/ateneo-
saddened-reports-sexual-harassment-vows-action-if-warranted
6
Luna, Franco (2022, September 2) “CHED wants 'modules' on sexual harassment to 'prevent' teacher-
predators Philstar.com Retrieved from https://www.philstar.com/headlines/2022/09/02/2206908/ched-
wants-modules-sexual-harassment-prevent-teacher-predators
7
Chi, Christina (2023, November 28) “DepEd told: Sexual abuse in schools could be worse than reported”
Philstar.com Retrieved from: https://www.philstar.com/headlines/2023/11/28/2314876/deped-told-sexual-
abuse-schools-could-be-worse-reported
complaints related to violations of the law's provisions. (Dela Pena, 2022) 8 The
Safe Spaces Act outlines and penalizes various forms of gender-based sexual
harassment in public spaces, including catcalling, stalking, and online sexual
harassment, while also providing protective measures for the victims. (Republic
Act No. 11313)9
The issue of sexual harassment in educational institutions in the Philippines is a

complex and multifaceted issue that requires a comprehensive approach. The
Safe Spaces Act provides a framework for addressing sexual harassment in
educational institutions, but its effectiveness will depend on the commitment
and actions of schools and their faculty members. By working together to create
a safe and supportive learning environment, schools can help prevent sexual
harassment and promote a culture of respect and dignity for all students. It is
imperative for educational institutions to take proactive measures in addressing
and preventing sexual harassment, and for students to feel supported and
empowered in reporting such incidents.
2. Different Factors that Influence the Behavior and Attitudes of the

Filipinos in Relation to Harassment in Campuses
The Commission on Higher Education will be launching educational resources

pertaining to ethics, including modules on sexual harassment, with the aim of
disseminating information and strengthening institutions as a solution to
allegations of sexual harassment. (Luna, 2022)10 In order to address the issue, it
is important to understand the underlying factors that influence the behavior
and attitudes of Filipinos in relation to harassment. Listed below are the factors
that may contribute to the issue:
 Traditional Gender Roles
In the Philippines, traditional gender roles hold significant influence in various

aspects of society such as dating practices, marital norms, educational
expectations, and professional and familial domains. As a predominantly
8
Dela Pena, Kurt (2022, Spetember 06) “Sexual abuse in PH schools: The silent scream of students”
Inquirer.net Retrieved from: https://newsinfo.inquirer.net/1659298/sexual-abuse-in-ph-schools-the-silent-
scream-of-students#ixzz7e78GWF49
9
Republic Act. No. 11313 “Safe Spaces Act of 2018” Philippine Congress (July 23, 2018) Retrieved from:
20190417-RA-11313-RRD.pdf (officialgazette.gov.ph)
10
patriarchal society, these roles have a notable impact on attitudes and behaviors
related to harassment. (Gender Roles within the Philippines, 2008)11
According to recent data from the United Nations Development Programme

(UNDP), 99.5% of the population in the Philippines, including 99.33% of men
and 99.67% of women, hold biases against women based on survey data
collected from 2017 to 2022. (Esquire Philippines, 2023)12 The Gabriela Women’s
Party has highlighted that the prevailing culture of misogyny hinders women’s
empowerment in the country. The portrayal of women as sexual objects in the
media reinforces sexism in society, which perpetuates a culture of sexual
harassment. (Chi, 2023)13
Women are typically expected to be submissive and obedient, while men are
expected to be assertive and dominant in this culture. (Gender Roles within the
Philippines, 2008) 14This cultural norm can foster a culture of sexual harassment
where men feel entitled to women's bodies and women are taught to tolerate
unwanted advances due to societal pressures and expectations.
Power dynamics
The inherent power dynamics present in educational settings, where faculty

members and administrators hold positions of power over their students, can
foster attitudes and behaviors conducive to harassment. Similarly, situations
where students hold positions of power but are less accountable for their actions
can also perpetuate a culture of harassment, as they may be viewed as role
models or leaders within the campus community. The deference towards
authority figures within educational institutions may further contribute to
perpetuating silence and cold cases of harassment from individuals in positions
of power.
11
Gender Roles Within the Philippines. (2008, May 5). Retrieved February 25, 2015, from
https://voicelab9.wordpress.com/non-western-cultural-norms/gender-roles-within-the-philippines/
12
Esquire Philippines (2023, June 13) “99.5 Percent of Filipinos Have Biases Against Women, According to
UN Data” https://www.esquiremag.ph/culture/lifestyle/united-nations-gender-social-norms-index-2023-
a00203-20230613
13
Chi, Christina (2023, June 14) “Nearly all Filipinos biased against women due to ‘culture of misogyny’
— Gabriela” Philstar.com Retrieved from: https://www.philstar.com/headlines/2023/06/14/2273846/nearly-
all-filipinos-biased-against-women-due-culture-misogyny-gabriela
14
Gender Roles Within the Philippines. (2008, May 5). Retrieved February 25, 2015, from
https://voicelab9.wordpress.com/non-western-cultural-norms/gender-roles-within-the-philippines/
The Commission on Higher Education (CHED) underscores the existence of
ambiguous power dynamics in teacher-student relationships, which highlights
the need of keeping students aware of boundary violations. The CHED asserts
that students may exhibit critical judgment regarding what constitutes
harassment or whether professors are merely offering assistance due to the
blurred nature of these dynamics. (Luna, 2022)15
Societal Approach on Harassment
In light of its internal monitoring of sexual abuse complaints within educational

settings, Enough is Enough, an organization comprised of individuals who have
endured sexual harassment, has determined that numerous cases remain
unresolved and perpetrators have not faced any repercussions. This revelation
underscores the reluctance of students to report instances of sexual abuse, as
uncertainties surrounding the consequences for offenders persist. Conversely,
the Department of Education (DepEd) acknowledges the challenges it faces in
conducting investigations, primarily due to the hesitation of victims or
witnesses to provide formal affidavits detailing their experiences. This
reluctance has resulted in several cases of sexual harassment remaining
unresolved. (Chi, 2023)16
Furthermore, the gaslighting and victim-blaming the students experienced from

parents and institutions, which prioritize their reputations, serve as an
additional barrier to survivors coming forward. There is a prevailing sense of
shame associated with disclosing incidents of abuse, especially on social media
platforms, as survivors often feel the need to conceal their identities due to
societal prejudices. (Dela Pena, 2022)17 This reluctance is compounded by the
fear of retaliation and revictimization during interactions with authorities. The
intimidation on the students to know on how much they have to lose, to go
through, in order for them to seek justice, when it’s supposed to be enough for
15
16
Chi, Christina (2023, November 28) “DepEd told: Sexual abuse in schools could be worse than reported”
Philstar.com Retrieved from: https://www.philstar.com/headlines/2023/11/28/2314876/deped-told-sexual-
17
Dela Pena, Kurt (2022, September 06) “Sexual abuse in PH schools: The silent scream of students”
them to have a complaint and for them to be able to speak up about the
harassment. (Abad, 2022)18
Education and Awareness about Harassment
The lack of education and awareness regarding harassment among students,

faculty, and administrators can significantly contribute to the attitudes and
behaviors related to harassment within educational institutions. It is vital that
students are informed about their rights in cases of harassment and empowered
to take action. Initiatives for Dialogue and Empowerment through Alternative
Legal Services (IDEALS), a non-governmental organization, has emphasized the
importance of increasing awareness and providing legal education to students
to prevent harassment.
IDEALS has noted that while there may be existing mechanisms in place to
address cases of abuse, survivors may not always utilize them due to a lack of
knowledge about who to approach for assistance, be it teachers, school
administration, or government agencies. It is crucial that these mechanisms are
efficient and easily accessible to young learners who may be hesitant to speak
out. Complaints cannot be properly addressed if victims are unwilling or unable
to come forward. (Abad, 2022)19
Sadly, sexual harassment remains a persistent problem in Philippine schools, as

evidenced by students continuing to speak out on social media about the abuse
they have experienced or witnessed at the hands of their teachers. Despite
ongoing campaigns to address this issue, cases of impunity persist and are
frequently shared online.
Mental Health and Trauma from Harassment
The Australian parenting website raisingchildren.net asserts that individuals of

all backgrounds are susceptible to sexual violence, and those who have endured
such atrocities require assistance for their physical, psychological, and social
18
Abad, Michelle (2022, September 23) “Harassed students need more awareness, access to rights – lawyer”
Rappler.com Retrieved from: https://www.rappler.com/nation/lawyer-says-harassed-students-need-more-
awareness-access-rights/
19
Abad, Michelle (2022, September 23) “Harassed students need more awareness, access to rights – lawyer”
Rappler.com Retrieved from: https://www.rappler.com/nation/lawyer-says-harassed-students-need-more-
wellbeing. (Dela Pena, 2022)20 This claim is further supported by the
Washington Coalition for Sexual Assault Programs (WCSAP, 2016)21, who has
highlighted that the effects of sexual abuse on children and youth are influenced
upon various factors, including the victim's prior experiences, the nature of the
sexual abuse, and the child's reaction and responses from others upon
disclosure.
In their research, it was stated that children at varying ages manifest distinct
responses to the effects of sexual assault. Older children are more significantly
impacted by sexual assault due to their heightened cognitive awareness of the
traumatic event's implications on their future. In contrast, younger children
primarily focus on their immediate safety and security. Anxiety and post-
traumatic stress in young children are commonly expressed through
developmental regression, aggression, and separation anxiety. Older children,
on the other hand, may exhibit emotional withdrawal, avoidance of distressing
situations, or emotional shutdown. Adolescents who experience severe anxiety
may manifest symptoms such as panic attacks, substance abuse, or self-harming
behaviors. These findings highlight the unique ways in which different age
groups experience and cope with the aftermath of sexual assault. (WCSAP,
2016).
D. Intersectionality and its role in shaping experiences of harassment

among diverse student populations
Intersectionality is a concept introduced by Kimberlé Crenshaw, a prominent

American academic, in the late 1980s. It explains how factors such as race, class,
gender, and other individual characteristics intersect and intertwine with one
another. Crenshaw's intention was to emphasize the importance of considering
beyond singular attributes such as skin color and gender when advocating for
equality, recognizing that individuals often face discrimination or prejudice on
the basis of multiple intersecting characteristics. (Phoenix, 2023))22
20
Dela Pena, Kurt (2022, Spetember 06) “Sexual abuse in PH schools: The silent scream of students”
21
Washington Coalition of Sexual Assault Programs (2016) https://vawnet.org/publisher/washington-
coalition-sexual-assault-programs-wcsap
22
Phoenix, Ann (2023, November 28 )” Intersectionality and Privilege” The Univeristy of Edinburgh
https://www.ed.ac.uk/equality-diversity/students/intersectionality
Gender and sexuality
The intersection of gender and sexuality plays a significant role in shaping

experiences of harassment, particularly for girls, women, and LGBTQ+
individuals. Research indicates that girls and women are more likely to
experience sexual harassment, while lesbian, gay, bisexual, and transgender
(LGBT) students face a higher risk of harassment due to their sexual orientation
and gender identity. (Ceperiano et. al, 2016)23
In the Philippines, LGBT students often encounter bullying, discrimination, lack

of access to information, and even physical or sexual assault in their schools.
These abuses violate students' right to education, as protected under Philippine
and international laws. The lack of information and resources for LGBT youth
seeking help further compounds the issue, as LGBT issues are rarely discussed
in school curricula and are often met with negative or dismissive comments
from teachers. (Human Rights News, 2017)24
Discrimination arises from societal expectations that individuals must conform

to the heteronormative standard of being male and female, leading to
derogatory labels such as "bakla" or "tomboy" for those who do not fit this mold.
(Tan, 1995)25 This gender system can obscure the identities and discrimination
faced by lesbian women and gay men who do not identify with these labels.
(Ceperiano et. al, 2016)
One effective way to address bullying and discrimination in schools is by

providing educational resources that familiarize students, teachers, and staff
with LGBT individuals and issues. Unfortunately, positive information on
sexual orientation and gender identity is scarce in schools in the Philippines,
with messages often portraying same-sex relationships and transgender
identities as immoral or unnatural. (Human Rights News, 2017)26 For the right to
23
Ceperiano et. al (2016) “Girl, Bi, Bakla, Tomboy”: The Intersectionality of Sexuality, Gender, and Class in
Urban Poor Contexts” Philippine Journal of Psychology, Psychological Association of the Philippines.
Ateneo de Manila University
24
Human Rights News (2017, June 21) “LGBT Students Face Bullying, Abuse Discrimination and Lack of
Support Undermine Right to Education” Retrieved from
https://www.hrw.org/news/2017/06/21/philippines-lgbt-students-face-bullying-abuse
25
Tan, M.L. (1995). From bakla to gay: Shifting gender identities and sexual behaviors in the Philippines. In
R.G. Parker & J.H. Gagnon (Eds.) New York: Routledge.
26
Human Rights News (2017, June 22) ““Just Let Us Be ”Discrimination Against LGBT Students in the
Philippines” Retrieved from https://www.hrw.org/report/2017/06/22/just-let-us-be/discrimination-against-
lgbt-students-philippines
education to be meaningful for all students, including LGBT individuals,
collaboration between teachers, administrators, lawmakers, and LGBT
advocates is essential to create safer and more inclusive learning environments
for LGBT children.
Social Class
The fundamental principle of social constructivism posits that every individual

