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Perspectives of Science & Education
International Scientific Electronic Journal ISSN 2307-2334 (Online)
Available: https://pnojournal.wordpress.com/2022-2/22-06/ Accepted: 17 July 2022 Published: 31 December 2022
Yun-Jeong Kim, Sang-Jin Lee, Sun-Young Seo
The effect of sexual harassment and sexual violence prevention education on gender sensitivity: Focus on Korean public officials
Introduction. The Korean government has been making efforts to prevent sexual harassment and sexual violence by enacting the mandatory implementation of sexual harassment and sexual violence prevention education in 1999. Nevertheless, the rate of sexual harassment and sexual violence in the public service is continuously increasing. This study analyzed the effects of sexual harassment and sexual violence prevention education on gender sensitivity targeting Korean public officials, focusing on the effects of sex and age.
Research method. The effectiveness of sexual harassment prevention education was compared with 108 people in the experimental group who completed sexual harassment prevention education and 91 people in the control group with a similar gender, age, and rank distribution who did not complete such education. Reliability, frequency, cross tab, ANCOVA, and paired t-test were conducted using SPSS 24.0.
Results. First, it was found that sexual harassment and sexual violence prevention education had a positive effect on gender sensitivity. There were significant differences that the experimental group showed a lower level of misogyny (F=4.861, p<.05) and a higher level of susceptibility of sexual violence (F=249.188, p<.001) than the control group. Second, the effectiveness of sexual harassment prevention education was more pronounced for men than for women. In the case of men, misogyny (t=4.034, p<.001), hostile sexism (t=3.915, p<.001), and passive sexism (t=6.497, p<.001) were lowered, and susceptibility to sexual violence was higher (t = -3.730, p<.001), showing significant changes in all factors of gender sensitivity. Third, there were the improved recognition level for all items after prevention education. Lastly, satisfaction with sexual harassment and sexual violence prevention education was found to be very high.
Practical significance. Sexual harassment and sexual violence prevention education needs to reflect the changed laws, social systems, and social culture according to various and specific situations in the educational content, and it is necessary to provide an education method that applies small-group regular education in each stage. Improving gender sensitivity within the organization will have an impact on eradicating sexism, which will eventually become a cornerstone for forming a gender-equal organizational culture.
Keywords: gender sensitivity, sexual harassment, sexual violence, prevention education, Korean public officials, misogyny, hostile sexism, passive sexism, susceptibility to sexual violence
For Reference:
Kim, Y.-J., Lee, S.-J., Seo, S.-Y. (2022). The effect of sexual harassment and sexual violence prevention education on gender sensitivity: Focus on Korean public officials. Perspektivy nauki i obrazovania - Perspectives of Science and Education, 60 (6), 433-444. doi: 10.32744/pse.2022.6.25
_Introduction
Over the past few decades, Korean society has established various systems to overcome gender discrimination and pursue gender equality. From the 1990s to the present, there has been a gender-mainstreaming effort in Korea to institutionalize a feminist perspective in Korean society through the legislation of policies related to women's rights [1]. Nevertheless, in March 2021, the World Economic Forum published the '2021 Global Gender Gap Report', which contains the current status of the gender gap in politics, economy, education, and health in 156 countries around the world. Korea's gender equality ranking was ranked 102nd out of 156 countries surveyed. In particular, it ranked 123rd in the gender equality ranking in the economic sector, which is calculated by synthesizing the labor participation rate, the wage gap, the ratio of public and corporate senior positions, and the ratio of professional and technical workers. Among them, the proportion of women in high-level positions in public and corporate offices was 15.7%, ranking 134th in the world [2]. In other words, although formal and explicit sexism has been somewhat alleviated as Korean society has developed and as policies related to women's rights have been institutionalized, there are sexism and gender stereotypes that remain deeply rooted in Korean society at a practical level.
The socioculturally defined power difference between men and women causes sexual harassment [3], and the more gender discrimination in society, the more sexual harassment occurs [4]. The gender equality index is a window to check the actual situation of gender inequality and is related to sexual harassment, sexual violence, and sexual sensitivity in the social system. Ultimately, sexual harassment and sexual violence issues arise from stereotypes based on gender role expectations and sexist practices [5].
