Preventing Sexual Harassment on Campus

Sexual harassment is not always easy to recognize, because we all view other people’s behavior based on our own experiences and history.

In massage practice classrooms, these perceptions are heightened when one student acts as the client and another as the therapist in an exchange. Students acting as the client in this situation find themselves in a vulnerable position, as they are lying down, undressed, under a drape. Students acting as therapists are in a position of authority because they are fully clothed and standing over the client. This relationship is further complicated when one of the pair has poor draping skills, poor communication skills, makes inappropriate comments, or behaves without proper modesty.

When participating in massage therapy classes, it is important to understand the types of behaviors that constitute sexual harassment and avoid them at all costs.

What is Sexual Harassment?

According to the US Equal Employment Opportunity Commission (EEOC), sexual harassment is a form of sex discrimination that violates Title VII of the Civil Rights Act of 1964. Sexual harassment in educational settings is further defined in Title IX of the Education Amendments of 1972. Sexual harassment can take two forms: quid pro quo and hostile environment.

In general, quid pro quo harassment occurs when a school employee’s conduct causes a student to believe that he or she must submit to unwanted sexual behavior in order to participate in a school program, receive financial aid, or pass a class.

A hostile environment is created when unwanted sexual conduct is so pervasive, persistent, or severe that it affects a student’s ability to participate in, or benefit from, an educational program. The instructor, another school employee, a student, or even somebody that is visiting the school can create a hostile environment.

In adult education settings, sexual conduct only becomes unlawful when it is unwanted. For this reason, the EEOC suggests “the victim should directly inform the harasser that the conduct is unwelcome and must stop. The victim should use any complaint mechanism or grievance system available.”

Examples of Conduct That Can be Considered Sexual Harassment

• Repeated and unwanted requests for dates, sexual flirtation (e.g., repeatedly calling someone an unwanted nickname with a sexual connotation such as Romeo, sexy, handsome, etc.), or propositions of a sexual nature.
• An insinuation by an instructor that the student’s grade will be improved if they submit to sexual advances.
• Unnecessary touching, patting, hugging, or brushing against a person’s body.
• Sexually explicit comments, sexual jokes, sexual questions, or sexist comments.
• Gender-based harassment, which includes verbal, nonverbal, or physical intimidation or hostility based on sex or sex-stereotyping (e.g., heckling of a gay student based on the student’s sexual orientation, sabotaging of a female student’s written assignment by a group of male students, etc.).
• Displaying or distributing sexually explicit drawings, pictures, and written materials (e.g., a student brings a magazine featuring nude images to school and reads it in the classroom).
• Touching oneself sexually, or talking about one’s sexual activity in front of other students.

Things to Watch for in School

Wading through sexual boundary issues is a complicated process. While schools regularly teach students how to set good sexual boundaries with clients, they often forget to teach students how to interact in the subtle day-to-day environment of the classroom. In massage school, students play a number of roles (client, therapist, student, friend, etc.) and social exchanges run the gamut from distant and polite, to warm and affectionate, to flirting and even sexual advances.

In this setting, it is important to educate yourself so that you can set good professional boundaries both with fellow students and with your future clients. Increased awareness also helps you identify when a situation requires an informal response—“Hey, stop that! That’s not professional language!”—and when sexual harassment is occurring.

It may be helpful to pay attention to these situations that are common in massage school:

Draping and Sight Lines

Poor draping and individuals standing in the wrong places can be a concern in the massage practice classroom. Situations that lead to discomfort include:

• Intentional or unintentional undraping of the genitals or breasts (e.g., the therapist pulls the drape down to straighten it out and pulls it off of the breast tissue).
• Loose draping around the legs that exposes the genitals to anybody who stands at the end of the massage table by the feet.
• Lifting the drape to straighten it and thereby “flashing” other students in the classroom.
• An individual intentionally or unintentionally standing at either end of the massage table while a client is turning over so that they can look down underneath the drape and see the client’s entire body.
• Lack of modesty while changing out of clothing, walking to and from the massage table, or getting on and off the massage table.

You want to make every effort to master modest draping techniques in early classes and use them consistently. If a classmate has sloppy draping that makes you uncomfortable, share your concerns with the classmate or with a teacher.

Body Mechanics

When clients are in a prone position, they can’t see what is touching them. Students often cite cases where the student acting as the therapist leaned against them throughout the session. Female students might mistakenly touch the client with their breast tissue. Both male and female therapists can cause discomfort if they mistakenly lean their genitals against the client.

While this is usually accidental, it leaves the student client in doubt of the student therapist’s intentions. Practice good body mechanics and focus on preventing your body from leaning on the table or on the client during a session. If a classmate leans on you, share your concerns with the classmate or with a teacher.

Body Comments

Body comments are the most difficult element to control in a massage practice classroom. It is normal for you to give classmates compliments and for them to give you compliments; however, you want to eliminate comments that are sexual in nature as much as possible. For example, don’t tell another student, “You look hot in those jeans!” as it could cause discomfort. If a classmate makes you uncomfortable with a body comment, share your concern with the classmate or with a teacher.

Modesty

Some students may become complacent about modesty and not drape themselves adequately when they get on and off the massage table or change their clothes. This leads many in the class to feel uncomfortable and to be suspicious about their classmate’s motives for exposing themselves. Make sure to practice modesty in your massage classroom. If a classmate acts immodestly and it makes you uncomfortable, share your concerns with the classmate or with a teacher.

Informal and Formal Complaints

It is likely that your school has a complaint procedure you can follow to alert school authorities of issues or problems. In a typical informal complaint procedure, you firmly and promptly notify the offender that his or her behavior is unwelcome.

This approach should only be used if you feel the behavior warrants an informal resolution to the matter. In the case of a sexual assault (any type of unwanted sexual touching), an informal procedure is not appropriate and you should file a formal complaint immediately. In situations where power and status play a role in the relationship of the alleged harasser to the victim (e.g., instructor to student, supervisor to employee, etc.), the formal complaint process should also be used.

Let’s look more closely at both types of complaint procedures.

Suggested Informal Procedures

Tell the alleged harasser that his or her behavior is unwelcome, and that you want him or her to stop it. Confrontation can be difficult. If you feel unsafe confronting the alleged harasser, follow the formal complaint procedure. You can also write the alleged harasser a letter describing the behavior that is unwelcome and stating clearly that it is unwelcome. Include the date, time, place, and details of the incident. Explain to the alleged harasser how his or her behavior makes you feel. Keep a copy of the letter.

If you have followed one of the informal procedures listed above and the behavior does not stop immediately, file a formal complaint.

Suggested Formal Complaint Procedure

• Oral Complaints: A student who believes that he or she has been sexually harassed may report the incident to any instructor, administrator, or counselor. Any instructor, administrator, or counselor who receives a complaint should report it in writing to the main authority at the school or to a designated person within 24 hours.
• Written Complaints: An individual who believes he or she has been sexually harassed may submit a written complaint to the main authority at the school or a designated person.
• Content of the Complaint: The complaint should include the name of the complainant; a description of the offending behavior; the date, time, and place where the behavior occurred; the name of the alleged harasser, or, if this is not known, any other useful information that may be used to identify them, and the names of any witnesses or information that may be useful in identifying them.

Conclusion

A safe campus creates an optimal learning and working environment. Everyone has a responsibility to ensure that a classroom is safe, professional, and conducive to learning. Don’t hesitate to be proactive and share concerns with your school administration if you believe sexual impropriety or harassment is occurring.