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}} }Academic seduction is sometimes considered a type of sexual abuse, and refers to the phenomenon of teachers having sexual relations with their students. Some draw parallels with the phenomenas of incest, therapist abuse, or priest abuse.
One survey, conducted with psychology students, reports that 10% had sexual interactions with their educators; in turn, 13% of educators reported sexual interaction with their students In a survey of high school students, 14% reported that they had engaged in sexual intercourse with a teacher. In a national survey conducted for the American Association of University Women Educational Foundation in 2000 that roughly 290,000 students experienced some sort of physical sexual abuse by a public school employee between 1991 and 2000. And in a major 2004 study commissioned by the U.S. Department of Education, nearly 10 percent of U.S. public school students have been targeted with sexual attention by school employees. Indeed, sexual abuse by teachers has been described as 100 times more frequent than abuse by priests. [http://www.worldnetdaily.com/news/article.asp?ARTICLE_ID=49389
Psychology and behaviors
The phenomena of sexual relations between students and teachers has been attributed to the psychological projection of status and authority on the teacher by the student, and the teacher's relishing the distorted aggrandisement. (Zalk, 1987) Relationships between students and teachers can be often quite intimate and intense as they share common passions and interests. Students are dependant on their teachers' approval for academic success, opportunities, and later career success. They will talk about personal issues, such as problems at home, or with boyfriends/girlfriends. Teachers often relish the admiration they receive from their students, and they can grow accustomed to the power they have in the relationship. Such closeness and intimacy can blur the professional boundaries and lead people--both school employee and student alike--to step over the line. * One example of such a relationship is that of Mary Kay LeTourneau with her male art student, while Pamela Smart allegedly manipulated her student-lover into murdering her husband.
A common method for academic seduction has been coined, "The Mother-Father Figure" (aka "The Counselor-Helper.") The Mother-father Figure will try to create a mentor-like relationship with their target, all the while masking their sexual intentions with pretenses towards academic or personal attention. They can be particularly drawn to students who are troubled, or going through difficult periods in their lives. The Mother-father Figure will gather information about the student's interests and vulnerabilities, which will often involved learning about the student's knowledge and experiences with sex, and then tailor their line to the student's specific needs. The Mother-father Figure may act as a go-between in relationships that the student is having difficulty with--such as relationships with boyfriends or family members. These are forms of grooming, and in doing this, they can increase their stature with their target and earn their trust. Moreover, they will usually rationalize their predatory intentions by maintaining that it is a teacher's duty to "guide the student to maturity," even in terms of their sexuality and sexual experience. (Dzeich et al, 1990)
In her interview with detectives after her arrest for engaging in an 18-month affair with a teenage student she had been coaching, Jamie Lane Wallace admitted that the relationship was very much like that of a "mother/daughter." *
Another common approach is "The Confidant." This technique involves approaching the student as an equal or a friend. The teacher will share about their own life experiences and difficulties, and invite the student to share theirs. The teacher may invent stories to win admiration or sympathy. The student may feel valued and trusted, and will become an involuntary confidante. Dziech writes, “Without genuine mutual agreement, the relationship is moved into an intimate domain,” from which the subordinate may find it difficult to extricate themselves. (Dziech et al, 1990)
"The Opportunist" uses physical settings and circumstances, or infrequently occurring opportunities, to mask premeditated or intentional sexual behavior towards a student. This may involve inappropriate touching while ostensibly providing instruction (e.g. "guiding" the student through a movement exercise), or changing the environment in order to minimize inhibitory effects of the school(e.g field trips, conferences). (Dzeich et al, 1990)
For some examples of these kinds of "techniques," see Naomi Wolf's article The Silent Treatment and SESAME survivors stories
Zalk has described several personality dimensions, or "themes," evident in teachers who attempt to seduce students. Each dimension is comprised of two profiles, each representing the end of a “pole.” (These are not entirely mutually exclusive dimensions, and a harasser's placement into any is a matter of judgement.)