S city, the subject of this study, belongs to a local government that has maintained the lowest gender equality index for 7 consecutive years in Korea [6], and S city is also a region with a low gender equality index and a large gender gap in the local government [7]. In addition, as a result of analyzing the gender organizational structure of S city, it was found that the ratio of female civil servants and female members of local governments was very low. In particular, if we look at the gender ratio of civil servants belonging to S city by rank, we can confirm the gender-discriminatory hierarchical organizational structure according to the gender and rank of male and female lower-level civil servants [8]. As can be seen from the relationship between the level of gender equality and the incidence of sexual violence discussed above, in the case of S city, the incidence rate of sexual violence was the highest among the local governments to which S city belongs, and the proportion of women who felt anxious about crime was also high [9].
The models mainly used to explain the causes of sexual harassment and sexual violence are the natural biological model, the organizational model, the sociocultural model, and the individual difference model [3]. Among these, it is the knowledge agreed through many studies that organizational factors such as organizational characteristics and organizational culture act as strong explanatory factors for sexual harassment [10]. Kim & Jang [11] pointed out that the likelihood and frequency of workplace sexual harassment is affected by the characteristics and context of the organization, and they stated that sexual harassment is more likely to occur in workplaces wherein sexist and authoritarian organizational cultures prevail. Traditionally, more sexual behavior occurs in male-dominated organizations [12],
and attitudes that primarily treat women as sexual partners are prevalent in androcentric and sexist work environments [13]. In particular, the civil servant group is a group with a hierarchical bureaucratic culture.
In fact, according to the 2018 Sexual Harassment Survey Report [14] conducted by the Ministry of Gender Equality and Family in Korea, 'Local governments', which showed a rate of 28%, showed the highest rate among public institutions, such as 'Universities' (20%) and 'National institutions' (14%) and 'elementary/middle/high schools' (11%) [14]. After the 2018 sexual harassment survey, the Ministry of Gender Equality and Family has been implementing educational programs to enhance gender sensitivity by emphasizing the need to improve gender-discriminatory organizational culture in public service in order to improve the effectiveness of sexual harassment and sexual violence prevention education. Gender sensitivity, emphasized in the educational program, focuses on the sensitivity to detect sexist elements in everyday life based on one's understanding and knowledge of gender imbalance. The purpose of this gender-sensitive improvement is to prevent gender-based violence. In particular, changing the gender-equal organizational culture by improving the gender sensitivities of public officials is very important because it can set a precedent for the private sector and has a large effect on gender equality policy making and policy execution.
Therefore, the purpose of this study is to examine how effective the sexual harassment and sexual assault prevention education program, which includes gender sensitivity educational content, is effective in preventing sexual harassment and sexual violence. This study analyzed the effect of sexual harassment and sexual violence prevention education targeting S city officials on gender sensibility, while focusing on the effects of sex and age. Because gender stereotypes and discrimination appear higher in men than in women as the age increases [15], it is important to examine how the effectiveness of gender sensitivity education varies according to sex and age. Accordingly, the research question is as follows. First, is there any difference in the gender sensitivities of the experimental group and the control group? Second, in the case of the experimental group, did the sexual sensitivities improve after completing the sexual harassment and violence prevention education? Is there a pretest-posttest difference according to the sex and age? Third, have the perceptions of sexual harassment and violence changed after completing sexual harassment prevention education? Do these changes in perception appear differently according to sex and age? Fourth, what is the level of satisfaction and improvement requests for sexual harassment and violence prevention education?
Methods
1. Research Model
In this study, a Non-equivalent Control Group Design, one of the quasi-experimental designs, was used to understand the effect of sexual harassment and sexual violence prevention education on gender sensitivity. The Non-equivalent Control Group Design is used to identify the effectiveness of programs in the field of social welfare, where it is difficult to use control groups in a strict sense [16].
The design of this study is presented in Table 1. The experiment group consists of 108 level 6 or higher public officials who have completed sexual harassment and sexual violence prevention education in S city in Korea. Pretest-prevention education-posttest
was conducted. The control group selected 91 public officials in the same area as the experiment group considering the distribution of gender, age, and rank, and only a posttest was conducted with them.
Table 1
Research Design
Pretest Education program Posttest
Experiment group X! O X2
Control group - - X3
Xx: pre-test, O: program, X2 & X3: post-test
Effectiveness verification: Verify the difference between X2 and X3, verify the change between Xx and X2
2. Execution sexual harassment and sexual violence prevention education
Sexual harassment and sexual violence prevention education was conducted in May 2021, and the purpose of this prevention education was to improve gender sensitivity. The sample was divided into five small groups according to the public official rank, and prevention training was conducted in a single four-hour session led by an instructor that was a sexual harassment and sexual violence expert instructor. The contents of the prevention education consisted of the concept of sexual harassment and sexual violence, organizational culture, the status of sexual harassment and sexual assault, procedures for reporting sexual harassment and sexual violence in the workplace, and digital sexual crimes.
