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Example research essay topic: Boston Houghton Mifflin Sexual Harassment - 1,569 words

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... valor properly (Ziegler, 1999, p. 1 -mod 3). The psychoanalytic paradigm indicates that parents are the influencers of their children (Ziegler, 1999, p. 1 -mod 3). Parents today so often let television and other resources be the influencers instead of them, therefore these resources develop sexual attitudes. Parents need to get back their J-O-B and advocates should continue to deter the media and demand advertisement agencies display moral and ethical presentations. Advocates must find a way to have a stronger voice to curve the sexual innuendoes portrayed in television, magazines, billboards and music.

The ego would have a much greater opportunity of balancing the id and becoming a moderating power. The powers that develop or shape the superego are leadership and moral standards. Leaders need to be accountable for their actions and regardless of position and a no tolerance standard should be enforced to all. Leaders should in fact be models for others, for the reason Freud stated, superego are impressions left behind by personalities of great leaders (Gay, 1986, p. 107). The values and the belief system of American culture should be brought back in full force with an accommodation for other beliefs. The psychoanalytic theory of Sigmund Freud explains the process by which an individual mind operates.

The nature of humans want to act on the principles of the id, but past society and civilization, which develops the ego and superego counters this. The present society must stop encouraging instant gratification, which manifest antisocial desires leading to sexual harassment. Sexual harassment has also been encouraged in the sociological perspective by the conflict present between genders. Perhaps the issues which can mobilize the largest number of persons into systematic conflict today is sexual harassment (Collins, 1993, p. 8). Women are the majority in society and always have been. With more women working and obtaining careers for themselves, the roles of women have greatly changed.

Since the evolving role of women, men have had to come to terms with women having the same goals and dreams, thus causing conflict. A few contributors to sexual harassment against women have been the socialization process, forms of power and the media. There is an obvious conflict between the genders, which significantly contributes to sexual harassment. Conflict theorists believe that the function of the socialization process is to instill in the individual a set of beliefs and values that legitimate this unequal distribution of resources (called false consciousness) (Ziegler, 1999, p. 3 mod 4).

Learning customs, attitudes and values of a social group indoctrinates an individual into a certain way of life and shapes ones attitude. From childhood on many males and females in our culture are taught to exhibit certain sexual behaviors. Men are taught to be competitive, controlling and powerful whereas women are taught to be passive, nurturing and supportive. This leads to a situation of men presenting their learned beliefs into the workplace resulting in forms of sexual harassment.

Forms of power have quite frequently been used to reward or coerce one into sexual favors. Top positions are usually held by men and divide the class position of men and women. Since certain power and privilege is distributed among classes men posses the majority due to their positions. Other men that are not in top positions feel they have power over women in terms of strength and what is called machismo. Classes are defined only by their relationship to each other particularly, which classes exploit and which classes are exploited (Dugger et al, 1997, p. 7).

Women are often portrayed as the weaker sex, as mere housewives, mothers, caretakers, overly sensitive and emotion creatures. This perception of women often leads to coercive power; the power to discipline, punish and withhold rewards. A sexual harassment behavior referred to as Quid Pro Quo which means this for that-give me sex or get fired. Reward power is used to promote or distribute a type of tangible benefit for sexual favors. A lot of forms of power are learned from the medium of television.

The media, television and other forms of communication have portrayed women in provocative and sexually seductive and submissive roles. Negative images of women are seen as entertainment instead of degradation. The studies of Ward and Rocio mentioned in the psychological perspective earlier validates the increasing affect these types of medium have on the mind as well as society. Socialization, power and the media and its allies are only a few elements that cause conflict between the position of the male class and the position of the female class. False consciousness presents itself within society that encourages the behaviors of sexual harassment. The sociological perspective suggests that social institutions are participating in unequal treatment.

Gender typing developed in children continues to evolve and be reinforced by forms of communication leading to discriminating behavior of sexual harassment. Solutions to sexual harassment come in forms of awareness through having training workshops, role-playing, education, accountability and enforcement. These keys have been successful in deterring this behavior. Hopefully, a new class will arise that will have sufficient power to overthrow the old class relations (Collins, 1993, p. 9). In conclusion, the psychoanalytical and conflict theories are very separate but yet they overlap one another significantly. It would be very difficult to look at one without looking at the other.

Freud's theory dealt with the internal and the conflict theory dealt with the external elements. It is apparent that society influences the ego and superego to compromise with the id. Compromise causes antisocial behaviors and in this case that behavior is sexual harassment. In conflict theory society causes false consciousness that result in behaviors of sexual harassment as well. Sexual harassment will continue to be an issue until attitudes are changed. I have attempted to explain causes and solutions to sexual harassment and how it relates to psychoanalytical and conflict theory.

