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Sexual harassment in the street is a form of microaggression that takes many different forms, including whistling, hissing, yelling, insulting, asking for sex, chasing, or cornering. Sexual street harassment is a social problem. A material risk of using the public realm is that some may abuse it (e.g., groping a stranger in a crowded room). A moral risk is that some people may have a mistaken sense that they have a right to make comments about people who are conspicuous in public spaces. This article examines the consequences of sexual street harassment for college students (n = 280; 84.4% female; M age = 23). In this selective sample, female students were more likely to experience street harassment than male students. Victimization of street harassment was associated with lower psychological well-being, lower perceptions of safety, and more precautions to avoid harassment. Sexual street harassment may reduce the accessibility of public spaces for victims. [ABSTRACT FROM AUTHOR]

Sexual harassment in the street is a form of microaggression that takes many different forms, including whistling, hissing, yelling, insulting, asking for sex, chasing, or cornering. Sexual street harassment is a social problem. A material risk of using the public realm is that some may abuse it (e.g., groping a stranger in a crowded room). A moral risk is that some people may have a mistaken sense that they have a right to make comments about people who are conspicuous in public spaces. This article examines the consequences of sexual street harassment for college students (n = 280; 84.4% female; M age = 23). In this selective sample, female students were more likely to experience street harassment than male students. Victimization of street harassment was associated with lower psychological well-being, lower perceptions of safety, and more precautions to avoid harassment. Sexual street harassment may reduce the accessibility of public spaces for victims. [ABSTRACT FROM AUTHOR]

Copyright of Kind en Adolescent is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Kind en Adolescent is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Kind en Adolescent is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Using longitudinal data on 7,300 students at 150 schools in the Netherlands, we discuss the importance of being part of a functional community and the religiosity of students for their scholastic achievement in high school. According to Coleman and Hoffer (1987) a functional community strengthens the educational opportunities of students. We argue that the functional community effect is possibly confounded with the religious characteristics of these communities. Our main questions are: Does a functional community exert influence on the achievement of students, and to what extent does the religious background of students affect academic achievement? We expect that a functional community is beneficial for students who are religious and actively involved in the community. Furthermore, we hypothesize a relationship between the religious background and achievement. In order to answer our questions, we use descriptive and multilevel analyses. We conclude that the differences between schools are large. Only a small proportion of all schools is part of a functional community. For these functional community schools, no effect on achievement is found after controlling for religious background. For the students' religiosity positive as well as negative effects on scholastic achievement are reported. [ABSTRACT FROM AUTHOR]

The school career of pupils in secondary education is influenced by individual and environmental characteristics. Using longitudinal data on 7500 students at 150 schools, we discuss the importance of student and family characteristics for achievement in high school. The main question is: Which student and family characteristics affect the achievement of students in the third year of Dutch secondary education? In order to answer this question, we use data on student outcomes, scholastic characteristics of the students, general characteristics of the students, scholastic parent-child interaction, general parent-child interaction, and structural characteristics. We conclude that many student and family characteristics exert influence on the scholastic achievement. Using a so-called layer structure, we can describe and explain these influences very well. [ABSTRACT FROM AUTHOR]