3. Sexual harassment and sexual violence prevention education effectiveness verification method
3.1 Measurement tools
To verify the effectiveness of the sexual harassment and sexual violence prevention education, gender sensitivity, sexual harassment and sexual violence recognition, satisfaction with sexual harassment and sexual violence prevention education, and improvement demands were measured in the experimental group. In the control group, only gender sensitivity was measured.
The 'gender sensitivity' measurement tool developed by Kim & Seo [17] was used. It is a 5-point Likert-type (1 = not at all, 2 = not at all, 3 = moderately, 4 = yes, 5 = very much) scale with a total of 23 items spread across four sub-factors of 'misogyny', 'hostile sexism', 'passive sexism', and 'susceptibility to sexual violence'. Higher scores indicate lower misogyny, hostile sexism, and passive sexism, as well as higher susceptibility to sexual violence. For reliability analysis, only the experimental group data were used for pretest gender sensitivity, and data from the experimental group and the control group were combined for posttest gender sensitivity. Regarding Cronbach's alpha value of the reliability of each sub-factor, the pretest of 'misogyny' was .772 while the posttest was .793; the pretest of 'hostile sexism' was .812 while the posttest was .816; the pretest of 'passive sexism' was .862 while the posttest was .852; and the pretest for 'susceptibility to sexual violence' was .874 while the posttest was .805.
Sexual harassment and sexual violence recognition along with satisfaction with prevention education, as well as the demand for improvement of prevention education, was based on the educational program satisfaction scale of '2019 Violence prevention education
operation guideline' of the Ministry of Gender Equality and Family [18]. Sexual Harassment and Sexual Violence Recognition is a 7-item, 5-point Likert-type scale (1 = not at all, 5 = very much). Satisfaction with sexual harassment prevention education is also a 7-item, 5-point Likert-type (1 = not at all, 5 = very much) scale. Sexual Harassment and Sexual Violence Prevention Education Improvement Demands is a 5-item, 5-point Likert-type scale (1 = not at all, 2 = not at all, 3 = moderately, 4 = yes, 5 = very much). The reliabilities of the sexual harassment and sexual violence recognition scale were .882 for the pretest and .970 for the posttest, while the reliability for satisfaction with prevention education was .913 and that for improvement demand was .828.
3.2 Data collection procedure
In the experimental group, a pretest was conducted before the start of sexual harassment and sexual violence prevention education, and a posttest was conducted after the completion of the education. The control group was surveyed in May 2021, when the prevention education was conducted. There was no interaction between the two groups.
3.3 Characteristics of the subjects
Male public officials accounted for 77.7% of the participants while female public officials accounted for 22.3%. Those in their 40s accounted for 21.2% whereas those in their 50s or older accounted for 78.8%; therefore, those in their 50s were most represented. 20.1% were rank 5 and above while 79.9% were rank 6, which was much higher than that of rank 5.
3.4 Effectiveness analysis statistics
Reliability, frequency, cross tab, ANCOVA, and paired t-test were conducted using SPSS 24.0 version.
Results
1. Change in gender sensitivity
1.1. Differences in posttest gender sensitivity between the experimental group and the control group
Before analyzing the difference in gender sensitivity between the experimental group and the control group, the difference in sociodemographic characteristics was analyzed through a cross-analysis to evaluate the homogeneity between the two groups. As a result, the difference according to age (chi-square=24.571, p<.000) and rank (chi-square=40.520, p<.000) was significant (not presented as a result table). Therefore, age and rank were controlled for, and it was analyzed whether there was a difference in posttest gender sensitivity between the experimental group and the control group.
The analysis results, as listed in Table 2, exhibit significant differences in misogyny and sexual violence susceptibility. That is, the experimental group showed a lower level of misogyny (F=4.861, p<.05) and a higher level of sexual assault susceptibility (F=249.188, p<.001) than the control group.
1.2. Changes in gender sensitivity of the experimental group
There was a significant difference in gender sensitivity according to the sex and age of the experimental group (not presented in a table), so the change in gender sensitivity by sex and age was analyzed. This analysis by sex is detailed in Table 3.
