Hostname: page-component-78c5997874-j824f Total loading time: 0 Render date: 2024-11-14T22:45:57.274Z Has data issue: false hasContentIssue false
  • English
  • Français

Sexual harassment training: Often necessary but rarely sufficient

Published online by Cambridge University Press:  15 May 2019

Elissa L. Perry ,
Carol T. Kulik ,
Francis D. Golom  and
Mateo Cruz
Elissa L. Perry*
Affiliation:
Columbia University
Carol T. Kulik
Affiliation:
University of South Australia
Francis D. Golom
Affiliation:
Loyola University Maryland
Mateo Cruz
Affiliation:
Bentley University
*
*Corresponding author. Email: ep248@columbia.edu
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Commentaries
Information
Industrial and Organizational Psychology , Volume 12 , Issue 1 , March 2019 , pp. 89 - 92
Copyright
© Society for Industrial and Organizational Psychology 2019 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Burke, W. W., & Noumair, D. A. (2015). Organization development: A process of learning and changing (3rd ed.). New York, NY: Pearson.Google Scholar
Folz, C. (2016, June 19). No evidence that training prevents harassment finds EEOC task force. Society for Human Resource Management. Retrieved from https://www.shrm.org/hr-today/news/hr-news/pages/eeoc-harassment-task-force.aspx Google Scholar
Golom, F. D. (2015). Creating systemic change around lesbian, gay, bisexual, and transgender (LGBT) issues: A case analysis and recommendations. In Hawley, J. C. (Ed.), Expanding the circle: Creating an inclusive environment in higher education for LGBTQ students and studies (pp. 107–126). Albany, NY: State University of New York (SUNY) Press.Google Scholar
Golom, F. D. (2018). Reframing the dominant diversity discourse: Alternative conversations for creating whole system change. Metropolitan Universities, 29(1), 11–27.CrossRefGoogle Scholar
Medeiros, K., & Griffith, J. (2019). #Ustoo: How I-O psychologists can extend the conversation on sexual harassment and sexual assault through workplace training. Industrial and Organizational Psychology: Perspectives on Science and Practice, 12(1), 1–19.Google Scholar
Nishii, L. H., & Rich, R. E. (2014). Creating inclusive climates in diverse organizations. In Ferdman, B. and Deane, B. (Eds.), Diversity at work: The practice of inclusion (pp. 330–363). San Francisco, CA: Wiley.CrossRefGoogle Scholar
Perry, E. L., Kulik, C. T., & Schmidtke, J. M. (1998). Individual differences in the effectiveness of sexual harassment awareness training. Journal of Applied Social Psychology, 28(8), 698–723.CrossRefGoogle Scholar
Shore, L. M., Cleveland, J. N., & Sanchez, D. (2018). Inclusive workplaces: A review and model. Human Resource Management Review, 28(2), 176–189.CrossRefGoogle Scholar
Williams, J. H., Fitzgerald, L. F., & Drasgow, F. (1999). The effects of organizational practices on sexual harassment and individual outcomes in the military. Military Psychology, 11(3), 303–328.CrossRefGoogle Scholar