Gender and Reproductive Health Study
Policy Brief No. 6
Understanding of sexual harassment among Year 6 and Year 12 students in
Jakarta, West Java, West Nusa Tenggara and South Sulawesi
Iwu Dwisetyani Utomo, Peter McDonald, Terence Hull,
Ariane Utomo, and Anna Reimondos
Sexual harassment can be defined as unwelcome
behaviour of a sexual nature. It can take the form
of an unwelcome sexual advance, a request for
sexual favour, verbal or physical conduct or a
gesture of a sexual nature, or any other behaviour
of a sexual nature that might reasonably be
expected or be perceived to cause offence or
humiliation to another (UN 2005). Some examples
of specific behaviours that can be classified as
constituting sexual harassment include:
Verbal, making sexual comments about a person’s
clothing, anatomy or looks, asking personal
questions about social or sexual life, making sexual
comments or innuendo; Non-verbal, staring at
someone, following a person, making sexual
gestures with hands; Physical, touching the
person’s clothing, hair or body and hugging,
kissing, patting or stroking (UN na).
cases of sexual harassment. Adults who oversee
and work in educational settings have a duty to
provide safe environments that support and
promote children’s dignity and development (UN
2006b).
In this paper we examine the actions teachers and
students would take in response to sexual
harassment. The first part of the analysis
examines the responses of 521 teachers regarding
their understanding of sexual harassment, as
judged by whether they classify a series of
behaviours as constituting sexual harassment or
not as well as the actions they would take if a
student came to them with a report of sexual
harassment. The second part examines what
actions students would take in response to
unwanted physical touching, using data from 1,837
class 6 students and 6,555 class 12 students.
In recent years, the issue of sexual harassment of
children and adolescents has gained prominence
(Jones et al 2008). A large scale worldwide study
conducted by the United Nations found that
children are vulnerable to sexual and genderbased violence in educational settings (UN 2006a).
Although both males and females can be either
the victims or the offenders in cases of sexual
harassment, typically girls are particularly
vulnerable of being victims of unwanted sexual
behaviour from male classmates or teachers (UN
2006b).
Research from the US has highlighted the negative
effects that can result from sexual harassment in
school settings. For example, 40 percent of
students that were sexually harassed did not go to
school or skipped certain classes (American
Association of University Women, 1993; Fitzgerald,
1993). Victims of sexual harassment may also
suffer from negative psychosocial impacts such as,
depression, loss of appetite, disturbed sleep, low
self esteem, fear, and embarrassment (Gruber and
Fineran, 2007; Hand and Sanches, 2000; Lee et al.,
1996). Most worrying, perpetrators of sexual
harassment can be either students or adults.
Students report incidents of sexual harassment
more than teachers. Teachers and school
administrators might know about sexual
harassment by a male teacher of his female
students, but do not intervene (Wishnietsky,
1991).
Sexual harassment of children can have significant
negative effects on health and safety, enrolment
and educational achievement, as well as dignity,
self esteem and social relationships (Jones et al
2008). In more severe cases of sexual violence of
girls, unwanted pregnancies may be another
consequence.
While schools may in some cases be environments
in which sexual harassment occurs, they can also
be a place where children learn about sexual
harassment, and a place where they can
potentially seek help and support from teachers in
In Indonesia, media coverage of sexual harassment
in the school setting often reports severe
misconduct on the part of teachers including oral
sex, sexual intercourse and anal sex with students.
1
Figure 1. Percentage of teachers who classify a
behaviour as constituting sexual harassment, by sex
Cases that have been brought to court have
resulted in strong sanctions being applied to the
teacher (Kompas, 2008a and 2008b). But other
forms of sexual harassment by teachers upon
students such as touching, staring, using
inappropriate sexual words, and requesting sexual
favours so the student can pass exams are under
reported (Kompas, 2008c). Sexual violence may
often go unreported unless it is manifested in
extreme or serious behaviour because of the
culture of the teacher being seen as being in an
authority position.