develops within a pre-established social environment shaped by human
interaction, and social reality is collectively constructed through interactive
communication (Siebert, 2004). This theory emphasizes the interplay between
individual developmental processes and socialization dynamics while
highlighting communicative constitution as a means of shaping our world
(Siebert, 2004). Individuals continuously construct social reality in collaboration
with others (Bourdieu, 1991). 27
Social stigma is associated with specific categories resulting in various forms of

exclusionary practices due primarily due dominant social, political, institutional
arrangements regarding accessibility as well as participation in schools as well
as society (Artiles et al., 2016) 28. Students from lower socioeconomic
backgrounds are at higher risk of experiencing harassment compared to their
counterparts from higher socioeconomic backgrounds. This is due to various
factors such as lack of access to resources and support networks that can help
mitigate the impact of harassment. The placement of children with migrant
backgrounds and children with disabilities in less academically challenging
schools, or even segregating them from mainstream classrooms, highlights the
workings of power.
Privileged status is assigned not only through terms attached to children but
also through the social, financial, and cultural capital of particular groups,
which influences the over/underrepresentation of children in different school
types and further shapes their future educational pathways (Artiles et al., 2016).
Disability
27
Bourdieu, P. (1991). Language and symbolic power. Cambridge, MA: Harvard University Press.
28
Artiles, A. J., Dorn, S., & Bal, A. (2016). “Objects of protection, enduring nodes of difference: Disability
intersections” Review of Research in Education,
The relationship between childhood disability and socioeconomic disadvantage
is well established as disabled children and young people are more likely to
come from disadvantaged backgrounds and experience educational and
occupational disparities in adulthood (Siebert, H 2004) 29. Despite the shift
towards sociological models of disability, the formation of these inequalities
remains largely overlooked in mainstream empirical sociology research
(Chatzitheochari & Platt, 2016)30. Stigma plays a significant role in debates
surrounding disabled students' education, as they represent a diverse group of
children and young people with varying mind-body characteristics that deviate
from societal norms of learning and development (Holt et al., 2012)31. In England
where disabled children and young people are usually educated alongside non-
disabled peers in mainstream schools with Special Educational Needs and
Disabilities (SEND) provisions in place alongside regular curriculum learning
(UNESCO), structural discrimination against disabled students persists.
Mainstream schools are only accessible to those who do not disrupt the learning
of non-disabled students (Armstrong et al., 2011)32, and in-school learning
support for disabled students is often focused on normalization (Holt et al.).
This situation falls short of the ideal of inclusive education, which aims to
provide equal opportunities and social justice through the creation of a system
suitable for all learners (UNESCO, 2009).33
With the following following factors, it is evident that intersectionality is a

crucial concept which pointed out the interconnectedness and complexity of
social identities, such as race, gender, social class, and disability. It emphasizes
that individuals often face multiple forms of oppression and prejudice based on
their intersecting social identities. In educational institutions, intersectionality
serves as a guide for understanding the diverse experiences of harassment
among students from varied backgrounds. By acknowledging and addressing
these intersecting social identities through educational resources and inclusive
policies that promote social justice, educational institutions can foster a safer
and more equitable learning environment for all students. However, structural
29
Siebert, H. (2004). Social constructivism: Society as construction
30
Chatzitheochari S, Parsons S, Platt L (2016) Doubly disadvantaged? Bullying experiences among disabled
children and young people in England
31
Holt L, Lea J, Bowlby S (2012) Special units for young people on the autistic spectrum in mainstream
schools: Sites of normalisation, abnormalisation, inclusion, and exclusion. Environment and Planning A:
Economy and Space
32
Armstrong D, Armstrong A, Spandagou I (2011) Inclusion: By choice or by chance? International Journal
of Inclusive Education
33
UNESCO (2009) Policy Guidelines on Inclusion in Education. Paris: UNESCO.
discrimination against marginalized groups, such as LGBT individuals, lower
socioeconomic backgrounds, and disabled students persists. Therefore there is a
need for collaboration between teachers, administrators, lawmakers, and
advocates to create more inclusive and accessible learning environments that
promote equality and social justice for all students in the Philippines.
II. Forms and Manifestations of Sexual Harassment in University

Settings
A. Student-to-student harassment: Understanding peer-to-peer

dynamics
Sexual harassment, which is defined as repeated, unwanted, and unsolicited

sexual advances that can take the form of verbal, nonverbal, visual, or physical
gestures, is viewed as a sickness prevalent in today's educational institutions. 34
Sexual harassment in educational settings refers to unwelcome sexual advances
or offers made with the intention of undermining academic achievement or
creating a hostile and frightening environment for the victims. 35 Everywhere on
campus is vulnerable to sexual harassment. 36 According to research by Owoaje
(2010) and Imonihke et al. (2011), following a harassing interaction, victims
experience poor academic performance, despair, and insecurity. In addition,
many sexual harassment victims may suffer from unintended pregnancies,
abortions, womb loss, and other chronic health risks.37
But who is doing the harassing and why? Most people think that the motivation
behind sexual harassment is power rather than sexual attraction. Adults who
are employed by schools as instructors, administrators, and other staff members
have authority over the students. Some people misuse their power by harassing
others sexually. 38 However, students also harass their peers. Sexual abuse that
occurs between children of a similar age or developmental stage is referred to as
34
Newman MA, Jackson RA. Sexual Harassment in the Federal Workplace Revisited: Influences On Sexual
Harassment by Gender. Public Administration Review. 2004;64(6):705–717.
35
Wetzel R., Brown N.W. Greenwood Publishing Group; 2000. Student-Generated Sexual Harassment in
Secondary Schools.
36
Hill C., Silva E. ERIC; 2005. Drawing the Line: Sexual Harassment on Campus
37
Muoghalu, C. & Olaoye, R. Perception of Sexual Harassment among Students of Obafemi Awolowo
University, Ile Ife, Nigeria. Retrieved from
https://www.nasajournal.com.ng/journal_articles/vol_14/issue_2/paper_9.pdf
38
V. E. Lee, R. Croninger, E. Linn, and X. Chen, “The Culture of Sexual Harassment in Secondary Schools”
American Educational Research Journal, (Washington, D.C.: American Educational Research Association,
1996).
peer-to-peer sexual abuse by the Department for Education (DfE). It can impact
any age group and occur between any number of individuals. The following are
examples of peer-to-peer sexual harassment: (a) sexual violence, such as rape,
assault by penetration, and sexual assault; (b) sexual harassment, such as sexual
remarks, jokes, and online harassment; (c) Upskirting, which is essentially
taking a picture of someone under their clothes without their knowledge with
the intention of viewing their genitalia or buttocks in order to get a sexual
gratification or to embarrass, distress, or alarm the victim; and (d) Sexting, also
referred to as "youth-produced sexual imagery."39
In fact, in the analysis of Lee et al. found that 96% of the students who reported
being harassed had been harassed by a fellow student. Further, more than half
of these students (males and females) say that they have committed at least one
act of harassment against someone else at school. The pervasiveness of peer-to-
peer harassment and the study of Lee et al. about students who are both victims
and perpetrators raise new issues about why students harass and how to
effectively combat harassment among students. 40
Studies have been done in developed countries to ascertain the level of sexual
harassment at different higher education institutions and the effects it has on the
victims.41 According to surveys conducted in the United States, sexual
harassment occurs more frequently than most people realize in higher education
institutions.42 Few studies have revealed a significant rate of sexual harassment
in Africa. According to a University of Malawi survey, there was 6.7% incidence
of sexual harassment among students and 12.6% of rapes on campus. 43
39
Jones-Leska B.(2021, June 18).Peer-on-Peer Sexual Abuse. Retrieved from
https://junipereducation.org/blog/peer-on-peer-sexual-abuse/?
hs_amp=true&fbclid=IwAR2kTQO9nMuOlqwU3LY0DnRPMkZQoL7AFNgSYKpv0ILDWAhaMgk4X_1v6
8M
40
Smith, J.(1998 October).Title IX and Sexual Harassment. Retrieved from
https://www2.edc.org/womensequity/pubs/digests/digest-title9-harass.html#notes
41
Oni, H. et al. (2019, March 19). Sexual harassment and victimization of students: a case study of a higher
education institution in South Africa https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6531969/?
fbclid=IwAR3I6coK1OeaElNXqAFsNbadq_BBAryl3qUBO6lMysR6gKfDbEBGPauX_M4#R13
42
Steenkamp FR. The prevalence of sexual harassment within a student sample of Stellenbosch University. Thesis
presented in partial fulfillment of the requirements for the Degree of Master of Arts (Psychology) at Stellenbosch
University. Cape Town: Stellenbosch University; 2010.
43
Ogbonnaya LU, Ogbonnaya CE, Emma-Echiegu NB. Prevalence of sexual harassment/victimization of
female students in Ebonyi State University Abakaliki, southeast Nigeria. Journal of Community Medicine and
Primary Health Care. 2011;23(1&2):56–57
One of the real peer-to-peer sexual harassment incidents happened in U.S. is a
first-year college student raped by two football players in a university
dormitory. University officials find one of the assailants guilty. 44 During the fall
semester of 2022, inspectors conducted in-person inspections to each of Wales'
twelve further education colleges in order to assess the incidence of sexual
harassment among peers and examine the policies and procedures that serve to
safeguard and assist students between the ages of 16 and 18. They discovered
that the problem of peer-to-peer sexual harassment among college students
between the ages of 16 and 18 is complicated and substantially underreported,
with many students opting not to report instances of sexual harassment or not
knowing how to do so for a variety of reasons.45
Students enrolled in further education (FE) generally identify many instances of

sexual harassment as behaviors they have either personally experienced or seen.
According to them, the most frequent types of sexual harassment are
unwelcome remarks, jokes (in person or online), and derogatory statements
about someone's appearance, gender, or body that are intended to embarrass,
upset, or frighten. Specifically, students who identify as female and/or LGBTQ+
frequently encounter offensive remarks regarding their physical appearance.
Female students claim that they frequently receive unsolicited messages,
photographs, or comments that are sexual in nature, along with their female
friends. College administrators informed that students who identify as LGBTQ+,
female, or who have special education needs are the most common victims of
sexual harassment.46
Male students generally think that guys who go too far and "get it wrong" in
their attempts to show off to their mates or court ladies wind up harassing them
sexually. The students informed that individuals from male-dominated social
organizations, sports teams, and occupational or curriculum sectors exhibit
these behaviors most frequently. A worrying trend involves some male students
imitating and adopting the sexist and misogynistic views and attitudes of online
influencers. Male students frequently view sexual harassment and assault
44
Smith, J.(1998 October).Title IX and Sexual Harassment. Retrieved from
https://www2.edc.org/womensequity/pubs/digests/digest-title9-harass.html#notes
45
(2023 June).Peer-on-peer sexual harassment among 16 to 18-year-old learners in further education.
Retrieved from https://www.estyn.gov.wales/system/files/2023-06/Peer-on-peer%20sexual%20harassment
%20among%2016%20to%2018-year-old%20learners%20in%20further%20education%20colleges%20across
%20Wales.pdf?fbclid=IwAR08NrPBSpK6FJc-aUcfbAMMoabsUXc3gs0kiT3NntAUuAdVavpDHmpxwgY
46
Ibid
directed at them by other male students as "banter" or taunting; they maintain
that there is rarely a sexual motive for this. This kind of conduct and mindset
runs the risk of distorting the public's understanding of what constitutes
appropriate behavior. Certain areas of the college's buildings and grounds can
make students feel confined and uneasy. These can turn into "no go areas"
where groups of students—typically male students—dominate and routinely
abuse and threaten fellow students.
In 2002, the UPLB Gender Center established the Office of Anti-Sexual