The Untouchable and The Risk-Taker: The Untouchable does not consider the consequences of his or her actions, believing themselves to be in control, free of any real risks, and beyond the ranks of censorship or reprimands. They may flaunt sexual liaisons with students, viewing this as a challenge to the system. For the most part, they are narcissistic and grandiose, viewing themselves as “untouchable,” much like the egocentric adolescent who does not believe the will ever “get caught” or who continually drives drunk. The Risk-Taker knows they are being “naughty” and their actions are a statement, and at the same time, the risk-taker fears punishment for the transgressions. They will vacillate between the “high” of breaking-the-rules and guilt at the immorality of their actions. The student will symbolize the transgression, and symbolize the harasser’s weakness. Because of this, the harasser will blame the victim, labeling them a “tempter” or “temptress” who has taken advantage. Indeed, the Risk-Taker will view themselves as being the victims, and not the other way around.
The Seducer-Demander and the Passive-Initiator: The Seducer-Demander is a “power player” who actively plots sexual encounters using his or her position to do so. A Demander has little more than contempt for their targets, and they broker favors for sex as their way of keeping people in their “proper place.” A Seducer also uses their position to facilitate sexual encounters but they have a need to be desired and loved, and the power of their position, and the effect it has on their targets, is part of this dynamic. The Passive-Initiator is the person who pays special attention to a student, is flirtatious and flattering, but who does not make the first overtly sexual overture. They will argue that, if the student is the one to initiate sexual contact, then the teacher is not guilty of any transgressions. However, it has been argued that an unequal power distribution in this kind of relationship makes the teachers concession to the overtures exploitation. That the subordinate "asked" is not an excuse for complying. The Passive-Initiator "draws the line between morality and immorality at who does the asking."
The Infatuated vs. The Sexual Conqueror: The Sexual Conqueror is the typical Don Juan (or Juanita) who seduces many people. They will remember little about each conquest, as they are only interested in numbers. In many cases, they will not even be able to match a name to a face. The Infatuated begins by developing a “crush” on a student which may evolve into stronger feelings. The primary attraction to the target is that they are student which makes the Infatuated feel stronger and more powerful then they would in a relationship with a peer. They want to be looked up to, and to be the center of the relationship. They want to be the teacher who “guides” the lover. In many cases, the Infatuated are very discontented with their own status within their departments or companies, and the relationship with the students is a panacea to this, and helps to bolster the Infatuated's self-esteem. (Zalk, 1990)
Debates
While sexual relationships are illegal with under-age students, this is not the case in higher education. Most colleges/universities do not ban teacher/student relationships so long as the student is not currently attending a class taught by the teacher. Such relationships might not be seen as harmful in and of themselves provided the instructor does not misuse any power.
However, in recent years, there has been controversy over such relationships, especially within the last decade and responses vary. Dzeich et al writes, "Physical intimacy with students is not now and never has been acceptable behavior for academicians. It cannot be defended or explained away by evoking fantasies of devoted professors and sophisticated students being denied the right to 'true love.' Where power differentials exist, there can be no 'mutual consent.'" (Dzeich et al, 1990) In and interview with the Chronicle of Higher Education, a dean at the University of Texas stated he'd like to crack down on consensual relationships between professors and students. "Wait until she graduates," he says he tells male professors. "We have a kind of sacred trust to the students," he explains. "They're coming here to get us to evaluate what their abilities are and what their future could be. These relationships poison the whole academic well." *
Academic seduction in media and literature
- The History Man by Malcolm Bradbury, a British novel that later was a BBC television film.
- Disgrace by J. M. Coetzee, a novel about a South African literature professor whose career is ruined after he has an affair with a student.
- Oleanna, an American film and play by David Mamet, and starring William H. Macy and Debra Eisenstadt as a college professor and his student, respectively. The student claims that she is a victim of academic seduction and sexual harassment, the professor claims that the sexual contact never occurred. The film deals with the moral controversy of academic seduction as it never becomes clear which character is correct.
- The Prime of Miss Jean Brodie, film starring Maggie Smith, a teacher at an 1930s Edinburgh engineers a sexual relationship between a male colleague, and former lover, and one of her students.
Increasingly a popular subject in pornography.
References
- Dziech, Billie Wright, Weiner, Linda. The Lecherous Professor: Sexual Harassment on Campus. Chicago Illinois: University of Illinois Press, 1990.
- Zalk, Sue Rosenburg. "Men in the academy: a psychological profile of harassment." in Paludi, Michele A. ed. Ivory Power: Sexual Harassment On Campus. Albany, NY, State University of New York Press, 1987.
- Wishnietsky, Dan H. "Reported and Unreported Teacher-Student Sexual Harassment." Journal of Education Research, 1991, Vol. 3
See also
External links
"Academic seduction"