Table 2
Differences in posttest gender sensitivity between the experimental group
and the control group
N M S.D Type III sum of squares F
Misogyny Experimental group 108 2.25 .66 1.987 4.861*
Control group 91 2.52 .65
Hostile sexism Experimental group 108 2.38 .79 .804 1.556
Control group 91 2.64 .68
Passive sexism Experimental group 108 2.61 .82 1.464 2.652
Control group 91 2.79 .70
Susceptibility to sexual violence Experimental group 108 3.88 .51 69.770 249.188***
*p<.05, ***p<.001
Examining the changes in gender sensitivity between male public officials' pretest-posttest showed that there were significant changes in misogyny, hostile sexism, passive sexism, and susceptibility to sexual violence. Misogyny was decreased (t=4.034, p<.001) as were hostile sexism (t=3.915, p<.001) and passive sexism (t=6.497, p<.001), whereas susceptibility to sexual violence increased (t=-3.730, p<.001).
Examining changes in the pretest-posttest gender sensitivity of female public officials yielded significant changes in passive sexism and susceptibility to sexual violence: Passive sexism decreased (t=3.250, p<.001) while susceptibility to sexual violence increased (t=-2.344, p<.05).
Table 3
Changes in gender sensitivity between pretest-posttest of the experimental
group-analysis by sex
N M S.D Paired t
misogyny pretest 89 2.58 .54 4.034***
posttest 89 2.34 .63
hostile sexism pretest 89 2.78 .68 3.915***
Male posttest 89 2.49 .76
passive sexism pretest 89 3.15 .69 6.497***
posttest 89 2.72 .81
susceptibility to sexual violence pretest 89 3.58 .52 -3.730***
posttest 89 3.78 .49
misogyny pretest 19 1.95 .74 .508
posttest 19 1.89 .69
hostile sexism pretest 19 1.97 .77 2.068
Female posttest 19 1.77 .66
passive sexism pretest 19 2.30 .58 3.250**
posttest 19 2.01 .64
susceptibility to sexual violence pretest 19 3.89 .52 -2.344*
posttest 19 4.24 .49
*p<.05, **p<M, ***p<.001
Next, the analysis by age is presented in Table 4. Examining changes in the pretest-posttest gender sensitivity of public officials aged 40 to 54 yielded that there were significant changes in misogyny, hostile sexism, and passive sexism (Table 4). Compared to pretest, posttest showed lower misogyny (t=2.714, p<.01), lower hostile sexism (t=3.152, p<.01), lower passive sexism (t=4.649, p<.001), and increased susceptibility to sexual violence (t=-2.992, p<.01).
As a result of examining changes in the pretest-posttest gender sensitivity of public officials over 55 years of age, there were significant changes in misogyny, hostile sexism, passive sexism, and susceptibility to sexual violence (Table 4). That is, compared to the pretest, the posttest had lower misogyny (t=2.856, p<.01), lower hostile sexism (t=3.042, p<.01), and lower passive sexism (t=5.436, p<.01), while susceptibility to sexual violence increased (t=3.214, p<.01).
Table 4
Changes in pretest-posttest gender sensitivity of the experimental group-analysis by age
N M S.D Paired t
misogyny pretest 44 2.55 .67 2.714**
posttest 44 2.33 .57
hostile sexism pretest 44 2.77 .80 3.152**
40~54 posttest 44 2.48 .75
years passive sexism pretest 44 2.99 .75 4 649***
posttest 44 2.62 .72
susceptibility to sexual violence pretest 44 3.62 .51 -2.992**
posttest 44 3.88 .47
misogyny pretest 64 2.42 .58 2.856**
posttest 64 2.22 .72
hostile sexism pretest 64 2.55 .72 3.024**
over 55 posttest 64 2.29 .81
years passive sexism pretest 64 3.01 .75 5.436***
posttest 64 2.58 .90
susceptibility to sexual violence pretest 64 3.65 .55 -3.214**
posttest 64 3.86 .55
**p<.01, ***p<.001
1.3 Changes in Sexual Harassment and Sexual Violence Recognition in the experimental group
When examining the changes in sexual harassment and sexual violence recognition after completing prevention education, it was found that the recognition level was higher after prevention education than it had been before prevention education (Table 5).