Harassment (OASH). Its goal is to keep an eye out for instances of sexual
harassment that take place on campus in accordance with RA 7877, sometimes
referred to as the Anti-Sexual Harassment Act of 1995. OASH has received 55
complaints of sexual harassment since its founding. Most of the complainants
were students. Nonetheless, majority of the aggressors were also students,
followed closely by teachers, non-UPLB individuals, and administrative staff,
respectively. The rate of student-student sexual harassment (21%) is higher than
that of harassment of student-teacher (15%). The number of sexual harassment
cases of student-student would actually be bigger if it is combined together with
the student-group (student organization) relationship. The members of the
student organization are, after all, students.47
B. Faculty-to-student harassment: Examining power imbalances and

academic hierarchies
The issue of sexual harassment in educational setting is serious since it affects

not only the victims but also the broader educational community. Republic Act
No. 7877 also known as the “Anti-Sexual Harassment Act of 1995”, addresses
sexual harassment. This law declares unlawful forms of sexual harassment
committed in the employment, education, or training environment.
Section 3 of RA 7877 defines education related sexual harassment as sexual

harassment committed by an employer, employee, manager, supervisor, agent
of the employer, teacher, instructor, professor, coach, trainor, or any other
person who, having authority, influence or moral ascendancy over another in a
work or training or education environment, demands, requests or otherwise
47
Out of the Shadow: Bringing Light on Sexual Harassment at UPLB
https://ovcre.uplb.edu.ph/press/features/item/418-out-of-the-shadow-bringing-light-on-sexual-harassment-
at-uplb
requires any sexual favor from the other, regardless of whether the demand,
request or requirement for submission is accepted by the object of said Act 48. It is
committed:
(1) Against one who is under the care, custody or supervision of the
offender;
(2) Against one whose education, training, apprenticeship or tutorship is

entrusted to the offender;
(3) When the sexual favor is made a condition to the giving of a passing
grade, or the granting of honors and scholarships, or the payment of a stipend,
allowance or other benefits, privileges, or considerations; or
(4) When the sexual advances result in an intimidating, hostile or

offensive environment for the student, trainee or apprentice.
Additionally, Article II, Section 11 of the 1987 Philippine Constitution provides

that “the State values the dignity of every human person and guarantees full
respect for human rights”49. This offensive act violates the worth of a person
recognized under the Constitution. When the victim is a minor, certain child
protection laws, such as the Republic Act No. 7610 or the Special Protection of
Children against Abuse, Exploitation and Discrimination, are applicable.
Faculty to student harassment is a serious problem that can take place in

academic environments. It involves the abuse of power and authority by faculty
members towards their scholars. There are many ways that this kind of
harassment can do, similar as verbal or sexual assault, bullying, or exploitation.
However, the procedures may affect criminal charges against the faculty in
addition to administrative actions if the evidence supports it.
The Philippine Civil Service Commission issued Resolution No. 2100064

amending certain provisions in the 2017 Rules on Administrative Cases in the
Civil Service (RACCS), particularly the sections pertaining to the administrative
48
Republic Act No. 7877, Sec. 3 | Official Gazette of the Republic of the Philippines
49
The 1987 Constitution Of The Republic Of The Philippines – Article II | Official Gazette Of The Republic Of The Philippines
procedures for allegations of sexual harassment if the offender is a government
employee.50
One of the key factors that contribute to faculty to student harassment is the
power imbalance between faculty members and students. Faculty members are
in positions of power and have an important influence in how students grow
academically. Because of this power imbalance, there may be a situation where
students feel vulnerable and hesitant to report harassment for fear of reprisals or
harm to their academic prospects.
In 1873, the study by Herbert Spencer, a sociologist, argued that societies

develop and progress through a process of differentiation, where different social
roles and functions occur to meet the needs of a complex society. This
differentiation leads to the development of specialized institutions, such as
educational institutions, where power imbalances can arise. According to
Spencer, the division of labor and specialization in society results in individuals
with different levels of expertise and knowledge. In the educational system,
faculty members are considered as authorities with the necessary knowledge
and skills to coach and educate students. Spencer’s theory also highlights the
functional aspect of power imbalances. He argued that power imbalances are
essential to society's proper operation. The assumption that faculty members
possess the necessary skills to deliver high-quality education and uphold
discipline in educational settings justifies the power imbalance between them
and students.51 However, it’s important to note that Spencer's theories have
limitations and have received criticism. His viewpoint, according to his critics,
frequently serves to uphold the social injustices and power structures that
already exist. They contend that power imbalances have the potential to restrict
social mobility and cause some groups to be excluded.
The power imbalances between faculty and students are a complicated problem
influenced by a few institutional, social, and cultural factors. To empower
students and support their intellectual growth, some argue that it is essential for
50
MC No. 11, s. 2021, Civil Service Commission
51
2015.22506.The-Study-Of-Sociology, n.d.
maintaining order and ensuring an effective education, while others highlight
the need for a more balanced and student-centered approach.
Academic hierarchies also play a role in faculty to student harassment. Within

academic institutions, there is often a hierarchical structure where faculty
members hold higher positions and exercise greater control than students. This
hierarchy can further worsen the power imbalance between faculty and
students, making it easier for faculty members to engage in harassment without
facing consequences. Moreover, academic hierarchies can build a culture of
silence and enable the perpetuation of harassment. Because faculty members
could be protected by their positions or connections within the institution,
students may feel that reporting harassment will not result in any action being
taken. This may discourage students from seeking justice and reporting
harassment they have experienced.
In the case of Philippine Aeolus Automotive United Corporation vs. National Labor
Relations Commission52, the Court explained that the essence of sexual harassment
is not the violation of the victim's sexuality but the abuse of power by the
offender. To clarify, the law seeks to punish the unethical use of power and
authority that takes the form of sexually suggestive or sexually charged
behavior. In Anonymous Complaint against Atty. Cresencio P. Co Untian, Jr. 53, the
Court said “R.A. No. 7877 does not require that the victim had acceded to the
sexual desires of the abuser. Further, it is not necessary that a demand or
request for sexual favor is articulated in a categorical manner as it may be
discerned from the acts of the offender. In addition, sexual harassment is also
committed in an educational environment when the sexual advances result in an
intimidating, hostile or offensive environment. In short, it is not necessary that
there was an offer for sex for there to be sexual harassment as a superior's
conduct with sexual underpinnings, which offends the victim or creates a hostile
environment would suffice.” To believe in the efficiency of legislation is to
believe that certain prospective penalties or rewards will act as deterrents or
incentives-will modify individual conduct, and therefore modify social action.
52
387, Phil. 250, 264 (2000)
53
851, Phil. 352, 2019.
Though it may be impossible to say that a given law will produce a foreseen
effect on a particular person, no doubt is felt that it will produce a foreseen
effect on the mass of persons (Spencer, 1880).
Moreover, the approach of the Parsons’s system argues that educational

institutions act as an instrument of secondary socialization. It is in school that
children learn not just the values of their own family, but also the universalistic
values of the whole of society54.
To address faculty to student harassment, it is crucial for academic institutions

to take proactive steps to prevent and address these issues. This includes
implementing precise and comprehensive policies against harassment,
educating and training staff and students on what exactly harassment is, and
setting up channels for reporting incidents that guarantee student privacy and
safety. Furthermore, academic institutions should strive to create a culture of
respect and equality, where all members of the community are treated with
dignity and fairness. This can be achieved by promoting diversity and
inclusivity, fostering open communication channels, and holding faculty
members accountable for their actions. Lastly, addressing faculty to student
harassment requires a collective effort from academic institutions, faculty
members, and students. By examining power imbalances and academic
hierarchies, and taking concrete steps to address and prevent harassment, we
can create safer and more equitable learning environments for all students.
C. Staff-to-student harassment: Analyzing the role of non-academic

personnel
Harassment in STEM (science, technology, engineering, and mathematics)

sectors is becoming more prevalent in the United States. Any unwanted or
negative behavior based on an individual's identity (e.g., gender, color, age, or
religion) is considered harassment and can take the form of verbal or sexual
abuse (Equal Employment Opportunity Commission, 2021). Although
harassment in the STEM fields has received a lot of attention in the literature,
academic settings have received less attention (Keashly & Neuman, 2010). This
54
Hudson, J. (1978). Structural functional theory, social work practice and education. J. Soc. & Soc. Welfare, 5, 481.
is especially critical because academic STEM teachers and staff report
harassment and mistreatment at a rate twice as high (30% vs. 15%) as industry
workers (Woolston, 2021). According to Fairchild et al. (2018), harassment in
academic contexts is often ignored and is a challenge to resolve due to its non-
legal status. Preventative measures that make academic settings harassment-free
are therefore necessary. It is crucial to comprehend how academics interpret
harassment to develop preventative initiatives that cater to the various demands
of staff, professors, and students as well as to put in place efficient policies
(Tinkler, 2008). In addition to making it more difficult to seek assistance (e.g.,
confront the offender, report harassing conduct), power imbalances can also be
a contributing factor in harassing behaviors (Else, 2018).55
Two high-profile incidents involving sexual harassment of students by staff

members have also occurred recently in the United Kingdom. Professor Sara
Ahmed left Goldsmiths in May, citing her displeasure with the school's
handling of sexual harassment between staff and students. Universities are
utilizing non-disclosure agreements to hide instances of sexual harassment
between staff and students, as the Guardian recently reported. Furthermore,
professionals in this field are aware that most victims of sexual harassment,
assault, or other wrongdoing in higher education choose not to disclose their
encounters to their university.56
There are numerous reasons why women may choose not to report sexual
offenses to the authorities or to anybody at all. These reasons could be a lack of
clear policies regarding sexual harassment, confusion about who to report it to,
or the harassment being accepted or encouraged by the very people a student
would report it to (such as a personal tutor or department head who may be
friends with the perpetrator). Furthermore, if a student is in a relationship with
a staff member, they might not recognize their experience as sexual harassment
or misconduct; it might not occur to them until the relationship ends that they
are in a precarious situation, since the relationship can jeopardize their
intellectual confidence, academic support, references, and work offers.57
55
Mehdiabadi, A. et al.(2002).Defining Harassment in Academic Engineering: A Study of Student, Faculty,
and Staff Perceptions https://peer.asee.org/defining-harassment-in-academic-engineering-a-study-of-
student-faculty-and-staff-perceptions.pdf
56
(2016).Staff-to-student sexual harassment must be tackled urgently.
https://wonkhe.com/blogs/comment-staff-to-student-sexual-harassment/
57
Ibid
In the United Kingdom, there was virtually little knowledge about sexual
harassment by staff members towards students. This was discovered when
founded The 1752 Group, a new advocacy group and consulting firm on the
subject. Drawing from their experiences working on a significant sexual
harassment case in the UK, their backgrounds in corporate research,
safeguarding in schools, organizational change management, and supporting
survivors of sexual violence, they are now trying to bring this issue to the
forefront of higher education in the UK and provide the resources that
universities will require.58
D. Online harassment: Exploring the impact of technology on

harassment incidents
The problem of online harassment has grown in frequency in the current digital
era. Because of the advancement of technology and the increasing usage of the
internet, people can now abuse others on various kinds of platforms, including
social media, online forums, and messaging applications. Technology has a
major impact on harassment situations that can be both beneficial and
detrimental. The Philippines has implemented numerous laws to address online
misconduct, including the Republic Act No. 10175 also known as the
Cybercrime Prevention Act of 2012. Cyberbullying, cyberstalking, and other
online abuse are specifically addressed by this act 59. Further, the law provides a
framework for investigating, prosecuting, and punishing offenses committed
online. Gender-based online sexual harassment based on Section 12, Article II of
Republic Act No. 11313 of the “Safe Spaces Act” refers to the use of technology
to intimidate and terrorize victims through various means. This can include
making unwanted sexual, misogynistic, transphobic, homophobic, and sexist
remarks and comments publicly or through private messages. It also involves
invading the victim’s privacy through cyberstalking, incessant messaging, and
sharing media without their consent. Additionally, it includes unauthorized
recording and sharing of the victim’s photos, videos, or personal information
online. Perpetrators may also impersonate the victim or spread false
58
(2016).Staff-to-student sexual harassment must be tackled urgently.
https://wonkhe.com/blogs/comment-staff-to-student-sexual-harassment/
59
Republic Act No. 10175 | Official Gazette of the Republic of the Philippines
information to harm their reputation, or file false abuse reports to silence them
on online platforms60.
Technology's ability to give harassers ease and secrecy is one of its main effects
on online harassment. People can more easily participate in harassing behavior
online without fear of imminent repercussions since they can conceal
themselves behind fictitious identities or screen names. Harassers may feel more
confident and less responsible for their acts because of their secrecy. In addition,
because online harassment is digital in nature, it can be widely disseminated
and leave a lasting impression. It is possible for harassing communications or
content to be screenshotted, reposted, or shared, which can quickly spread and
make it impossible to stop. The victims may suffer severe psychological and
emotional effects from this since the harassment may continue after the initial
incident. Technology's persistent connectivity and availability around-the-clock
have an impact on online abuse as well. People can be singled out and harassed
at anytime and anywhere because of smartphones and other gadgets. As a
result, even when the victim and the harasser are not physically present in the
same place, the harassment can nevertheless violate their personal space and
negatively impact their wellbeing, making it difficult for them to flee or get
relief from it.
Suler (2004) detailed a phenomenon called the online disinhibition effect, which
refers to a significant reduction in internal censorship when communicating in
cyberspace. According to him, individuals say and do things online that they
would not typically say or do in person. They become more relaxed, feel less
constrained, and communicate more openly (p. 321). This effect can be either
benign or toxic. Additionally, in cyberspace, people can opt to communicate
with people in an anonymous manner, so evading the consequences that could
come with their inappropriate actions if they could be identified. However,
disinhibition may not be so beneficial. We see disrespectful languages, severe
criticism, rage, hostility, and even threats. Alternatively, people choose to the
violent, criminal, and pornographic areas of the Internet—areas they would
never explore in the real world.61 The impacts of sexual harassment are
persistent. The victimization pattern of someone who has experienced sexual
60
Republic Act No. 11313 | Official Gazette of the Republic of the Philippines
61
Suler, John. (2004). The Online Disinhibition Effect. Cyberpsychology & behavior : the impact of the Internet, multimedia and
virtual reality on behavior and society. 7. 321-6. 10.1089/1094931041291295.
harassment is identical to that of someone who has been the victim of rape,
sexual assault, or any other type of sexual crime. Self-blame and self-doubt
frequently occur. The victims of sexual harassment clearly show signs of
significant psychological and physical distress. Among them are depression,
anxiety, headaches, sleep issues, trauma, dysfunctional sexual behavior, and
low self-esteem. Sexual harassment is significant from the perspective of
psychology since it typically results in suffering. Sexual harassment is seen by
victims as annoying, disrespectful, distressing, humiliating, frightening,
stressful, and threatening.
But technology also offers ways to stop cyberbullying. Social media companies
and websites can put in place algorithms that identify and delete offensive
information in addition to policies, tools, and methods for reporting and
blocking harassers. To help victims of online harassment, online communities
and support groups might be established. To address the impact of technology
on online harassment, it is crucial for individuals, technology companies, and
legislators to work together. This includes raising awareness about the problem,
educating people about responsible online behavior, and implementing stricter
guidelines and consequences for online harassers. Furthermore, encouraging a
culture of respect, empathy, and digital citizenship can contribute to making the
internet a safer and more welcoming place for all users.
Finally, technology has a big influence on online abuse. It gives harassers new
ways and means of committing acts of abuse, but it also provides opportunities
for support and prevention. We may endeavor to create a digital environment
that is free from harassment and encourages positive connections by
acknowledging the influence of technology on online harassment and
implementing proactive measures.
III. Reporting and Institutional Responses
A. Student awareness and knowledge of reporting mechanisms and