Collins, Randall. What does conflict theory predict about Americas future. Sociological Perspectives, 36. 4, Winter, (289 - 301). Davison, Gerald C. and John M.

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Sherman. Institutionalist and Marxist theories of Evolution. Journal of Economic Issues, 31. 4 Dec. 1997, (991 - 1010). Gay, Peter (1961).

Sigmund Freud. New York: W. W. Norton and Company Kendall, Philip C. and Hammen Constance (1995). Abnormal Psychology.

Boston: Houghton Mifflin Company. United States. Department of Defense. Defense Equal Opportunity Management Institute.

Equal Opportunity Advisor Course Notetaking Guide Section 3000 (1 - 36). United States. Public Law U. S. Code Section 1561, p. 159. -- web Ward, L. Monique and Rocio Rivadeneyra.

Contributions of Entertainment Television to Adolescents, Sexual Attitudes and Expectations. Journal of Sex Research, 36. 3, Young, Cathy. Groping Toward Sanity: Why the Clinton sex scandals are changing how we talk about sexual harassment. Reason, August/September 1998, (24 - 31). Ziegler, Herbert L. (1999). Individual and Society.

Modules 1 - 4. UMUC. Anderson, Stephen F. (1992). How to Manage Sexual Harassment Situations. Aurora, Anderson, Stephen F. (1992). How to Recognize and Confront Subtle Sexual Harassment Situations.

Aurora, CO: Anderson-davis. Baker, Russ. Legal Harassment. The Nation, February 15, 1999, (4 - 6). Charon, Joel M. (1998). Ten Questions.

Belmont, CA: Wadsworth Publishing Collins, Randall. What does conflict theory predict about Americas future. Sociological Perspectives, 36. 4, Winter, (289 - 301). Davison, Gerald C. and John M.

Neale. (1986). Abnormal Psychology. New York: Dugger, William M. and Howard J. Sherman.

Institutionalist and Marxist theories of Evolution. Journal of Economic Issues, 31. 4 Dec. 1997, (991 - 1010). Feigenbaum, Rhona and Estelle Weinstein. College students sexual attitudes and behaviors: Implications for sexuality educations. Journal of American College Health, 44. 3, November 1995, (112 - 119). Filter, Kathryn and Julie Ainslie.

Sexual coercion attitudes among high school students. Youth and Society, 23. 2, December 1991, (229 - 251). Gay, Peter (1961). Sigmund Freud. New York: W.

W. Norton and Company. Gregory, Robert J. (1992). Psychological Testing. Needham Heights, MA: Simon Hamburger, Merle E. Sexual attitudes through the ages.

Journal of Sex Research, Kendall, Philip C. and Hammen Constance (1995). Abnormal Psychology. Boston: Houghton Mifflin Company. Kimble-Ellis, Sonya. Safeguard against sexual harassment.

Black Enterprise, Moran, J. R. and M. D. Could. Sources of sexual information and sexual attitudes and behaviors of Anglo and Hispanic adolescents.

Adolescence, 26. 104, Winter 1991, Nye, Robert D. (1992). The Legacy of B. F. Skinner. Pacific Grove: Brooks/Cole Talbot, Margaret. School of scandal.

The New Republic, October 12, 1998, (6). United States. Department of Defense. Defense Equal Opportunity Management Institute. Equal Opportunity Advisor Course Notetaking Guide Section 3000 (1 - 36). United States.

Public Law U. S. Code Section 1561, p. 159. -- web Ward, L. Monique and Rocio Rivadeneyra. Contributions of Entertainment Television to Adolescents, Sexual Attitudes and Expectations.

Journal of Sex Research, 36. 3, Weis, David L. and Barbara Rabinowitz. Individual changes in special attitudes and behavior within college-level human sexuality courses. Journal of Sex Research, 29. 1, February 1992, (43 - 60). Werner-Wilson, Ronald. Gender differences in adolescent sexual attitudes: The influence of individual and family factors.

Adolescence, 33. 131, Fall 1998, (519 - Young, Cathy. Harassment Hypocrites. National Review, November 9, 1998, (24 - 28). Young, Cathy. Groping Toward Sanity: Why the Clinton sex scandals are changing how we talk about sexual harassment. Reason, August/September 1998, (24 - 31).

Ziegler, Herbert L. (1999). Individual and Society. Modules 1 - 4. UMUC. Ziegler, Herbert L. (2000). Social Science.

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