How Do Gender, Sexuality, and Age Impact Perceptions of Teacher Sexual Misconduct? An Intersectional Vignette-Based Study

• Author: Kjerstin Gruys,Kristan N. Russell
• Published date: 01 January 2022
• Date: 01 January 2022
• DOI: http://doi.org/10.1177/1557085121998748
• Subject Matter: Articles

https://doi.org/10.1177/1557085121998748

Feminist Criminology

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DOI: 10.1177/1557085121998748

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Article

How Do Gender, Sexuality,

and Age Impact Perceptions

of Teacher Sexual

Misconduct? An Intersectional

Vignette-Based Study

Kristan N. Russell1 and Kjerstin Gruys2

Abstract

In this study we investigate the intersecting impacts of perpetrators’ gender,

sexuality, and age on perceptions of teacher sexual misconduct. When the teacher

was a woman, respondents perceived the relationship to be less detrimental to the

student, the student to be more mature and responsible, and the relationship as more

acceptable. Heterosexual pairings were perceived as more acceptable than same-sex

pairings, with the student perceived as more mature and responsible. Lastly, when

the teacher was older respondents perceived them as more responsible and the

student as having psychological issues contributing to the relationship.

Keywords

sexual offense, teacher, sexual misconduct, gender, age, same-sex, opposite-sex

In recent decades the United States has witnessed a steep rise in reports, arrests, and

media coverage of teachers’ sexual misconduct with students (Frketic & Easteal, 2010;

Knoll, 2010; Robert & Thompson, 2019). Teacher sexual misconduct cases have gar-

nered enough attention to warrant legislation addressing teachers’ unique position of

authority over their students. For example, in a law enacted in the state of Nevada

(NRS. 201.540), any private or public-school employees over the age of 21 are

1Prairie View A&M University, Prairie View, TX, USA

2University of Nevada, Reno, USA

Corresponding Author:

Kristan N. Russell, Department of Justice Studies at Prairie View A&M University, Don K. Clark Room

#321, 100 University Dr., Prairie View, TX 77446, USA.

Email: knrussell@pvamu.edu

998748FCXXXX10.1177/1557085121998748Feminist CriminologyRussell and Gruys

research-article2021

2022, Vol. 17(1) 75 –95

76 Feminist Criminology 17(1)

2 Feminist Criminology 00(0)

prohibited from engaging in sexual conduct with students 17 years of age and younger,

despite 16 otherwise being the legal age of consent. Similar laws exist in many states

across the country with the goal of protecting minors from sexual abuse at school (see

Abboud et al., 2020 for an overview of U.S. statutes). Though data on teacher sexual

misconduct prevalence is limited given varying definitions and inconsistent reporting

systems, one study found that nearly 10% of all students in grades 8 to 11 have been

victims of sexual misconduct by an educator, defined in this study as ranging from

sexual harassment to abuse (Shakeshaft, 2004). Given this prevalence and the fact that

the sexual abuse of a child or adolescent in any context has substantial psychological,

emotional, and physical consequences for the victim (De Bellis et al., 2011; Putnam,

2003; Spataro et al., 2004), teacher sexual misconduct is arguably a serious public

health concern (Michaelis, 1996).

In this article, we argue that public perception of such cases is impacted by the

intersecting categories of perpetrator’s gender, sexuality, and age. If a victim antici-

pates that their experiences of teacher sexual misconduct will not be taken seriously,

they may be less likely to report (Alaggia, 2005; Kennedy & Prock, 2018). Despite

widespread evidence that all forms and contexts of sexual abuse are harmful to vic-

tims, previous research suggests that cases in which the perpetrator is a woman, het-

erosexual, and/or of similar age to the victim are taken less seriously than cases in

which the perpetrator is a man, homosexual, and/or is meaningfully older than the

victim. There is a growing body of research examining whether similar patterns are

found for perceptions of teacher sexual misconduct cases (see Frketic & Easteal, 2010;

Fromuth et al., 2001; Hernandez et al., 2019; Howell et al., 2011 for examples), but

few studies have examined perceptions using experimental vignettes or by combining

all of these variables into a single study. Further, the public often learns of such cases

through the media in articles that include images of the teacher, yet few studies have

attempted to replicate this format. To fill these gaps in the extant literature, this study

employs an intersectional feminist lens (Crenshaw, 1989, 1991) to understand how

perpetrators’ gender, sexuality, and age intersect to shape respondents’ perceptions of

teacher sexual misconduct cases using an experimental research design in which both

vignettes and images are manipulated.

We begin our article with a brief review of terminology pertinent to the current

study, followed by a discussion of stigma and rape myth theories as they relate to cases

of teacher sexual misconduct. Next, we review literature revealing how rape myths are

rooted in sexism, heterosexism, and agism. We then describe our findings from an

intersectional (Crenshaw, 1989, 1991) vignette-based study examining how perpetra-

tors’ gender, sexuality, and age shape respondents’ perceptions of teacher sexual mis-

conduct cases. We conclude by reflecting on the implications of this study for

intervention, prevention, and fostering better reporting and disclosure practices.

Terminology

Different terms have been used to describe the phenomenon of teacher sexual miscon-

duct, so it is important to explain our choice of terminology. Throughout this