policies
Development of a Strong Policy and Code of Conduct

Anti-Sexual Harassment Policy
The first, crucially important step is to institute a clearly defined, strongly

worded, and readily accessible anti-sexual harassment policy. This is a clear
statement from a tertiary educational institution’s leadership that sexual assault
and sexual harassment are unacceptable. Having a policy in place is a necessary
but not sufficient condition. Good practices suggest to either have a stand-alone
policy or embed the policy in the codes of conduct for students and staff with
the characteristics—not exhaustive—to the right.
It is important to clarify that the policy might not apply when a report is made
about someone that is external to the institution and that—in such cases—there
are limits on any sanctions an institution can impose on that person. That said,
those affected by incidents that occur beyond official business, including
intimate partner violence (IPV), could seek support from services and duty
bearers within the community the institution operates in like police, health
services, and other formal and informal organizations providing support to
survivors.
Code of Conduct
The code of conduct (for all students and affiliated personnel, including on
campus vendors) clarifies an institution’s mission, values and principles linking
them to the highest standards of ethics and morals. The code of conduct should
define the types of unacceptable behavior and indicate how seriously different
acts will be treated—this is particularly important in relation to sexual
misconduct as different acts arising from the same type of behavior should be
treated differently. For example, the act of forcefully kissing another on the lips
is likely to be regarded as a serious discipline offense whereas the act of lightly
kissing another on the back of a hand is likely to be regarded as a less serious
disciplinary offense. This requires adapting the code to specific contexts.
Examples of unacceptable behavior listed below are not exhaustive and the
institution can bring action in relation to other unacceptable behavior. At the
same time, multiple or repeated incidents of misconduct might be more serious
than a single act of misconduct and previous findings should be taken into
consideration when determining the sanctions to be imposed. The code should
also include definitions of any terms which might need to be interpreted to
prevent any misunderstanding.
Development of Complaints Mechanisms
The second crucial step is to establish a fair, accessible and transparent

complaints mechanism that ensures confidentiality and security while reporting
an incident. It is recommended that institutions appoint at least one counselor
(or a team if resources are available) to be the single point of contact to whom all
formal reports of sexual assault or sexual harassment are made. The counselor
must be situated outside of the management structure at the institution and
report directly to the President or Director of the institution. It is important to
ensure that the counselor is aware of ethical and safety guidelines, has access to
referral services, and has access to a space where confidentiality and privacy can
be respected to handle all complaints. This person should be trained to respond
to trauma.
Students and staff should be offered multiple ways to make a formal report of
sexual assault or sexual harassment. Safety apps and online reporting are some
of the methods by which students and staff should be able to make a formal
report. However, there should always bean option for people to make a formal
report in person. At a minimum, they should be provided with the name of a
point of contact, a phone number and an email through which they can file a
formal complaint. This information must be included in the student handbook
and on the institution’s website. Whichever method a student/staff chooses to
make a formal report, an acknowledgment that the report has been received and
information about next steps should be given as soon as possible. Failure to
acknowledge a report in a timely way can be re-traumatizing for the person
making the report. Cases involving sexual violence should be referred to health
centers within 72 hours of the incident, which is the critical period to prevent
unwanted pregnancies and sexually transmitted infections, such as HIV. It is
also the timeframe when survivors most need psychological care and support.
Regardless of the reporting mechanism, students and staff should be provided
with information on support services at all points of the formal reporting
process. For those survivors who do seek help, the process should be driven by
their preferences, as they are most familiar with the circumstances and level of
comfort with the available options, such as proceeding with prosecution. This is
called a survivor-centered approach. As previously mentioned, the principle of
confidentiality should prevail, with the utmost consideration for her safety and
security. The survivor-centered approach aims to create a supportive
environment in which the survivor’s rights are respected and in which she is
treated with dignity and respect. Institutions might not always have the specific
expertise to provide the support required to these sensitive issues. However, it
is expected that they will be able to guide students/staff through the available
options and refer them to specialist advice and support in an empathetic non-
judgmental manner.
Experts recommend that institutions partner with local specialist support

services including NGOs and charities. Institutions should also establish and
maintain strong links with the local police and national health services to
develop and maintain a partnership to prevent and respond to harassment and
abuse.
Prevent, Educate and Raise Awareness

The third—equally important—step is to educate and raise awareness among
students and staff at all levels on how to recognize, prevent, and respond to
sexual harassment. Tertiary education institutions might consider the
integration of sexual harassment content into the organization’s core trainings,
including orientation programs, so students and staff are aware upon entry.
Trainings should include information on the complaints procedure and details
about who to contact if a complaint needs to be made. To increase awareness,
good practices suggest strategies such as posting harassment policies and
resources in accessible locations such as the intranet, email communications,
and messages in cafeterias or bathrooms. Modules on the prevention of sexual
harassment and gender discrimination should be included in staff training.62
B. Efficacy of existing reporting procedures and support systems
The efficacy of existing reporting procedures and support systems in

universities varies widely, reflecting differences in institutional resources,
culture, policies, and the specific needs of their student and staff populations.
However, evaluating these systems' efficacy can be approached by considering
several common factors.
1. Accessibility - Effective reporting systems and support services must be

easily accessible to all students and staff. This includes having clear, well-
62
Rubiano-Matulevich, Eliana. A Guidance Note for Preventing, Reporting and Responding to Sexual
Assault and Sexual Harassment in Tertiary Education Institutions. Retrieved from:
https://thedocs.worldbank.org/en/doc/397161582585064307-0090022020/original/
guidancenotefinal.pdf?fbclid=IwAR0nZGiRn4Y2vgqUjC_5TI8JGHumS0quPkhhQ0D6rN-
dXXOVFL_u4BJAtOIcenotefinal.pdf (worldbank.org)
publicized procedures for reporting incidents (e.g., discrimination,
harassment, academic grievances) and requesting support (e.g., mental
health services, academic accommodations). Accessibility also means
providing multiple reporting and support channels (online platforms, in-
person offices, hotlines) to accommodate different preferences and needs.
2. Awareness and Education - The effectiveness of these systems partly
depends on the awareness and understanding of how they work among
the university community. Regular training sessions, workshops, and
information campaigns can help ensure that students and staff know how
to access support services and what to expect from the reporting process.
3. Response Time and Quality - The promptness and quality of the response
to reports and support requests are critical. Delays can exacerbate issues,
diminish trust in the system, and result in worse outcomes for those
involved. High-quality responses typically involve thorough
investigations, respect for confidentiality, and appropriate action based
on the findings.
4. Support and Resources Offered - The range and quality of support and
resources available to those who report issues or seek help are key
indicators of efficacy. This includes not just the initial response, but also
ongoing support, which might involve counseling services, academic
accommodations, legal advice, and other resources tailored to the
individuals' needs.
5. Fairness and Transparency - Trust in the reporting and support system is
heavily influenced by perceptions of fairness and transparency. Processes
should be clearly outlined, and outcomes should be communicated
effectively to all parties involved, respecting privacy and confidentiality.
There should also be mechanisms for appealing decisions or outcomes,
ensuring checks and balances.
6. Prevention and Proactivity - The effectiveness of support systems is not
just in how they respond to issues, but also in their role in preventing
them. This includes proactive measures such as regular climate surveys,
feedback mechanisms, and programs aimed at promoting inclusivity,
respect, and mental health awareness.
7. Continuous Improvement - Finally, effective reporting procedures and
support systems are not static; they evolve in response to feedback,
changing needs, and best practices. Universities should regularly review
and update their policies, procedures, and services based on data,
feedback from the community, and advancements in the field.
Assessing the efficacy of these systems often involves surveys and feedback
from the university community, audits of the processes and outcomes, and
comparisons with best practices in higher education. Challenges remain,
including underreporting, fear of retaliation, and varying levels of satisfaction
with outcomes. Continuous effort and commitment from university leadership,
staff, and students are essential to improve the efficacy of reporting procedures
and support systems in universities.
C. Challenges faced by victims in reporting and seeking justice
Here are some examples of reporting barriers.
SHAME(HIYA) OF EVERYONE FINDING OUT ABOUT IT AND

BECOMING TALK OF THE TOWN
Often, victims do not disclose sexual violence because they are embarrassed or
do not want anyone to know. Harassment survivors often worry that once they
tell their story, everyone in the school and even their community will know or
in this day of age become viral news/topic.
IN SITUATIONS OF HARASSMENT, THE PERPETRATOR IS USUALLY

KNOWN TO THE VICTIM
Acquaintances, friends, teachers, co-workers or colleagues are more likely to use

tricks, verbal pressure, threats, negative consequences, or victim-blaming
rhetoric63 (i.e. “If you didn’t wear that mini skirt, then the guys wouldn’t have
ogled you and piqued their interest”) during episodes of sexual coercion and
harassment. This impacts a victim’s ability to resist or report what happened.
He or she may blame him/herself instead, or feel responsible for the harassment
and in some cases may lead to depression and suicide.
THERE HAS BEEN NO COMPREHENSIVE AND DECISIVE ACTIONS BY

THE GOVERNMENT
63
Nicole Pietsch, Barriers to reporting sexual harassment.
https://gbvlearningnetwork.ca/our-work/briefs/brief-26.html
Although there are reported cases of sexual and physical abuse, there has been
an apparent lack of accountability against individuals who committed the
crimes against students especially if the abuser is a person of authority.64 This
are added worries to the victims thinking nothing will happen if they decide to
come out and tell the truth. They fear being branded as liars and attention
seekers and someone who is just out trying to destroy the reputation of the
accused.
VICTIMS ARE REQUIRED TO PRESENT HARD EVIDENCES AND GO

THROUGH HARROWING PROCESS TO PROVE THEIR CLAIM
It is not easy to come out and accuse someone of wrongdoing. Unless the
accused was caught in the act doing immoral things, the rule is “innocent until
proven guilty”. And the process is tedious. It usually becomes he said, she said
kind of thing. Then imagine the cost and time you will have to spend in
pursuing the case. Sometimes, you will feel that it is just better to settle or let go
than go through all these legal processes and all the accused gets is a slap in the
wrist. The case of Pia Ildefonso, a former volleyball varsity player of Ateneo de
Manila and daughter of the famous pro-basketball played Danny I. is an
example. Her former boyfriend who happens to be the star player of the Ateneo
men’s basketball team spread and leaked personal content of her without her
consent. She decided to leave the school in the end because she felt that “School
didn’t fight for me”.65 As people see it, the accused was spared of the troubles
because the team was in the middle of their campaign in the UAAP and he was
a vital part of the team. Some even questioned her revelations at that time and
labeled her a distraction and untimely.
FILIPINO CULTURE OF TOXIC MASCULINITY
When you are a Filipino male everyone expects you to just take it like a man and
not complain. When was the last time a Filipino male complained of sexual
abuse? And if in case you decided to complain, everyone will laugh at you and
64
Kurt dela Pena, Sexual abuse in ph schools-the silent scream of students
https://newsinfo.inquirer.net/1659298/
65
Chester Fajardo, https://www.onesports.ph/uaap/article/16898/ateneo-didn-t-
fight-for-me-laments-pia-ildefonso-in-face-of-forthsky-padrigao-controversy
brand you as gay and soft especially when the perpetrator is a woman. There
seems to be an unequal approach to harassment when it comes to men and
women. When the victim is male it is laughable but when the victim is a
woman, everyone believes her right away and even beats up the man accused
without hearing his side first.
D. Role of university administration in addressing and preventing

sexual harassment
Republic Act No. 11313 or Safe Spaces Act or Also known as Bawal Bastos
Law of 2019 covers all forms of gender-based sexual harassment (GBSH)
committed in public places, educational or training institutions, workplace, as
well as online spaces.
Article V, Section 21 of the law specifically refers to Sexual Harassment in

