Sexual harassment: what is happening in our dance schools?

Dance brings to mind many things--physicality, grace, perhaps even a more enlightened way of life. It is a world based on hard work and dedication, in which the pursuit of perfection--but not being sexually harassed--is the rule. Correct?

It depends on whom you believe. According to a recent lawsuit filed against the North Carolina School of the ARTS (NCSA) and two of its male instructors, sexual misconduct between certain dance faculty members and students was common knowledge [see Presstime News, November, page 32]. The charges are being made by a former modem dancer, who alleges that he was seduced by his teacher into a sexual relationship at the age of sixteen, with the encouragement of another teacher and the knowledge of school officials. Both teachers, well known and respected in the dance world, have denied the allegations but have since resigned, stating that their credibility has been undermined. Whether or not the accusations are true, we believe that dancers need to be prepared to handle real-life situations in addition to their battements and tendus. This article tells you about sexual harassment and how to deal with it in your school, should it happen to you.

How Common is Sexual Harassment?

Twenty-five years ago much of the behavior we label sexual harassment was unrecognized, ignored, or tolerated as just the way things were." Today we have a name for this behavior, and it is viewed by the courts as a serious violation of the Equal Rights Act of 1964, and the Fourteenth Amendment to the United States Constitution. Legal recourse for victims of sexual harassment coincides with the public's awareness that this problem is of increasing concern in our community.

According to the results from a national survey compiled by the New York State Coalition Against Sexual Assault, one in every four schoolgirls and one in every six schoolboys will be sexually assaulted by age eighteen. Furthermore, approximately 85 percent of victims of sexual assault know their attackers. Given these alarming statistics, it is surprising that sexual misconduct has received so little attention in our schools, where children and young adults spend most of their time.

Fortunately, this problem is now being addressed. A 1993 survey on sexual harassment in schools and universities by the American Association of University Women (AAUW) is focusing national attention on this long-neglected subject. The results tell us that four of every five students report that they have been targets of sexual harassment during their school lives. Of this group 25 percent report having been harassed "often." Who are the main perpetrators? Surprisingly, the answer is other students; allegations against faculty amount to only 18 percent.

Furthermore, 94 percent of the students who admit to sexually harassing a fellow student claim that it also happened to them. This last fact is important because it illustrates how people get caught up in, and then go on to repeat, such behavior. It becomes a vicious cycle of abuse.

Implications for Dance Schools

In 1992 the Supreme Court ruled in the landmark case of Franklin vs. Gwinnett Public School District that a school can be held liable for monetary and compensatory damages that result from an instructor's sexual harassment of a student. This has generally been interpreted as holding schools accountable for all types of problems in this area, including those generated from student to student. At the moment, we do not know how common sexual harassment is in our dance schools, because statistics are lacking. Still, the current lawsuit against NCSA, combined with ongoing rumors and anecdotal evidence of misconduct in the performing arts, suggests that perhaps it is time to take a proactive approach to educating the dance world on this subject.

Like other students, dancers spend considerable time at school over a period of years in the company of their peers, where teasing and sexual stereotyping are likely. They are also influenced by their relationships with school officials, who occupy positions of power and trust in their lives. In the latter case, a teacher's yearly evaluations, suggestions for promotions, and letters of recommendation will be crucial to a dancer's career. None of these dynamics necessarily predict sexual harassment. However, problems may arise if students feel pressured to please, to fit in with their peers, or to avoid conflicts that might endanger their future aspirations.

What is Sexual Harassment?

Any form of unwanted sexual attention, whether verbal or physical, is considered harassment, particularly in a relationship of unequal power. Criminal charges encompass a variety of the most serious areas, such as assault, battery, and rape. In addition, sex between a minor (under eighteen years old) and an adult is always illegal, whether or not the minor consents.

Students need to understand that sexual harassment has very little to do with sex. Instead, the perpetrator often uses it to express hostility or anger, or as a way to show power or compensate for a deficiency in power. Many of us are confused about what actually constitutes sexual harassment; perhaps the following sample of behaviors will be helpful.

Harassment can assume several forms, according to Robert J. Shoop and Debra L. Edwards's How to Stop Sexual Harassment in Our Schools: A Handbook and Curriculum Guide for Administrators and Teachers (Allyn and Bacon, 1994). Here are some of the forms Shoop and Edwards say it can take:

* A teacher or student makes sexually explicit comments to a student.

* A teacher propositions a student.

* A teacher or student subjects students to unwanted touching, obscene pictures, and/or verbal sexual abuse.

* A student is depicted in sexually explicit drawings or comments written on the restroom walls.

* A teacher touches a student frequently in inappropriate ways that are unrelated to correcting, or makes suggestive comments.

* A group of students stands in the hallways and makes sexual comments and propositions other students as they pass.

* Teachers or students forcibly hug, grab, or kiss other students.

* Repeated and insistent requests for a date are made in the face of a clear signal of a lack of interest.

Parents and teachers should be aware that children who do not understand the concept of consent may blame themselves for submitting to the harasser or for becoming aroused. Guilt is also an issue for adult victims who experience "frozen fright," a reaction of pure terror that temporarily disables them at the moment when they might be expected to ask for help. Finally, it is almost universal that sexual harassment will cause victims to experience feelings of shame and humiliation. Victims must remember that it is their sexual harassers--not themselves--who are wrong. Self-blame only makes matters worse.