Menjadi obyek pornografi
Diperkosa
Dipaksa memperlihatkan tubuh
tanpa busana
Dipaksa memegang bagian
kelamin orang lain
Dipegang-pegang bagian kelamin
Diraba/dicolek bagian tubuhnya
Dipandangi sehingga merasa tidak
nyaman
Dikatai-katai dengan ucapan tidak
senonoh
Dicemooh
Unlike studies of sexual harassment in the school
setting conducted in the United States, there are
no studies yet on this issue in Indonesia. Published
studies relate to sexual harassment specifically
rape in the conflict areas of Aceh, Papua and Timor
Leste as well as rape during the May 1998 riots
before the Soeharto resignation (Kamaruzzaman,
2003; Primariantari, 1999; Blackburn, 1999;
Wandita, 1998), but there are no studies of sexual
harassment in the school environment. This paper
seeks to understand sexual harassment and how
to deal with sexual harassment among teachers
and students in both general school and Islamic
religious schools in four provinces in Indonesia.
Perempuan
Laki-laki
0
20 40 60 80 100
Persentase (%)
Teachers in South Sulawesi stand out as being the
least likely to classify any behaviour as constituting
sexual harassment, compared to the teachers in
other provinces. Only 37 per cent of teachers in
Sulawesi classified unwelcome staring (Dipandangi
sehingga merasa tidak nyaman) as constituting
sexual harassment as compared to 60 per cent of
teachers in Jakarta, and 63 per cent of teachers in
West Java.
Large differences also emerged by school type.
Although there were no major differences in
classification of the less severe cases of sexual
harassment represented by the first three
behaviours, for the more serious behaviours,
teachers in religious schools were more likely to
classify that behaviour as sexual harassment
compared to teachers in non-religious schools.
These conclusions are also supported by further
logistic regression results.
Results for teachers
Definitions of sexual harassment
Teachers were presented with a list of nine
different behaviours ranging from being ridiculed
(verbal) to being raped (physical) and were asked
whether they believed each behaviour could be
classified as constituting sexual harassment. Table
1 shows the percentage of teachers who believed
a particular behaviour was a form of sexual
harassment, by selected characteristics of the
teachers, the province and the type of school
where they taught. Differences between teachers
according to the different demographic and school
characteristics were tested using chi-square tests.
Responses to sexual harassment
Teachers were also asked to identify what their
response would be if a student came to them to
report a case of sexual harassment. Seven
different responses were presented, with multiple
responses allowed. Nearly all teachers indicated
that they would try and calm the student down.
The next most frequent response was to discuss
the situation with fellow teachers (96%), and
report the incident to the parents of the child
(82%).
The key differences that emerged in teachers’
classification of sexual harassment were by sex,
province and whether or not the school was
religious. In general, female teachers were more
likely to classify a behaviour as constituting sexual
harassment.
Due to the high percentage of teachers that would
discuss the situation with fellow teachers, there
2
the incident to their teachers. These results are
also confirmed in the logistic regression.
were no significant differences of engaging in this
action by different teacher and school
characteristics, as shown in Table 2. However
there were some interesting province level
differences in the likelihood of reporting the
incident to the head of the school, or to the police.
In particular teachers in South Sulawesi were more
likely to indicate that they would report the
behaviour to the police, or to the head of the
school compared to teachers in the other
provinces. This result could be due to the fact that
teachers in South Sulawesi also appeared to have a
narrower definition of sexual harassment, which
included only the relatively serious cases of
physical harassment, as compared to teachers in
Jakarta who were more likely to consider verbal or
non-physical behaviours as constituting sexual
harassment
Student responses to sexual harassment
Students were also presented with seven possible
actions and were asked to indicate which ones
they would engage in if someone touched them in
an unwanted way.
Figure 2 shows the overall responses, comparing
class 6 students with students in class 12. In
general, class 6 students would be considerably
more likely to report such a behaviour to an
authority figure such as a parent, police, teacher,
or school head. In contrast class 12 students were
more likely to handle the matter themselves by
expressing anger and resisting the perpetrator or
by telling their friends about the incident.
The bivariate analyses for class 6 and class 12
students are shown in Tables 3 and 4 respectively.
For class 12 in particular, girls were much more
likely to report a case of unwanted touching or
take some other action. Boys were more likely to
say that they would do nothing (3% of girls vs. 22%
of boys).