Educational and Training institutions. This include schools, colleges and
universities. The Law states that:
All schools, whether public or private, shall designate an officer-in-charge to

receive complaints regarding violations of this Act, and shall, ensure that the
victims are provided with a gender-sensitive environment that is both respectful
to the victims’ needs and conducive to truth-telling.
Every school must adopt and publish grievance procedures to facilitate the
filing of complaints by students and faculty members. Even if an individual
does not want to file a complaint or does not request that the school take any
action on behalf of a student or faculty member and school authorities have
knowledge or reasonably know about a possible or impending act of gender-
based sexual harassment or sexual violence, the school should promptly
investigate to determine the veracity of such information or knowledge and the
circumstances under which the act of gender-based sexual harassment or sexual
violence were committed, and take appropriate steps to resolve the situation. If
a school knows or reasonably should know about acts of gender-based sexual
harassment or sexual violence being committed that creates a hostile
environment, the school must take immediate action to eliminate the same acts,
prevent their recurrence, and address their effects.
Once a perpetrator is found guilty, the educational institution may reserve the
right to strip the diploma from the perpetrator or issue an expulsion order.
The Committee on Decorum and Investigation (CODI) of all educational

institutions shall address gender-based sexual harassment and online sexual
harassment in accordance with the rules and procedures contained in their
CODI manual.
Article V, Section 22 of the law enumerates the duties of School Head. These
are their duties according to the law:
(a) Disseminate or post a copy of this Act in a conspicuous place in the

educational institution;
(b) Provide measures to prevent gender-based sexual harassment in

educational institutions, like information campaigns;
(c) Create an independent internal mechanism or a CODI to investigate

and address complaints of gender-based sexual harassment which shall:
(1) Adequately represent the school administration, the trainers,

instructors, professors or coaches and students or trainees, students and
parents, as the case may be;
(2) Designate a woman as its head and not less than half of its
members should be women;
(3) Ensure equal representation of persons of diverse sexual

orientation, identity and/or expression, in the CODI as far as practicable;
(4) Be composed of members who should be impartial and not

connected or related to the alleged perpetrator;
(5) Investigate and decide on complaints within ten (10) days or

less upon receipt, thereof;
(6) Observe due process;
(7) Protect the complainant from retaliation; and

(8) Guarantee confidentiality to the greatest extent possible.
d) Provide and disseminate, in consultation with all persons in the

educational institution, a code of conduct or school policy which shall:
(1) Expressly reiterate the prohibition on gender-based sexual

harassment;
(2) Prescribe the procedures of the internal mechanism created

under this Act; and
(3) Set administrative penalties.
Article V, Section 23 of the law states the liability of School Heads.
In addition to liability for committing acts of gender-based sexual harassment,

principals, school heads, teachers, instructors, professors, coaches, trainers, or
any other person who has authority, influence or moral ascendancy over
another in an educational or training institution may also be held responsible
for:
(a) Non-implementation of their duties under Section 22 of this Act, as

provided in the penal provisions; or
(b) Failure to act on reported acts of gender-based sexual harassment

committed in the educational institution.
Any person who violates subsection (a) of this section, shall upon conviction, be
penalized with a fine of not less than Five thousand pesos (₱5,000.00) nor more
than Ten thousand pesos (₱10,000.00).
Any person who violates subsection (b) of this section, shall upon conviction, be
penalized with a fine of not less than Ten thousand pesos (₱10,000.00) nor more
than Fifteen thousand pesos (₱15,000.00).
Article V, Section 24 of the law states the liability of students.
Minor students who are found to have committed acts of gender-based sexual
harassment shall only be held liable for administrative sanctions by the school
as stated in their school handbook.
Article V, Section 25 of the law states the Routine Inspections to be done by the
authorities.
The Department of Education (DepEd), the Commission on Higher Education

(CHED), and the Technical Education and Skills Development Authority
(TESDA) shall conduct regular spontaneous inspections to ensure compliance of
school heads with their obligations under this Act.
IV. Impacts of Sexual Harassment on Students and the University

Community
A. Psychological consequences for victims: Trauma, mental health, and

academic performance
Sexual harassment frequently results in Post Traumatic Stress Disorder (PTSD)

among its most common mental health consequences, significantly impairing
one's psychological well-being. Those affected by this trauma often suffer from
persistent, unwanted recollections, flashbacks, nightmares, and severe
emotional reactions to cues of the distressing experience. However, the effects of
sexual harassment are not limited to these symptoms alone. It can also cause
deep emotional disturbance, including feelings of anxiety and depression.
Victims may battle with lowered self-esteem, engaging in self-blame, and
harboring negative perceptions of themselves. Moreover, the ordeal can lead to
physical manifestations such as panic attacks and disrupted sleep patterns,
further aggravating their mental health challenges.
The recovery of teenagers from assault was more significantly influenced by

social and personal backgrounds than by the nature of the assault itself.
According to the National Institute for Health and Care Research of the United
Kingdom, sexual harassment can disrupt the victim’s school attendance, during
the study period, it was observed that there were long absences from school
resulting to poor educational performance. Some of the victims were unable to
leave their homes feeling consumed with feeling worthless, angry, and stressed.
Some developed violent attitudes and change in behavior like issues with range
and anger.
Numerous victims reported that the atmosphere at home became more strained
following the assault. They experienced feelings of mistrust from their parents
or harbored guilt for causing them distress. Victims who were in sexual
relationships encountered challenges in being sexually active subsequently. This
social isolation also took a toll on their personal relationships. To divert their
minds from intrusive thoughts, victims turned to using recreational drugs and
alcohol, and engaged in self-harm as a coping mechanism.
Victims expressed worries over the interruption of their education due to

mental health issues like anxiety and depression, alongside sleep disturbances,
which resulted in absenteeism and hindered their academic performance. They
outlined a detrimental cycle where mental health challenges contributed to
missing school, thereby escalating stress and exacerbating their mental health
conditions. Additionally, victims were hesitant to go to school if their assailant
was another student, feeling that schools lacked the knowledge to provide them
with the necessary support.
Notably, it has been observed that victims’ cognitive ability is also

compromised. They have difficulty in identifying relevant content, memorizing,
recalling information, engaging in group discussions actively, debates, lacking
in asking probing questions, and articulating arguments. There is also a decline
in learning, school attendance and ability to communicate clearly. Additionally,
the academic performance of affected students was notably impaired as a result
linked to the escalation of mental health issues such as fear, annoyance, anxiety,
and anger.
B. Effects on the campus climate: Trust, safety, and well-being of the

community
The effect of sexual harassment activity in the campus can severely damage the
integrity of the school. There will be significant loss of talent in academics and
decrease in the enrollment of students as well as teachers leaving the institution.
Silence acts as an enabler for sexual harassment to claim its next target.
Remaining silent due to embarrassment, shame, or fear does nothing to advance
societal progress. We need to push ahead. According to Maslow's hierarchy of
needs, fulfilling basic needs like safety is essential before individuals can aspire
to achieve higher level growth needs. To foster the development of resilient,
innovative, and self-actualized learners who thrive in our educational settings,
it's crucial to establish environments that prioritize their safety and well-being.
It is essential for educators to voice their concerns, recognize, and to such

behaviors to secure the students' sense of security. In situations where sexual
harassment is identified among individuals, additional measures might be
necessary to guarantee safety. Educational institutions are obligated to
implement strategies to prevent and address this kind of activity. Advocating
for sex and gender equity in educational settings can enable schools to provide
equal opportunities for challenging academic work, maintain a safe and
supportive learning environment, and ensure excellence in teaching.
From Shah (2011) and Yáñez (1998), educational institution should set clear,
detailed and visible policies and procedures that systematically and explicitly
detail what constitutes sexual harassment, sexual bullying, sexual misconduct,
gender-based harassment and sexual abuse. The institution should conduct
monitoring to uphold a safe environment and culture that includes assessing
risk and identifying locations of potential risks. Establish clear, visible steps of
where and who students can go to seek help and guidance, such as campus
coordinator or counselor. Develop a culture where everyone in the institution
has the courage to speak up. Educate parents and caregivers about available
resources in the district. Train staff to ensure they know what to look for and
how to respond.
C. Academic consequences: Disruptions in learning and educational

outcomes
Sexual harassment at school has the potential to destroy a person's feeling of

self-worth and security, interfere with their education, and prevent them from
realizing their full potential in life. Sexual harassment in schools can lead to
violent behavior, including sexual assault, if it is not addressed. Students may
quit participating in school-related activities and completing their assignments.
They might abandon their studies totally, skip courses, or both. 66 Sexually
abused students report limited academic engagement, low academic
achievement, as well as a generalized sense of insecurity within the university
environment.67
There are two reliable metrics to assess the academic performance and
educational success: Grade Point Average (GPA) and degree completion. GPA is
a system used in high schools and universities, to measure a student’s
performance and academic achievement and is usually calculated using a scale
66
https://www.ohrc.on.ca/en/sexual-harassment-education-brochure#:~:text=Psychological%20effects
%20may%20include%20anxiety,and%2For%20alcohol%20to%20cope.
67
https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1202241/full
of 0 to 4 68 while degree completion indicates whether or not a student fulfilled
the criteria for their degree.
In the study of Jordan et al., (2014), it was found that women who were sexually
assaulted prior to entering school were over three times more likely to have a
GPA below 2.5 at the end of their first semester compared to students who were
not victims of sexual assault. These survivors of sexual assault continued to be
nearly twice as likely to continue to have a decline in GPA until the end of
second semester. The trend of declining GPAs was particularly evident to
women who experienced a forced rape during their first semester. It
demonstrated that despite students having satisfactory GPAs for acceptance
into post-secondary education, experiences with sexual violence may impact
students’ ability to maintain and or improve their GPA at the post-secondary
level. This is significant as an estimated 20% of women are sexually assaulted
during their undergraduate education, and therefore could be at greater risk of
being negatively impacted academically due to experiencing sexual violence
(Graham et al., 2021)
The trauma resulting from harassment may hinder students’ participation in

class discussions, collaborative projects, and extracurricular activities.
D. Long-term effects on student retention, engagement, and alumni

relations
Harassment and assault can have long lasting physical and psychological
damaging impact. They contribute to a hostile and unsafe environment at an
institution. It impacts the ability of a survivor to learn or continue to attend the
institution.69
Student relationships with educational institutions are permanently impacted

by sexual harassment, which also has an immediate negative impact on
students' well-being and academic performance. A student's decision to
continue their studies at a certain institution might be strongly influenced by
their encounter with sexual harassment. Because of the detrimental effects on
their general sense of safety, academic standing, and mental health, victims
could feel forced to quit. In order to increase student retention rates and create a
supportive learning environment, it can be crucial to recognize and address the
elements that contribute to sexual harassment.
68
https://www.timeshighereducation.com/student/advice/what-gpa
69
https://www.aauw.org/resources/research/crossing-the-line-sexual-harassment-at-school/
By examining the long-term effects on engagement, educational institutions can
develop strategies to create inclusive and supportive environments that
encourage active participation and a sense of belonging.
Alumni' perceptions and interactions with their alma mater can be influenced
by their experiences with sexual harassment. Those who experienced
harassment as students may have a lower likelihood of remaining positive
alumni links with the school. By addressing sexual harassment, an institution
can improve its reputation and build a network of support for future graduates
while also promoting healthy alumni relations and the well-being of present
students.
V. Prevention and Intervention Strategies
A. Educational initiatives: Awareness campaigns, training, and

workshops
B. Policy enhancements: Reviewing and strengthening existing anti-

harassment policies
C. Creating safe spaces: Support services, counseling, and advocacy

programs
In order to proactively address and combat sexual harassment in academic

institutions, prevention initiatives must be established, as well as intervention
strategies and mechanisms after an event of sexual misconduct. Following the
Social Ecological Model, a Comprehensive University-Based Prevention and
Intervention Plan can be formed to promote safe spaces among students and
faculty members.70
70
Dills, J., Fowler, D., & Payne, G. (2016). Sexual Violence on Campus: Strategies for Prevention.
Centers for Disease Control and Prevention.
Individual
A seminar-workshop on bystander intervention can be conducted among

incoming first-year students of the university, where they can be immersed in
concepts about gender-positivity, sexuality, and safe spaces. The discussion will
strongly remind students that sexual harassment is a grave violation of
university policies, and consequences such as expulsion would befall upon
perpetrators after thorough investigation.
The workshop can also include hypothetical scenarios, where students can
engage and interact by choosing what actions to take as a witness of sexual
harassment. Along with this, students can be trained on how to be vigilant of
sexual misconduct on campus, and they can be informed of the right steps to
take when they have witnessed such occurrences instead of remaining as a
bystander.
Relationship
Among groups of students such as course blocks, varsity teams, school