Students should know that the issue of consent is relevant only after the age of eighteen and only if the sexual activity is not experienced as a personal violation; if sex is welcomed at all times; and if both partners are free to stop the behavior without feeling pressured. It is always unethical for faculty members and students to have a sexual relationship.

In the case of NCSA, a policy is currently being vigorously promoted expressly prohibiting sexual relations between all students and faculty. Certainly there are behaviors that are not considered sexual harassment. These include a single unwelcome request for a date, an isolated case of sexual teasing or gender-related jokes, or occasional instances of an instructor or student pressing against another student as they pass each other in the hallway.

Other areas in dance are a bit more ambiguous. For example, some dance teachers sometimes use sexual terms to describe certain movements, such as a Graham contraction. Some teachers may believe such terminology is essential to the art form, but students should feel free to ask their teachers to stop such references (as well as any other verbal comments that smack of abuse) if they find such terms upsetting. Diane Gray, director of the Martha Graham School and associate director of the company, advises institutions to check the backgrounds of guest teachers and choreographers thoroughly before inviting them to their schools. Both verbal abuse and sexual harassment tend to recur repeatedly over time. Finally, the "hands-on" approach used by many dance teachers to correct alignment may be experienced differently by different students, depending on their background and their zone of comfort with the instructor. To avoid confusion, Janet Hamburg, director of the University of Kansas dance department, advises students at the onset of each school year to let their teachers know if they find it disturbing and do not want to be touched.

Some Information for Students

Students who undergo harassment often detach themselves emotionally, physically, and intellectually from the event. Following the trauma, they may experience an intense stress reaction that lasts for several days, with disturbances in both psychological and physical functioning. Emotionally, they can feel as if they are on a roller coaster. From moment to moment they may find themselves switching from rage to helplessness or from composure to terror. Somatic complaints are also common, including nausea, shaking, headaches, and insomnia. It is essential to get immediate medical attention within the first seventy-two hours of forced sexual contact. Call a rape crisis center and have an advocate present at the hospital, even if only an incomplete sexual assault has occurred. Crisis interventions, including supportive psychotherapy, are also helpful during the initial stages of recovery.

Over the next six weeks, victims of sexual harassment frequently experience high levels of fear in situations similar to the abusive event. Flashbacks, intrusive thoughts, and nightmares may also occur. While flashbacks can be frightening, they also provide an opportunity to express intense fear that may not have been permitted during the assault. In contrast, nightmares interfere with sleep and recovery, and temporary medication from a physician may be needed to reduce anxiety.

During this time, one may find oneself engaging in unusual behaviors such as compulsive bathing, eating, or drinking to regain emotional control. A diagnosis of posttraumatic stress disorder is given after a traumatic event when the person's reactions deviate from normal behavior and cause significant distress or impairment in social, work-related, or other important areas of functioning.

A period of relative calm often occurs after the first six weeks. This may seem confusing to family members and friends. However, it is a necessary part of the healing process, similar to encasing a broken leg in a cast. At this point, many victims refuse to discuss the sexual harassment, decide to leave psychotherapy, or move to another state. This is only a temporary resolution. Frequently, symptoms return when the victim is better prepared to deal with them. As a result, posttraumatic stress reactions may reappear months or even years after the trauma.

What Should You Do?

Ignoring sexual harassment will not end it! Forty-six percent of victims use this strategy, but only one in four actually succeeds in getting the harasser to stop. Here are some more effective suggestions.

Learn to say no. Your voice is a powerful tool. Pay attention when your bodily sensations alert you to behavior that causes fear, discomfort, or confusion. Tell your harasser that you find the behavior offensive; do not be apologetic. You are the one who is being harassed.

Make eye contact, keep your voice firm, and try to be as confident as possible. If you are nervous, perhaps you should rehearse this approach with a friend. However, if you are too uncomfortable, write a polite but factual letter to your harasser explaining how you feel about the event and what you want to happen next. Again, it helps to have a second opinion. Deliver the letter in person or by certified mail, and keep a copy for yourself.

Report the misconduct to a school official. Ideally, your school will have a sexual harassment and counseling policy, with a "safe contact person" who is expert in handling this problem. To be effective, as well as to protect schools from liability, this policy should include a grievance procedure with formal and informal avenues of redress to encourage victims to come forward. A specific policy on sexual harassment should list penalties that the school can levy against the harasser; it should also state penalties for filing false complaints.

Keep a journal that documents the time, date, and place of each occurrence, any witnesses to the event, and as much detail as possible. Describe the harasser's words and actions and how they made you feel. Include their impact on your health and school performance.

If the behavior continues after you have contacted school officials, file a formal complaint at school. You also have six months (except under unusual circumstances) to file a discrimination complaint with the state office for civil rights and the U.S. Department of Education or to bring a lawsuit.

Professionals who suspect that a minor has been sexually abused are required by law to report the event to a child protective agency. Teachers and parents should check with other parents before assuming that this is an isolated event.

Conclusion

Education does not create more sexual harassment. Instead, it gives a name to inappropriate behaviors that may already exist in the performing arts. A school policy should offer protection and help establish the truth, while guarding against frivolous or malicious charges brought against students, employees, or faculty members. Dance companies should also have specific procedures to protect members, as well as any children who perform in their productions.

Remember: If you have been sexually harassed, do not blame yourself. Do not delay. Do not keep quiet! You may not be the only victim.

Linda Hamilton, a former member of New York City Ballet, is a clinical psychologist.