In some cases, the behaviour of students appears
to show a significant shift from class 6 to class 12.
For example in class 6, it is students in Jakarta and
West Barat that are the most likely to report the
incident to their teachers but class 12 students in
these two provinces are the least likely to report
3
Table 1 Percentage of teachers who classify a behaviour as constituting sexual harassment, by sex
%
**
79
86
Dipegang
-pegang
bagian
kelamin
%
*
81
87
Dipaksa
memegang
bagian
kelamin orang
lain
%
*
81
86
Dipaksa
memperlihatkan
tubuh tanpa
busana
%
*
81
87
%
Dikatai-katai
dengan
ucapan tidak
senonoh
%
Jenis kelamin
Laki-laki
Perempuan
44
41
53
56
Dipandangi
sehingga
merasa tidak
nyaman
%
*
51
59
Propinsi
Jakarta
Jawa Barat
Nusa Tenggara Barat
Sulawesi
**
44
51
41
33
***
56
66
52
40
***
60
63
56
37
86
86
82
74
85
86
86
76
85
85
86
77
85
85
87
77
**
85
85
84
71
85
84
86
77
129
146
152
94
Jenis sekolah
Sekolah umum
Sekolah Agama Islam
**
48
39
55
55
55
56
***
75
89
***
77
91
***
78
89
***
78
90
***
76
88
***
78
88
247
274
Kategori sekolah
Sekolah Unggulan
Sekolah non unggulan
46
40
**
60
50
58
53
82
83
84
84
84
83
83
85
80
84
83
84
263
258
83
84
84
84
82
83
521
Dicemooh
Total
43
55
55
Note: * p<0.10, ** o<0.05, *** p<0.001 [Tested using a chi-square test]
Diraba/dicole
k bagian
tubuhnya
4
Diperkosa
Menjadi
obyek
pornografi
%
**
78
85
%
**
80
86
Total N
233
286
Table 2. Percentage of teachers that would take a particular action in response if a student reported a case of sexual harassment
Menenangkan
siswa/siswi
yang
bersangkutan
%
Marah
Melaporkan
pada
orangtua
Melaporkan
pada polisi
Mendiskusikan
dengan
sesama guru
%
*
78
84
%
%
47
53
97
95
Mendiskusikan/
melaporkan
pada kepala
sekolah
%
Mendiamkan
saja/tidak
melakukan
apa-apa
%
Total N
81
75
4
4
233
286
Jenis kelamin
Laki-laki
Perempuan
96
98
%
*
31
38
Propinsi
Jakarta
Jawa Barat
Nusa Tenggara Barat
Sulawesi
*
98
98
97
93
***
29
29
32
56
*
77
86
78
87
***
39
51
50
64
94
97
97
95
***
65
71
91
82
2
7
2
4
129
146
152
94
Jenis sekolah
Sekolah umum
Sekolah Agama Islam
97
97
37
32
82
81
48
52
95
96
80
75
3
5
247
274
50
51
95
96
75
79
*
5
2
263
258
50
96
77
4
521
Kategori sekolah
Sekolah Unggulan
Sekolah non unggulan
97
97
34
35
*
85
78
Total
97
35
82
Note: * p<0.10, ** o<0.05, *** p<0.001 [Tested using a chi-square test]
5
Figure 2. Response that would be taken if unwanted touching occurred, by class.