organizations, in-campus dormitories and such, activities that raise awareness
on Sexual Orientation, Gender Identity, and Expression (SOGIE), gender
equality, and respectful relationships can be curated, which may be deemed
required by the university administration each academic year.
A thorough orientation on safe spaces and consent is also crucial among
student-atheletes, especially male athletes, due to their heightened risk for
perpetuating sexual assault.71 The risk factor stems from problematic values of
hypermasculinity and cultures of aggressiveness in male varsity teams, which
could be driving forces for sexual harassment. As such, coaches of varsity teams
must be trained on handling sexual misconduct cases, and a coach-to-athlete
intervention strategy may be implemented where there will be no bias towards
the coaches’ athletes. During investigations, accused athletes may also be
suspended from training or playing in competitions.
Furthermore, the issue of teachers being perpetrators for sexual misconduct

remains as a social concern at present time. 72 Because of this, faculty and
teaching staff must be required for a safe spaces and bystander intervention
seminar in order to prevent faculty-student sexual harassment cases, where they
will also be reminded of the consequences for sexual misconduct such as
permanent dismissal.
Community
A school-based organization can be established as a first-response team for

sexual harassment reports. Members must undergo training that enables them
to help create a gender-safe, gender-inclusive, and gender-responsive
community within the university. They would also be in-charge of creating
public resources that raise awareness on sexual harassment, as well as reporting
and case-handling processes. The organization may also partner with the
university’s student council for increased viewer reach of resources, seminars,
and programs.
As an organization that advocates for safe spaces, it would also spearhead

bystander intervention seminar-workshops for students and faculty members.
Organization officers may also convene sexual harassment victims who are
willing to form a support group—to remind fellow victims that they are not
alone, their feelings are completely valid, and they always have the right to
speak up against all forms of sexual violence.
71
Hentschel, T., Heilman, M. E., & Peus, C. V. (2022, April 24). Sexual Violence at University: Are
Varsity Athletes More at Risk? Frontiers.
72
Jeglic, E., & Jay, J. (2023, May 17). Educator Sexual Misconduct Remains Prevalent in Schools.
Psychology Today.
Students may also apply to the organization as first responders or individuals
that the victims can come forward to and report acts of sexual misconduct
within the campus, as student victims may be more inclined to open-up to
fellow students. The first responders may ask victims if they wish to file a case
or ask for referral to counseling or psycho-social services. These responders will
ensure that the victims are safe and guided in every step of the case-handling
and investigation process, and they must also sign a non-disclosure agreement
to protect the victims’ privacy.
Societal
The university administration must set policies or strengthen existing ones in

the student handbook that concern sexual harassment cases, such as
consequences for student or faculty perpetrators. They must systemize
mechanisms on how to address sexual harassment reports, conduct
investigations, handle cases with confidentiality, and refer victims to counseling
or psycho-social services.73
The administration can collaborate with the university’s first-response team for
responding to victim reports, and improve case-handling and investigation
processes that prioritize the welfare of victims and ensure consequences for
guilty perpetrators. They can also avail mental health services, where victims
who opt for psycho-social services can be provided with access to resources that
may improve their mental well-being and help process their trauma.
In addition, the guidance counselors of the university must work hand-in-hand

with the administration regarding sexual harassment cases. During or after case-
processing, counselors who are trained in addressing trauma can provide
support and empowerment to victims who opt for counseling.
Existing Initiatives in the Philippines
The Sanggunian: Commission on Anti-sexual Misconduct and Violence

(CASMV)
73
Berkeley PATH to Care Center. (2020). A Guide to Preventing Sexual Violence and Harassment in
Field Placements: For graduate students, graduate programs, and all who want to prevent violence.
PATH to Care Center.
In the Ateneo de Manila University, the CASMV is a student rights commission
under the Sanggunian, the autonomous student government of the Ateneo de
Manila University - Loyola Schools. Its objective is to provide first response and
peer-level support to victims of sexual harassment and any analogous actions to
it. It also functions as a hub that links students to support services such as
mental healthcare (chatlines, psychological counseling, and psychiatric
consultation), legal aid, shelter, and reproductive health advice.74
Ateneo de Manila University Gender Hub
The establishment of a gender hub in the Ateneo de Manila University is one of

the institution's initiatives to promote safe spaces and prevent sexual
misconduct on campus. It provides case response services and gender
sensitivity trainings for its faculty and students. 75 Given this, the creation of the
hub is a pivotal step to make the school free of sexual and gender-based
violence. The hub has also drafted a Gender Justice Code of Practice Against
Sexual Harassment, which is a “comprehensive manual on all the University’s
commitments, procedures and services” when it comes to sexual misconduct
cases involving the Loyola Schools students and faculty.76
D. Collaboration with external organizations: Partnerships for

prevention and support
University of the Philippines Center for Women’s and Gender Studies

(UPCWGS)
The UPCWGS can be partnered with for seminar-workshops on sexual

harassment prevention within the university, as its members have background
on dealing with sexual misconduct. It also currently offers counseling and
psycho-social assistance for sexual harassment victims, which the university can
refer victims who opt for counseling support. This is aligned with the center’s
goal to create a psychologically safe space for victims—a space that completely
recognizes their traumatic experience and need for care and support.77
74
CASMV Helpdesk. (n.d.). Ateneo Sanggunian.
75
Gender & Development. (n.d.). Ateneo de Manila University.
76
Regala, F. G., & Yap, P. (2019, April 8). LS proposes Gender Hub for provision of safe spaces in
Ateneo. The GUIDON.
77
Counseling. (n.d.). UP Center for Women's and Gender Studies.
Lunas Collective
Lunas Collective is a volunteer-based safe space for women and

individuals of various sexualities who have experienced Sexual and Gender-
Based Violence (SGBV). It promotes help-seeking among victims and has a
survivor-centered approach in caring for survivors of SGBV.78
One of its programs that can be integrated within a university setting is

the Feminist Counseling Boot Camp which can train university counselors in
caring for victims of sexual harassment using a feminist perspective. 79 The
following are focus areas of the boot camp which can be useful for developing
care methods when counseling SGBV victims:
1. Gender, Sexuality, and Power Orientation

2. Foundations of Feminist Counseling
3. Impact of Gender-Based Violence and Sexual and Reproductive Health
on Mental Health
4. Identifying Signs and Symptoms of Disorders Related to GBV
5. Building Therapeutic Alliances with Service Users
6. Ethics and Clients’ Rights
Aside from the boot camp, Lunas Collective also currently operates a chat
helpline, through which the university can refer victims who seek someone to
talk to about their experiences. Lunas Collective can also train members and
first responders of the university’s first-response team for sexual harassment in
providing care for victims before referring them to counseling or psycho-social
services.
VI. Institutional Culture Change
A. Leadership’s role in fostering a culture of respect and accountability
Workplace culture is shaped in a special way by leaders. According to research,

the best indicator of sexual violence is the culture of the workplace. Reducing
violence on campus can be greatly aided by leaders who exhibit integrity, self-
78
What We Do. (n.d.). Lunas Collective.
79
Feminist Counseling Boot Camp and Feminist Leadership Training Empowers Leaders and
Counselors. (2022, December 6). Lunas Collective.
awareness, and empathy. Teachers and employees will also take sexual assault
seriously when their leaders do.
Anybody who has formal or informal oversight or authority over the work or
study of another faculty member, staff member, or student is considered a
leader in the context of discussing sexual violence in the workplace, even in the
absence of a formal definition. Executive leadership, deans, chairs, managers,
supervisors, researchers, principal investigators, and instructors are a few
examples of this, though they are not the only ones.
Every member of the university community is entitled to work and study in a

setting free from violence and sexual harassment. It is the duty of every member
of the university community to support the creation of such an atmosphere.80
In 2022, The Philippine a media outlet “Online Student Tambayan” reported six
sexual harassment cases that happened in high schools and colleges and
universities.
There have been reports of sexual harassment by educators at Canossa College,

Bacoor National High School, Gen. Pio del Pilar National High School,
University of the East, and Philippine High School for the Arts.
On December 27, 2022, at the University of Mindanao, reported by “The POST”,

Online rumors about the mistreatment such as sexual harassment attracted the
attention of advocacy organizations, school officials, and the general public.
Most of the time, teachers who are accused of sexually harassing their students
would send vulgar messages to them and ask for favors. Pretty or sexy female
students were the most frequent victims of these "predators." Conversation
starters like "ganda" and "sexy" are allegedly used by the accused teachers.
There have been extreme reports of teachers touching students in private or
even asking them to stay in motels with them. A few of the academics working
on these cases were typically married and in their 30s or older. Conversely, the
age range of students is 18 to 24.81
Leader in a university setting’s role is to foster a culture of respect and

responsibility. Management must set clear expectations, lead by example,
support inclusive policies, create accountability mechanisms, recognize positive
80
https://www.ualberta.ca/human-resources-health-safety-environment/managing/health-and-wellness-
administration/workplace-sexual-violence.html
81
https://thepost.net.ph/news/campus/sexual-harassment-in-schools-still-prevalent-in-2022/
behavior, resolve conflicts amicably, provide training, create a safe reporting
environment, conduct routine reviews, not tolerating mistakes, and promote
work-life balance. By doing this, it creates a safe environment.
Movement of some of the leaders in one of the top schools in the Philippines
prompted them to create a code for the faculty and students to follow. The “UP
Anti-Sexual Harassment Code”82. A leader in both academic achievement and
social responsibility, the University of the Philippines (UP) is dedicated to
advancing knowledge as well as creating a welcoming and safe environment for
all of its students. UP has taken proactive measures to address this issue by
developing the UP Anti-Sexual Harassment Code in recognition of the serious
effects that sexual harassment has on both individuals and communities.
In order to promote a climate of respect and accountability regarding student

sexual harassment, leadership is essential. Leaders can be equipped with the
knowledge and skills necessary to actively collaborate with followers to instill a
culture of acceptance, dignity, and respect by designing and executing
leadership development programs.
While it is true that imposing training can help develop organizational norms
and alter individual attitudes and behaviors, training should not be seen as a
remedial response to harmful behaviors. Rather, it should be seen as one
component of a suite of interventions that can help prevent racial
discrimination, sexual harassment and assault, and other harmful behaviors
both inside and outside of the workplace (Aguinis & Kraiger, 2009). According
to Hayes et al. (2020), behavioral scientists should concentrate on more effective
interventions as they evaluate current methods of trying to stop harmful
behaviors and find them lacking.
The researchers believe that leaders should actively and deliberately support
and cultivate a culture that is characterized by the fundamental presumptions
that (a) people must be accepted as autonomous individuals, (b) human dignity
is the right of autonomous individuals, and (c) everyone should be treated with
respect. Such a culture can have a significant impact on reducing destructive
behaviors. Organizational climate is greatly enhanced by leadership (İşçi et al.,
2015). Leaders incorporate cultural elements into an organization through their
82
https://up.edu.ph/up-anti-sexual-harassment-code/
attentional priorities, responses to crises, day-to-day interactions, and human
resource policies (both explicit and implicit; Schein, 2010).83
The National Science Foundation in the United States is in the process of

instituting and improving anti-harassment policies. Surveys conducted among
scientists reveal a general pattern: the representation of women, minorities, and
other groups historically targeted by harassment tends to decline as one
advances in their careers. This happens in spite of the fact that those groups are
highly skilled and interested in science and engineering. The United States is the
main source of public funding for science and engineering research and
training. It is the duty of the National Science Foundation (NSF) to remedy such
shortcomings. Normally, shaping the research landscape is a strategic process
that takes decades of planning, but in this case, leadership and action are
needed more quickly.84
The Chilean Senate has approved a bill aimed at combating sexual harassment
in universities. The bill seeks to establish clear protocols for reporting and
investigating cases of sexual harassment, as well as providing support and
protection for victims.85
Leaders have the ability to instill cultural elements into a university setting
through their attentional priorities, crisis management strategies, day-to-day
interactions, and human resources policies.
The Ministry of Education designated "creating a culture fostering student

development" as one of the six essential practices of school leadership in its
professional standards for principals, which were developed in 2013 and 2015.
Similar to numerous educational institutions across the globe, Chinese schools
employ both tangible and intangible elements of school culture to foster
students' well-being and encourage their holistic progress. Researchers
understanding is that a school's banner, badge, uniform, decoration, motto,
song, rules, events, and other elements all contribute to its culture. These
customs, principles, norms, values, and beliefs are what make up a school's
identity.86
83
A culture of respect: Leader development and preventing destructive behavior
84
Leadership to change a culture of sexual harassment
85
Bill to fight sexual harassment in universities approved by Chilean Senate
86
Creating a Culture Fostering Student Development
When a leader takes sexual harassment seriously, it contributes in creating an
awareness to the community resulting to having lower rate of sexual
harassment. Having seminars, open forums, workshops also creates awareness
to the issue and also lowering the rate of sexual harassment. The actions of a
leader towards sexual harassment influences the people around them. Having a
low concern or none may lead to higher or more frequent cases of sexual
harassment in the environment, on the other hand if the leader show strong
perception to sexual harassment and take is seriously, it will affect not only the
students but also the staff and other people around them resulting to lower
cases of sexual harassment.87
B. Engaging faculty and staff in addressing sexual harassment
Faculty Member” means any member of the teaching staff of the University,
regardless of academic rank or category and includes librarian, researcher or
research associate, coach, trainor of training specialist, and extension worker as
well as graduate student with teaching responsibilities.88
Having awareness and acknowledging that sexual harassment as a problem in