That is, there were improved scores on the meaning and extent of sexual harassment and violence (t=-5.956, p<.001), prevention method (t=-5.831, p<.001), coping plan (t=-6.821, p<.001), sexual harassment and sexual violence-related laws and punishment regulations (t=-9.636, p<.001), recognition that sexual harassment and violence are crimes (t=-2.010, p<.05), victim's pain (t=-3.191, p<.01) and need for punishment (t=-2.732, p<.01).
Table 5
Changes in Sexual Harassment and Sexual Violence Recognition in the experimental group
N Pretest Posttest Paired t
Mean S.D Mean S.D
1. Meaning and Scope of Sexual Harassment and Sexual Violence (Criteria for Judgment) 108 3.86 .55 4.27 .64 -5.956***
2. Methods for preventing sexual harassment and violence 108 3.90 .56 4.30 .63 -5.831***
3. Coping measures in case of sexual harassment or violence 108 3.71 .79 4.27 .64 -6.821***
4. Sexual Harassment and Sexual Violence-Related Laws and Punishment Regulations 108 3.44 .74 4.20 .68 -9.636***
5. Recognition that sexual harassment and violence are crimes 108 4.22 .63 4.34 .61 -2.010*
6. Suffering of victims of sexual harassment and violence 108 4.12 .59 4.31 .65 -3.191**
7. Necessity of Punishment for Sexual Harassment and Sexual Violence 108 4.22 .59 4.39 .59 -2.732**
*p<.05, **p<.01, ***p<.001
Table 6 lists the changes in sexual harassment and sexual violence recognition according to the sex and age of public officials. Sexual harassment and sexual violence recognition scores were improved for both males (t=-7.137, p<.001) and females (t=-2.202, p<.05). In addition, the sexual harassment and sexual violence recognition scores were improved among both those 40-54-years-old (t=-4.290, p<.001) and those over 55-years-old (t=-5.883, p<.001).
Table 6
Changes in Sexual Harassment and Sexual Violence Recognition in the experimental group
by sex and age
N Mean S.D paired t
Sex Male pretest 89 3.92 .49 -7.137***
posttest 89 4.30 .54
Female pretest 19 3.98 .44 -2.202*
posttest 19 4.31 .74
Age 40~54 years pretest 44 3.91 .47 -4.290***
posttest 44 4.26 .62
over 55 years pretest 64 3.94 .49 -5.883***
posttest 64 4.33 .55
*p<.05, **p<.01, ***p<.001
2. Satisfaction with sexual harassment prevention education
In terms of satisfaction with education on prevention in the experimental group, 'I agree on the need for sexual harassment and sexual assault prevention education' showed the highest score with an average of 4.28 points, 'the instructor had expertise in the educational content' had an average of 4.23 points, and 'the contents of the education were properly structured for the purpose of education' had an average score of 4.06. However, 'education
was prepared at a time when it was best for participation' showed the lowest score with an average of 3.91 points. Meanwhile, 'education methods were interesting and cases and examples were used appropriately' showed an average of 3.93 points and 'specific measures for preventing sexual harassment and violence action guidelines were included' had an average score of 3.99. These items had an average score of 4 points or less, indicating a lower level of satisfaction compared to other items. However, the results of the analysis were not presented because the differences by sex and age were not statistically significant.
Discussions and Conclusion
The purpose of this study was to investigate the effect of sexual harassment and violence prevention education on gender sensitivities while targeting public officials of S city in Korea. The main research results of this study can be summarized as follows.
First, the positive effect of sexual harassment and violence prevention education on gender sensitivity was verified. The experimental group's gender sensibility was higher than that of the control group, and in the pre-post difference test of the experimental group, the post-Gender Sensitivity score was higher than the pre-Gender Sensitivity score. Further, the perception of sexual harassment and violence changed positively after the prevention education compared to before the prevention education.
Second, the effectiveness of sexual harassment and violence prevention education differed according to sex and age. Compared to before prevention education, male public officials had the significant changes in all sub-factors of gender sensitivity. However, the fact that the change of gender sensitivity in women was not statistically significant is interpreted that there was no significant change due to prevention education because women had higher overall scores than men in the pre-education gender sensitivity measurement. Therefore, it can be said that the effect of sexual harassment and violence prevention education is more pronounced for men. Also, when looking at the differences according to age, it was confirmed that the pre- and post-score differences for each sub-factor of gender sensitivity were larger in the age group over 55 years old than in the age group under 55 years old.