100
90
80
70
60
50
40
30
20
10
0
89
79
78
67
Class 6
59
44
38
34
21
Class 12
48
24
20
13 11
6
Table 3. Percentage of Class 6 students that would take a particular action in response if a student reported a case of sexual harassment
Marah
dan
melawan
Melaporkan
pada
orangtua
Melaporkan
pada polisi
Menceritakan
pada teman
Melaporkan
pada guru
Melaporkan
pada
kepala
sekolah
%
%
%
%
%
%
***
70
***
69
35
27
65
48
18
894
88
87
34
21
68
48
8
942
Propinsi
Jakarta
Jawa Barat
Nusa Tenggara Barat
Sulawesi
***
86
75
79
75
***
89
76
72
74
***
36
29
33
41
***
22
27
27
18
***
73
74
61
56
48
51
47
45
***
6
14
14
18
534
497
426
380
Jenis sekolah
Sekolah umum
Sekolah unggulan
***
82
76
80
76
**
37
31
*
22
26
**
70
63
47
49
**
11
15
1,063
774
Kategori sekolah
Sekolah Unggulan
Sekolah non unggulan
80
78
*
77
80
**
32
37
**
22
26
***
64
71
***
45
52
13
12
1,039
798
Total
79
78
34
24
67
48
13
1,837
Jenis kelamin
Laki-laki
Perempuan
***
Note: * p<0.10, ** o<0.05, *** p<0.001 [Tested using a chi-square test]
7
Mendiamkan
saja/tidak
melakukan
apa-apa
%
Total N
***
Table 4. Percentage of Class 12 students that would take a particular action in response if a student reported a case of sexual harassment
Marah
dan
melawan
Melaporkan
pada
orangtua
Melaporkan
pada polisi
Menceritakan
pada teman
Melaporkan
pada guru
Melaporkan
pada
kepala
sekolah
Jenis kelamin
Laki-laki
Perempuan
%
***
76
99
%
***
34
78
%
***
17
24
%
***
41
46
%
***
27
47
%
***
17
23
%
***
22
3
Propinsi
Jakarta
Jawa Barat
Nusa Tenggara Barat
Sulawesi
***
92
91
87
85
***
63
58
60
56
***
21
17
24
24
***
46
44
43
41
***
36
34
43
42
***
17
16
24
25
***
11
9
10
15
1,703
1,872
1,632
1,348
Jenis sekolah
Sekolah umum
Sekolah unggulan
***
88
91
***
58
61
21
21
44
44
**
38
40
20
21
***
13
8
3,862
2,693
Kategori sekolah
Sekolah Unggulan
Sekolah non unggulan
**
89
90
***
58
61
21
21
44
44
***
34
45
***
18
24
11
11
3,852
2,703
Total
89
59
21
44
38
20
11
6,555
Note: * p<0.10, ** o<0.05, *** p<0.001 [Tested using a chi-square test]
8
Mendiamkan
saja/tidak
melakukan
apa-apa
Total N
2,818
3,737
harassment in schools, identification of
the perpetrators whether they are
teachers or other adults working in the
school environment or other students
and whether the school authorities
tolerate sexual harassment behaviour.
School policies and programs need to be
developed and socialised regularly to
protect students and teachers from
sexual harassment.
Conclusion
Our survey results show that female
teachers were more likely to classify
behaviour as sexual harassment
comparing to male teachers. There are
some provincial differences where
teachers in South Sulawesi were the
least likely to classify any behaviour as
constituting sexual behaviour compared
to teachers in other provinces.
Teachers in religious schools were
significantly more likely to classify
behaviour such as being touched,
touching in the genital area, being forced
to touch another’s genitals, forced to be
naked, rape and being treated as a
sexual object as sexual harassment
compared to teachers in non-religious
schools. If students were harassed,
teachers would calm students, talk with
fellow teachers and report the incident
to the parents of the child.
References
American Association of University Women,
1993. Hostile hallways: the AAUW survey on
sexual harassment in America’s schools.
Washington DC.
Blackburn, S., 1999. Gender violence and the
Indonesian political transition. Asian Studies
Review, 23/4: 433-448.
Fitzherald, L.F., 1993. Sexual harassment:
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American Psychologist, 48: 1070-1076.
Gruber, J.E. and Fineran, S. 2007. The impact
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Women, 13/6: 627-643.
Among students, if harassed, girls were
more likely to report and take action
compared to boys. Year 6 students were
more likely to report harassment to
parents, police or teachers and school
principals while Year 12 students will
handle the matter themselves by
resisting the perpetrator or talking with
friends.
Hand, J. and Sanches, L. 2000. Badgering or
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Jones, N., K. Moore, E. Villar-Marquez & E.
