Female University Students Working in the Sex Trade: A Narrative Analysis/Les éTudiantes À L'université Travaillant Dans L'industrie Du Sexe : Une Analyse Narrative
Notice bibliographique
Résumé
Female university students working in the sex trade constitute a growing phenomenon (Sinacore & Lech, 2011). The literature indicates that the primary reason students work in the sex industry is financial. Sex work helps alleviate the financial burden caused by rising tuition and changing grant structures (Chapman, 2001; Dolman, 2008; Roberts, 2010). In a study of undergraduate students at a London, UK, university, results indicated that 16.5% of a sample of 315 undergraduate students endorsed a willingness to engage in sex work in order to finance their studies 11% indicating they would work as (Roberts, Sanders, Smith, & Myers, 2010, p. 145). Additionally, in an exploratory cross-sectional survey conducted in Southwest London, Roberts, Bergstrom, and La Rooy (2007) surveyed 130 students and asked whether they knew any friends involved in the sex industry. More than 10% reported knowing students who had worked as strippers, lap dancers, erotic massagers, or escorts to financially support themselves. Over 6% reported knowing students who worked as sex workers.Similarly, a qualitative study conducted by Haeger and Deil-Amen (2010) found that all the interviewees among the 8 student sex workers in a southwest city in the United States remained in the sex industry due to the advantages afforded by the money-to-time ratio (Haeger & Deil-Amen, 2010, p. 6). Though the financial reality of female students is undeniable, little attention has been given to (a) why certain female students turn to sex work over other means of making money; (b) the implications of becoming a sex worker; and (c) the economic, educational, and psychosocial realities of these women.PSYCHOLOGICAL CHALLENGES RESULTING FROM SEX WORKResearch on psychological challenges resulting from working in the sex industry has indicated that sex workers often suffer from symptoms of posttraumatic stress disorder (Farley et al., 2003). Roberts et al. (2007) point out that sex workers are confronted with many dangers, such as drugs, violence, and health hazards, that are not typical in other types of employment. Moreover, research indicates that sex workers make more money if they agree to sex without a condom and that they risk physical abuse if they insist on protected sex (Raymond, Hughes, & Gomez, 2001). Additionally, student sex workers report having more money and time to complete their studies but this does not necessarily result in higher academic achievement. In fact, some students report a lack of academic motivation while others report dropping out of school altogether because they can make more money in sex work (Dolman, 2008; Milne, 2006). Poor academic performance has negative implications for students' future aspirations, personal relationships, and mental well-being (Hodgeson & Simon, 1995). Furthermore, students report contending with negative stereotypes and having to manage the cognitive dissonance they experience between their sense of identity and beliefs on the one hand, and their actions of engaging in sex work on the other (Haeger & Deil-Amen, 2010). The field of counselling psychology in general, and university counselling services in particular, is uniquely positioned to provide education, awareness, and outreach with respect to psychological effects of sex work for students, as well as a safe and confidential outlet should students wish to seek therapeutic intervention.CANADIAN CONTEXTFor the most part, studies examining the phenomenon of student sex workers are being conducted in the United Kingdom (e.g., Cusick, Roberts, & Paton, 2009; Roberts, 2010; Roberts et al., 2007; Roberts et al., 2010). As described by Sinacore and Lech (2011), there is a dearth of information about university student sex workers in the Canadian context. A study by Lavoie, Thibodeau, Gagne, and Hebert (2010) that reported on the buying and selling of sexual services among secondary students in the province of Quebec may give insight into the issue. …
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,005 | 0,007 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,002 | 0,002 |
| Études des sciences et des technologies | 0,014 | 0,009 |
| Communication savante | 0,009 | 0,008 |
| Science ouverte | 0,002 | 0,007 |
| Intégrité de la recherche | 0,003 | 0,005 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».