Third, the satisfaction with sexual harassment and violence prevention education was quite high. The score was quite high for each of the seven items, from at least 3.91 to 4.28 out of 5. Since satisfaction with sexual harassment and violence prevention education is the most important factor in reducing sexual harassment, this is quite a positive finding [19]. However, the satisfaction with the time to participate in the training as well as the specific method of education and specific cases, etc. were scored low.
Based on the results of this study, we would like to suggest the contents and method of the sexual harassment and sexual violence prevention education program to improve gender sensitivity.
First, in this study, it was confirmed that the sexual harassment and sexual violence prevention education focused on the formation of gender-equal organizational culture and gender sensitivity was effective. In previous studies, it was indicated that the effectiveness of sexual harassment and sexual violence prevention education was insufficient. In other words, in previous studies, since sexual harassment and violence prevention education was conducted as a legal compulsory education, the spontaneity and preparedness of the subjects of prevention education were very low, and rejection were common [20]. In particular, it was pointed out that in the case of relatively young men, they tend to react defensively and
hostilely to the content of education focusing on 'male = potential actor or perpetrator' because they consider themselves equal [21; 22]. Nevertheless, the results of this study show that sexual harassment and violence prevention education targeting public officials clearly had positive effects. It can be confirmed that the content of sexual harassment and sexual violence prevention education focused on the formation of a gender-equal organizational culture and gender sensitivity is to improve the effectiveness of education. Therefore, it is possible to increase the effectiveness of sexual harassment and sexual violence prevention education by focusing on specific cases in consideration of organizational job characteristics and organizational culture, rather than uniform educational content. In other words, it is necessary to develop and educate standardized textbooks on sexual harassment and sexual violence, including cases appropriate for gender, position, and workplace.
Second, through the results of this study, it can be indicated that the method of sexual harassment and sexual violence prevention education needs to be improved. Previous studies have emphasized that face-to-face offline education can increase the effectiveness of prevention education rather than online education [19; 24]. In addition, in order to deliver the above-mentioned educational contents, it is necessary to try to diversify educational methods such as discussion, participatory lectures, and role-plays that consider the characteristics of students by dividing them into small groups by gender, age, and job characteristics. In addition, it is necessary to try to diversify the time for conducting prevention education. For example, small group face-to-face education after working hours or on weekends is being proposed for public officials of administrative welfare centers who mainly perform face-to-face work as a method of completing prevention education and paying educational allowances after working hours. For this purpose, it may be possible to consider a plan to expand the gender budgeting and provide educational allowances.
Lastly, sexual harassment and sexual violence prevention education should reflect the latest information and content on sexual harassment and sexual violence related systems and laws, and prevention and countermeasures against sexual harassment and sexual violence. In particular, in the case of S city, there were some limitations in the content of the sexual harassment and sexual violence prevention education lecture: a lack of the latest contents on sexual harassment and sexual violence-related systems and laws, missing information on prevention and countermeasures for sexual harassment and sexual violence by civil complaints, and lack of contents related to the secondary damage issue. Above all, it is possible to point out the problem that sexual harassment and sexual violence prevention education is conducted in an integrated way, despite the differences between the two concepts and related laws and punishment regulations.
In particular, since the outcome of sexual harassment can vary depending on the victim's disposition or the intensity of the victim's feelings, objective perception must also be considered [25]. For example, although the view of sexual harassment as discrimination on the basis of sex is widely applied in the laws of many countries and conventions of international organizations, in Korea, the concept of sexual harassment and sex discrimination is defined separately in legal terms [26]. Of course, the National Human Rights Act of Korea clearly states that sexual harassment is one of sexism [27], but the perception of sexual harassment and sexism is far from being differentiated from the common beliefs of the social community. Since the objective common sense and practices of these social communities can vary according to the times and societies, it is necessary to always update and introduce the criteria for judging various cases. This will ultimately have a positive impact on sexual harassment and sexual violence prevention education.
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Information about the authors
Yun-Jeong Kim
(South Korea, Seosan city) Doctor of Humanities, Professor Department of Health, Counseling and Welfare Hanseo University E-mail: twoyun21@hanmailnet ORCID ID: 0000-0001-7707-8330
Sang-Jin Lee
(South Korea, Seosan city) Doctor of Humanities, Head of a Department Chungcheongnam-do Public Agency for Social Service E-mail: welfare-i@hanmailnet ORCID ID 0000-0003-0206-5222
Sun Young Seo
(South Korea, Seoul) Doctor of Humanities, Lecturer Dasan College, Ajou University E-mail: [email protected] ORCID ID 0000-0002-6925-9163