Broadbent. 2008. Painful lessons: The politics
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March 2012
This exploratory study has contributed to
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school setting in Indonesia and has
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6 have a good understanding of sexual
harassment and who to report to in case
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sex with 26 Kindergarten students (Guru ngaji
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10
Research team members:
Australian Demographic and Social Research
Institute –Australian National University
(ADSRI-ANU):
 Dr. Iwu Dwisetyani Utomo (Principal Investigator I)
 Prof. Peter McDonald (Principal Investigator II)
 Prof. Terence Hull
pregnancy and delivery; human growth and
development; reproductive technology; social aspects of
reproductive health; moving towards liberal culture and
its consequences; family institution; violence and sexual
crimes and religious aspects of reproductive health. The
coverage of each topic and the accuracy of the materials
provided in the textbook were evaluated by the team.
Consultant:
 Prof. Saparinah Sadli
A content analysis was also performed using a gender
content analysis. Areas evaluated included: public and
domestic spheres; education and gender; social
leadership roles; arts; technology; roles in
environmental sustainability; violence and photos or
pictures used in the textbooks. All fields were evaluated
according to whether the material was male or female
dominated; mostly male or female content; and degree
of equality between males and females.
Universitas Islam Negeri (UIN)
Syarif Hidayatullah Jakarta:
 Dra. Ida Rosyidah, MA.
 Dra. Tati Hartimah, MA.
 Dr. Jamhari Makruf
Hasanuddin University:
 Prof. Nurul Ilmi Idrus
Gender analysis was conducted by evaluating the text
and pictures used in Sport and Healthy Living
(PENJASKES); Science and Biology; Social Sciences and
Islamic Religion, Bahasa Indonesia and English Language
school textbooks for year 1,6, 9 and 12. In the second
stage a survey of Year 6 (N=1837) and Year 12 students
(N=6555), teachers (N=521) and school principals (N=59)
in Jakarta, West Java, West Nusa Tenggara and South
Sulawesi was conducted (N=8972) to evaluate
respondents’ understanding regarding reproductive
health and gender. The sampling of schools was
performed in several stages. First, in every province two
districts were selected, one urban and one rural. Two
public schools and two religious schools were selected in
each selected district that represented the best school
and a medium performing school. Thus in every
province, 16 schools were selected. In the selected
schools, all students in Years 6 and 12 participated in the
survey and filled in the self administered questionnaire
in class. The research team gave instructions and stayed
in class so that students may ask questions if they don’t
understand. Following the survey, qualitative in‐depth
interviews were conducted among school teachers and
principals, local religious leaders and policy makers. A
series of policy briefs will be developed from this study.
The research team was led by Dr. Iwu Dwisetyani Utomo
and Prof. Peter McDonald.
Correspondence: Iwu.Utomo@anu.edu.au or
Peter.McDonald@anu.edu.au
Description of the Study: Integrating Gender
and Reproductive Health Issues in the
Indonesian National School Curricula
In the first stage of this two‐stage study, content analysis
of more than 300 primary and secondary school textbooks
was undertaken on issues relating to reproductive and
sexual health education and gender. The second stage was
a school‐based survey conducted in Jakarta, West Java,
West Nusa Tenggara and South Sulawesi.
For the content analysis the team analysed the national
Curriculum to see if reproductive health was specifically
mentioned and searched for relevant words that
indicating content relevant to reproductive health issues.
After identifying in grades, subjects and semesters where
reproductive and sexual health information is given,
textbooks based on the curriculum from various
publishers were selected. School textbooks analysed
included: Sport and Healthy Living (PENJASKES); Science
and Biology; Social Sciences and Islamic Religion.
An evaluation module was developed for the analysis of
13 fields of reproductive and sexual health. These were:
genital hygiene; STDs; HIV and AIDS; female reproductive
problems; male reproductive health problems;
Acknowledgement: This policy brief is made possible by funding from the AusAID through the Australian Development
Research Award, Ford Foundation, ADSRI-ANU and the Indonesian National Planning Bureau-BAPPENAS.
Jakarta, 11 January 2012.
Australian Demographic and Social Research Institute
The Australian National University
Canberra ACT 0200, AUSTRALIA
http://adsri.anu.edu.au Enquiries: +61 2 6125 3629
11