the environment is crucial. Having seminars, open forums and workshops could
help the faculty and staff in increasing their awareness towards sexual
harassment.
Creating a counsel composed of faculty teachers who have strong perception to

sexual harassment may create a safe space for those who have experience sexual
harassment. Guiding people, having support system, having someone to
communicate with helps those who needs it the most.
By actively engaging faculty and staff in addressing sexual harassment,

universities can create a collaborative and proactive approach to prevention and
response that promotes a safe and respectful environment for all members of the
community.
Guidelines for Administrators
Prioritize ending sexual harassment above all else. Encourage educators to

speak out against offensive slurs and lewd remarks. To demonstrate to the
87
https://aaronhall.com/insights/leadership-accountability-in-addressing-sexual-harassment-shaping-
employee-attitudes/
88
https://upsystem-my.sharepoint.com/personal/legaloffice_uplb_outlook_up_edu_ph
whole staff that harassment of adolescents is not acceptable, have
conversations about the issue, hold services, and invite guest speakers.
Encourage staff members to take part in creating and carrying out a plan to
inform parents, students, and staff about sexual harassment.
Teach students about inappropriate behavior. It is important to educate

students the distinctions between harassment and flirtation, as well as
between friendly teasing and bullying. Fair and consistent consequences must
be outlined and reinforced, and behavior expectations must be clearly stated
and explained.
Engage the parents. Involving parents is essential for long-term behavior

change. In numerous instances, parents will require education regarding
sexual harassment and its detrimental impacts in order to assist them in
recognizing harassment and reacting suitably. In order to meet the emotional
and developmental needs of both parties, parents of both victims and
offenders should be informed when harassment occurs. In order to prevent
long-term emotional harm and to change inappropriate behavior, family
involvement and possibly outside counseling may be necessary.
Instruct students on how to handle harassment. Ignoring the issue can

frequently result in a victimization and harassment cycle that never ends.
When a perpetrator witnesses others in fear or distress, they receive a
psychological reward. Students need to develop strong personal boundaries
and assertiveness skills. When they engage in disrespectful or inappropriate
behavior, they have an obligation to tell their peers to stop. When harassment
happens, bystanders need to speak out against it as well. There is little chance
of change if students turn into moral spectators. 89
C. Student activism and its impact on institutional change
Student activism refers to the efforts and actions of students to bring about
change on issues that are important to them. When it comes to addressing
sexual harassment on college campuses, student activism can involve
organizing protests, creating awareness campaigns, advocating for political
change policies and efforts to ensure that educational institutions are
responsible for creating safe and respectful environments. These efforts can
have a significant impact on institutional change by influencing university
89
What to Do To Stop Sexual Harassment at School
polices, promoting cultural changes, and increasing support for victims of
sexual harassment.
Sexual harassment is a pervasive problem on college campus and the role of

student activism in addressing and combating this problem is vital. It is
correlated with many negative outcomes, including depression, posttraumatic
stress disorder (PTSD) symptoms, diminished mental health, perceived isolation
and helplessness, internalized shame, disordered eating, problematic alcohol
use, nausea, and sleeplessness. Many harassed students experience negative
academic effects, such as decreased academic satisfaction, perceptions of faculty,
engagement, and performance.90
Universities in the UK and US are rethinking student codes of conduct and

policies on how to respond to sexual violence on campus. Students have the
power to shift the conversation and apply pressure so that institutions address
these issues.91
Student activism plays a crucial role in raising awareness about sexual violence
on campus, advocating for policy changes, and creating a supportive
environment for survivors of sexual violence.
Rentschler, 92 notes the essential work student activists do to address, and

redress, the problem of sexual assault on university campuses, and how they
make their work visible. Students bear a lot of the burden for addressing the
problem of sexual assault and faculty sexual misconduct on their campuses; it is
a burden for many faculty bears too as those who support and advocate for this
change.
How students’ activists use media to intervene in campus cultures of sexual

assault and provide new models of redress and activist imaginations for
violence-free campuses or what they call a “media history of student activism.”
A media history of student activism not only analyzes the media stories that get
talked about its events, claims and tactics; it also examines the unique forms of
mobilizing documentations, communication strategies, and activist uses of
90
Journal of Interpersonal Violence I-25, “Sexual Harassment at Institutions of Higher Education:
Prevalence, Risk, and Extent
91
How Does Student Activism Drive Cultural Campus Change in the UK and US Regarding Sexual Violence
on Campus? How does student activism drive cultural campus change in the UK and US regarding sexual
violence on campus? | Request PDF (researchgate.net)
92
Carrie A. Renstschler, #MeToo and Student Activism against Sexual Violence
communication technologies which constitute student activism, what it looks
and sounds like, and what it does.
New student coalitions formed around addressing sexual assault on campus

and university responses to it. Our Turn: A National Student-Led Action Plan to
End Campus Violence, advises students across Canadian universities how to
create policy around sexual assault and frame that policymaking in
intersectional, trauma-informed terms. Our Turn textualizes the steps to take,
the intersectional feminist frameworks to use, and the modes of criticism
students can use to implement and evaluate sexual assault policies. They also
grade each university’s existing policy, and release reports to affirm well-
structured policy and shame others that leave out key student-centered
frameworks. In addition to Our Turn, they have begun to assess how student
activists “do feminism” via networked forms of social media testimonial,
reporting, advice-sharing, and claims-making.
Student Facebook pages such as “Overheard at McGill” become places where

students can report things they have witnessed or experienced on campus—not
to official university offices, but to others on Facebook, as part of the “whisper
networks” which function as informal feminist justice practices. The student
press is also a key site of first-person reporting on the problems of sexual
violence and faculty sexual misconduct on campus, where many survivors turn
to tell their stories of assault and comment on the university’s response.
All this work aims to make the process of doing justice visible. The student
press and networked online tools and documentation embody a model of
collective witness that its users also understand as scalable—by connecting
activist efforts via social media platforms from one university and local feminist
collectives to other campuses and larger networks of feminist activism.
When students experience sexual harassment on campus, what happens next? 93
For some, these instances go unreported due to a lack of avenues for victims to
forward their concerns.
In a press conference, the group urged schools to comply with the Safe Spaces
Act, which seeks to protect everyone from sexual harassment both in physical
and online spaces.
93
#SanaAllSchools: Students seek safe spaces vs sexual harassment on campus (rappler.com)
Enacted in April 2019, the law states among its implementing rules and
regulations (IRR) the provision of avenues for redress in case of sexual
harassment on campus.
It also says that academic and training institutions must “adopt and publish
grievance procedures to facilitate the filing of complaints by students, staff, and
faculty members” within 150 days since the rules’ implementation in October
2019. That means the period is slated to end late March 2020.
Hoping to inspire others to do the same, several school officials and student
leaders coming from Isabela State University, Silliman State University, Western
Mindanao State University, and Ateneo de Manila University recalled their own
experiences of setting up avenues to fight against sexual harassment.
“Before this current school year, there have been no tangible ways for students
to come forward when they’ve been harassed by students, teachers, or members
of the Silliman community…This means it takes a lot of courage for you to
speak up and call out people who have violated you,” shared Ben Bensali of the
Silliman University Student Government.
Through its students’ rights and welfare committee, the Silliman University
Student Government released an online website in late 2019 named
the Grievance Toolkit, where students can report different cases of harassment
from faculty, administration, and fellow students.
“Before, there have been literally no cases that have been processed in the
university. By this year, we have processed 9 cases. While this might seem like a
small number, we think this is a step in the right direction for Silliman
University,” said Bensali.
For Bensali, these safe spaces aren’t a choice but a necessity.
“We think that these safe spaces are environments that every campus needs.
This is a standard that universities should hold themselves to. It’s not an added
feature that they should have. We think this is necessary for any university to
further progress,” he said.
Rappler researcher-writer Michelle Abad sits down with Sophia Beatriz Reyes,
lead convenor of Enough is Enough, BNHS sexual abuse survivor Robert*, and
lawyer Francis Mangrobang of nongovernmental organization Initiatives for
Dialogue and Empowerment through Alternative Legal Services (IDEALS) on
how to move forward in truly stopping sexual abuse in schools.94
“Enough is enough.”
This is the call of a group of survivors of abuse at the hands of their teachers
coming together to stop the perennial problem of sexual harassment in
Philippine schools. They’ve formed a campaign with the same name: Enough is
Enough.
In recent years, students and their supporters have come forward on social
media, detailing abuse they suffered from teachers in schools mandated by law
to be safe spaces. In 2020, there were numerous #DoBetter campaigns addressed
to the school administrations of Miriam College, St. Paul College Pasig, St.
Theresa’s College Quezon City, Ateneo de Manila University, School of the
Holy Spirit of Quezon City, Marikina Science High School, and Bulacan State
University, among others.
Students and alumni from different institutions who experienced alleged sexual
misconduct from teachers want their voices and pleas for justice to be heard.95
As many come forward with their stories of sexual assault using viral hashtags
like #HijaAko and #MCHSDoBetter, students and alumni from different schools
have one plea in the protection of safer spaces for the youth: “Do better”.
Soon after #MCHSDoBetter became viral, victims from other schools have come
forward with their own experiences of assault, harassment, and pedophilia.
Among them are students and alumni from Marikina Science High School
(MariSci), Don Alejandro Roces Sr. Science-Technology High School
(DARRSTHS), St. Theresa’s College Quezon City (STCQC), St. Paul College
Pasig (SPCP), Ateneo Junior and Senior High Schools, and Ateneo de Manila
University.
Hoping school administrations will act on the matter and provide safer learning
environments for the community, they urged others to speak up about their
experiences and post them under the hashtags #MARISCIDOBETTER,
#DARSSTHSDOBETTER, #STCDOBETTER, #SPCPSQUAREUP, and
94
Rappler Talk: What will stop sexual harassment in schools?
95
After #MCHSDoBetter goes viral, other schools urged to act on sexual harassment (rappler.com)
#TimesUpAteneo. “We need to have a safe environment for students where they
can express their feelings to people whom they trust without being
overwhelmed with fear of being invalidated or blamed,” the Theresian Student
Council pointed out.
The administration of Miriam College High School, for instance, quickly formed
a committee to investigate incidents of sexual harassment done by their teachers
to students, following the rise of #MCHSDoBetter. An email address was also
made to be a forum for concerns. The SPCP student council added that by
submitting a formal letter of complaint to the email address, those who are
coming forward are “aiding in the inquisition and assuring that this will no
longer be an issue for you and any other student.”
The SPCP administration

assured students that any
details that will be provided
will be held in confidence
and will only be accessed by
the Student Coordinating
Team or the SPCP student
council. It will also only be
disclosed to SPCP
administrators and the
deliberating committee later.
These letters may be sent
anonymously, though the
SPCP student council
encourages reports to be
submitted with the name of
those filing “to ensure a
more accurate process” and allow easy communication in case of any inquiries.
D.
Sustaining efforts for long-term cultural transformation
Efforts to sustain long-term cultural transformation regarding student sexual

harassment require a comprehensive approach that goes beyond policies and
institutional responses. It is important to engage with and challenge the
normalized cultures of gender and identity that exist within educational
institutions.96 This involves addressing cultural narratives and behaviors that
contribute to sexual violence and creating interactive and reflective experiences
for students.97 Additionally, training individuals to become transformational
leaders in challenging the norms that perpetuate sexual assault can be an
effective strategy.98 By changing perceptions, knowledge, and behaviors, these
programs aim to create a movement of change agents in preventing sexual
assault perpetration.99 It is important to recognize that sexual harassment is
96
Deanna McCall, et al., Creating Cultural Change: Sex, Safety and Respect Workshops as One Response
to Sexual Assault and Harassment on Campus, November 3, 2020
97
Ariel D. Anbar, et al., Improving societies’ harassment policies, September 6, 2018
98
Sage Marissa Warner, Combatting the Core of Sexual Assault: Training Youth to Become
Transformational Leaders in Sexual Assault Perpetration Prevention, December 21, 2016
99
Towards an organizational and cultural change to ensure protection from sexual exploitation and
abuse, November 30, 2022
deeply rooted in unequal power dynamics and harmful social norms, and that
addressing these underlying factors is essential for long-term cultural
transformation.100
Existing programs and initiatives aimed at promoting long-term cultural

transformation related to combating sexual harassment in universities have
been explored in several studies. The "Whole University Approach: Kicking
Sexual Harassment out of Higher Education Institutions in Uganda" project
implemented multiple interventions targeting different stakeholders, including
students, academic and support staff, and administrators, to address gaps,
prevention, and support for survivors of sexual harassment. 101 Other research
highlights the importance of creative interventions as a form of feminist
pedagogy, providing a powerful resource for future work in this field.
Additionally, a participatory action plan was implemented at a university in
Durban to address sexual harassment, focusing on understanding students'
experiences, and addressing the broader context of violent forms of masculinity
and patriarchal power. Furthermore, the Action Collaborative on Preventing
Sexual Harassment in Higher Education has released papers on using
procedural justice practices in harassment investigations and case studies on
university hiring practices to prevent the hiring of harassers. 102 These studies
highlight the need for comprehensive and multifaceted approaches to address
sexual harassment in universities and promote cultural transformation.
Collaborative approaches involving students, faculty, staff, and external

partners have been used to sustain long-term cultural transformation efforts.
These approaches have been successful in addressing institutional cultural
change, improving the student experience, and promoting positive change on
campus. Long-term and sustainable global partnerships in higher education
require essential enablers such as leadership, faculty and staff engagement, and
policy support. A collaboratory, which fosters a collaborative spirit, is crucial for
transformative change, but key conditions need to be assured for it to be truly
transformational.103
100
Peace Kiguwa, et al., Half of the picture: Interrogating common sense gendered beliefs surrounding
sexual harassment practices in higher education, July 13, 2015
101
Julius Fred Kikooma, Engaging men in gender transformative work in institutions of higher learning: A
case of the men’s hub at Makerere University, 14 February 2023
102
Andrea Widener, New ideas to address sexual harassment, May 1, 2022
103
Bill Burck, et al., Facilitating a collaborative space, September 7, 2017
To achieve lasting cultural change, there are five areas to focus:104
1. Training to dislodge entrenched and discriminatory ideas on gender;

2. Victim-focused work where victim and survivors lead;
3. Rational reporting in order to remove judgment, retaliation, ensure
victim safety and consequences for abusers;
4. Zero tolerance against all forms of sexual harassment, both in principle
and in practice; and
5. Collective ownership of the need to change culture and attitudes and to
establish common values, including the need for bystanders to intervene.
Listed here from most to least novel, these approaches are what an organization
committed to significantly reducing or eliminating sexual harassment in
academia should work on implementing:105
1. Create a diverse, inclusive, and respectful environment;

2. Diffuse the power structure and reduce isolation;
3. Develop supportive structures and systems for those who experience
sexual harassment;
4. Improve transparency and accountability;
5. Ensure there is diverse, effective, and accountable leadership that is
unambiguous about its commitment to reducing and eliminating
harassment; and
6. Develop and use effective sexual harassment training.
Create a Diverse, Inclusive, and Respectful Environment
Diverse, inclusive, and respectful academic environments are environments

where careers flourish, but sexual harassment does not. Such environments
have a culture that values diversity, inclusion, and respect, but they also need to
have a climate that demonstrates that these values are put into action. Diverse
and inclusive environments are ones where cultural values around gender and
racial equity align with a climate where policies and practices do not
disadvantage groups of people, and thereby making them incompatible with
sexually harassing behavior. Similarly, a respectful environment is one where
civility and respectful work behavior are not just valued but also evaluated and
rewarded, and this is reflected in policies and procedures.
104
What will it take? Promoting cultural change to end sexual harassment
105
Sexual Harassment of Women: Climate Culture and Consequences in Academic Science, Engineering,
and Medicine, June 12, 2018
Diversity Initiatives
Diversity initiatives may appear irrelevant to sexual harassment. However, they

hold great promise for creating academic environments where women are not
disadvantaged and where they are not seen as less valuable or less capable
because of their gender. Diversity initiatives aim to address the challenges that
non-majority groups deal with when working and learning in a majority
environment.
This work highlights the importance of a bottom-up approach that relies on

support from the campus community rather than from individuals at the top to
change the culture of an institution. It also reveals how creating top-down
policy mandates that ignore the important steps of building consensus and
appreciation of the importance of a respectful workplace can lead to resentment
and/or misinterpretation.
Faculty Hiring, Evaluation, and Reward Practices
Faculty hiring and promotion decisions are key points in the academic system
where changes in policies and practices can have a significant effect on
improving diversity and respect. Since one of the key predictors of sexual
harassment is a male-dominated organizational context, it is important to
address the issue of gender diversity in academia. Male-dominated
organizational contexts are those settings that are numerically male dominated,
have mostly men in authority roles, and/or have women working in
traditionally male fields, and it is these settings that tend to have higher rates of
sexual harassment.
Gender parity, specifically among faculty, is especially important, given that

faculty lead and set the tone in labs, medical teams, classrooms, departments,
and schools. A large body of social science research points to practices that can
enhance gender diversity and excellence in faculty hiring. Evidence-based
practices supported by this research include the following:
1. Train faculty hiring committees, with particular attention to how to

protect against bias from influencing decision making.
2. Take active and continuous steps to diversify the applicant pool.
3. Cast a wide net by defining faculty searches as broadly as possible (a
strategy known to increase the numbers of women applicants and
applicants of color).
4. Develop job-relevant hiring criteria and keep those criteria central to
hiring discussions (reducing the chance that gender, race, and ethnicity
biases will shape those discussions).
5. Use a standardized tool to evaluate candidates according to the hiring
criteria.
When institutions are hiring new faculty and staff, it may help to be clear about
the norms and standards of behavior related to professionalism, respectful work
behavior, equity, and inclusion that are expected and that the organization is
looking for.
Faculty Evaluation and Reward Structures
Focusing evaluation and reward structures on cooperation, respectful work

behavior, and professionalism rather than solely on individual-level teaching
and research performance metrics could have a significant impact on improving
the environment in academia.
Cultivating Respect and Civility
A key approach to preventing sexual harassment should be to cultivate a

positive, respectful social climate at every level in academia. Such a goal is
consistent with the educational missions of academic institutions.
Successful workplace respect and civility interventions spin the focus of training
from punitive to positive by highlighting behaviors in which employees should
engage, rather than those they should avoid (such as sexual harassment).
Reducing Bias and Responding to Harassment -- Including Bystander

Intervention
An organization that is committed to improving organizational climate must

address issues of bias in academia. Biases are deeply ingrained in our society
and differential responses toward women and men are a result of long-term
habitual behavior. Individuals are often unaware of these implicit responses,
which may be in contradiction to their conscious beliefs. Examples of these
biases in organizational practices include the practice of aggressively
interrupting seminar speakers during departmental talks or requiring work
availability in the early mornings, evenings, or over weekends without
consideration of family circumstances.
Ideally, culture change would prevent bias and acting on those biases against
women altogether, reducing sexual harassment rates. It would be unrealistic to
expect those biases to be totally eradicated, however. It is therefore important
for leaders and members in higher education institutions to think also about
how to respond when biases turn into harassment. Appropriate and effective
response requires certain skills, which can be learned via training.
Bystander intervention training, for example, is an important tool in teaching

people how to respond when they see problematic behavior. It has been
increasingly promoted as a tool for reducing sexual misconduct, especially in
contexts known to have high rates of misconduct (e.g., college campuses).
Bystanders are individuals who witness an incident and can intercept it.
As explain, there are five critical steps to bystander intervention in problematic
social or sexual situations: (1) notice the event, (2) interpret it as problematic, (3)
assume personal responsibility for intervening in some way, (4) decide how to
intervene, and (5) act on that decision. These steps apply to a wide range of
problematic situations, including sexual ones.106
The underlying message behind bystander training is that it promotes a culture

of support, not one of silence. By calling out negative behaviors on the spot, all
members of an academic community are helping to create a culture where
abusive behavior is seen as an aberration, not as the norm.107
Supportive Environments for Targets
To demonstrate commitment to supporting the target, institutions should

convey that reporting sexual harassment is an honorable and courageous action.
This type of commitment should be extended not only to targets who come
forward but also to bystanders who report their own experience or others' and
to students, faculty, and staff when they enter the institution.
Orienting Students, Trainees, Faculty, and Staff
106
Holland KJ, Rabelo VC, Cortina L. See something, do something: Predicting sexual assault bystander
intentions in the U.S. military. American Journal of Community Psychology. 2016;58(1-2):3–15.
107
Banyard VL. Toward the Next Generation of Bystander Prevention of Sexual and Relationship Violence:
Action Coils to Engage Communities. New York: Springer International Publishing; 2015.
Orienting students, trainees, faculty, and staff, at all levels, to the academic
institution's culture and its policies and procedures for handling sexual
harassment can be an important piece of establishing a climate that
demonstrates sexual harassment is not tolerated and targets will be supported.
Such orientation can be useful as people enter or join the campus community for
the first time and annually to reinforce the information. This orientation would
include information about policies; available resources and support; student,
faculty, and staff code of conduct; roles and responsibilities; institutional-
specific information about the Title IX office; and reporting locations.
Improving Transparency and Accountability When Handling Formal Reports
Equally important for improving the climate is for academic institutions to be

transparent about what happens when reports are formally filed and when
people are found to have violated the policy. For the people in an institution to
understand that the institution does not tolerate sexual harassment, it must
show that it does investigate and then hold perpetrators accountable in a
reasonable timeframe. This goes beyond having a policy that says so and
requires showing that the institution is following through. There are obvious
confidentiality concerns with being transparent about ongoing investigations—
both for the target and for the accused perpetrator—however, there are ways
that transparency can be achieved. Institutions can anonymize the basic
information and provide regular reports that convey how many reports are
being investigated and generally what the outcomes are from the
investigation.108
Effective Sexual Harassment Training
While sexual harassment training is the most traditional approach to preventing

sexual harassment, it has not been shown to do so.
While improving knowledge about sexual harassment and policies and

procedures for reporting it are useful for helping people to use those systems,
the research does not show that this sort of training is reducing or preventing
sexual harassment. This is in part because knowledge and attitudinal change do
not predict behavior change very well and reducing sexual harassment requires
changes in behaviors.
108
Changing the Culture and Climate in Higher Education - Sexual Harassment of Women - NCBI Bookshelf
(nih.gov)
The context of the training, the organization, and the individuals' motivations
are, clearly, all important to understanding the effectiveness of sexual
harassment training.
VII. Conclusion
A. Summary of key findings and contributions
B. Recommendations for universities to effectively combat sexual

harassment
C. Implications for policy development and implementation
D. Areas for further research and exploration in the field of sexual

harassment in universities
VIII. References
Abad, Michelle (2022, September 23) “Harassed students need more awareness,
access to rights – lawyer” Rappler.com Retrieved from:
https://www.rappler.com/nation/lawyer-says-harassed-students-need-more-
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Harassment in Tertiary Education Institutions By: Eliana Rubiano-Matulevich

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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 1

Sexual harassment is a grave matter that many jurisdictions, including the

Sexual harassment is an epidemic throughout global higher education systems

A. Prevalence and incidence rates of sexual harassment in universities

There is a high prevalence of sexual violence in the Philippines, with the

It said 17.1 percent of children—13

Among victims of sex abuse in

It is important to note that these studies highlight the prevalence of

B. Factors contributing to the perpetuation of harassment within the

Several factors contribute to the perpetuation of harassment within the

Hierarchical structures within academic institutions can create power

Lack of awareness and education

Limited awareness and understanding of what constitutes sexual harassment

Norms and cultural factors

Cultural norms and societal attitudes can play a role in perpetuating

Inadequate policies and reporting mechanisms

The absence of comprehensive and effective policies against sexual harassment

Failure to hold perpetrators accountable for their actions can create an

Insufficient support systems for victims, such as counseling services or

Addressing these factors requires a multi-faceted approach that includes

C. Campus culture and its influence on attitudes and behaviors related

1. The Campus Culture in the Philippines in Relation to Harassment

It is widely acknowledged that educational institutions are intended to serve as

Several campuses in the Philippines in 2020 have been identified as having

Based on the information provided by the Commission on Higher Education

This trend of students disclosing sexual harassment incidents through social

In response to the constant reports of sexual abuse occurring in universities and

The issue of sexual harassment in educational institutions in the Philippines is a

2. Different Factors that Influence the Behavior and Attitudes of the

The Commission on Higher Education will be launching educational resources

 Traditional Gender Roles

In the Philippines, traditional gender roles hold significant influence in various

According to recent data from the United Nations Development Programme

The inherent power dynamics present in educational settings, where faculty

Societal Approach on Harassment

In light of its internal monitoring of sexual abuse complaints within educational

Furthermore, the gaslighting and victim-blaming the students experienced from

Education and Awareness about Harassment

The lack of education and awareness regarding harassment among students,

Sadly, sexual harassment remains a persistent problem in Philippine schools, as

Mental Health and Trauma from Harassment

The Australian parenting website raisingchildren.net asserts that individuals of

D. Intersectionality and its role in shaping experiences of harassment

Intersectionality is a concept introduced by Kimberlé Crenshaw, a prominent

The intersection of gender and sexuality plays a significant role in shaping

In the Philippines, LGBT students often encounter bullying, discrimination, lack

Discrimination arises from societal expectations that individuals must conform

One effective way to address bullying and discrimination in schools is by

The fundamental principle of social constructivism posits that every individual

Social stigma is associated with specific categories resulting in various forms of

With the following following factors, it is evident that intersectionality is a

II. Forms and Manifestations of Sexual Harassment in University

A. Student-to-student harassment: Understanding peer-to-peer

Sexual harassment, which is defined as repeated, unwanted, and unsolicited

Students enrolled in further education (FE) generally identify many instances of

In 2002, the UPLB Gender Center established the Office of Anti-Sexual

B. Faculty-to-student harassment: Examining power imbalances and

The issue of sexual harassment in educational setting is serious since it affects