Campus Sexual Assault Research Articles

Campus Sexual Assault: Forging an Action-Focused Research Agenda.

In recent years, the problem of campus-based sexual assault has emerged as a prominent matter of concern for institutions of higher education. Amid expanded media attention and a shifting policy landscape, many institutions have grappled with programmatic and legal challenges related to systems of investigation and adjudication of sexual assault cases. Meanwhile, many have worked to develop and deploy proactive preventive measures including those involving bystander engagement, peer-driven interventions, sexual assault awareness campaigns, self-defense programs, and the innovative use of social media and other technology. In this context, there is a growing need for high-quality empirical research that can shed light on the extent and nature of campus sexual assault; evaluate existing institutional systems and processes; and promote the development, testing, and evaluation of novel approaches that respond to unmet needs and challenges. As an introduction to a special journal issue devoted to this nascent but rapidly emerging field of inquiry, this article offers context and perspective on the vital role that research can play in the development and advancement of effective policies and strategies to prevent and effectively respond to campus-based sexual assault.

Leveraging Data to Strengthen Campus Sexual Assault Policies.

The U.S. Department of Education recently announced that existing legislation and guidance on campus sexual assault (CSA) policies had created a "failed system" in institutions of higher education. This announcement raises the question of how CSA legislation and guidance should be evaluated and applied in practice. We believe researchers are well situated to not only leverage data and empirically evaluate the success (or failure) of CSA federal and university policies but also to facilitate development of improved, more effective CSA policy. This commentary first chronicles the pivotal role of federal policy and guidance in driving the collection of CSA data and increasing research efforts in this domain. Second, we present recommendations for increased collaboration among researchers, practitioners, and policy makers aimed at measuring the effectiveness of current CSA policies and promoting data-driven policy. These recommendations focus on (a) establishing a CSA data repository, (b) analyzing existing CSA data to gain knowledge and identify opportunities for improved data collection, and

“Calling Out” Campus Sexual Violence: Student Activist Labors of Confrontation and Care

“Calling Out” Campus Sexual Violence: Student Activist Labors of Confrontation and Care

Rethinking Campus Sexual Assault: We must Be Leaders in Anti-Bias Practices, Civil Rights and Human Rights

During an era when campuses nationwide are increasingly in the spotlight for a range of sexual assault infractions, Rothman proposes four groundbreaking thought experiments that challenge the status quo in campus-based prevention programming and call for us to do better. Namely, Rothman’s thought experiments—which suggest that campuses 1) invest in fighting structural oppression at the societal level, 2) direct their social norming work at the macro level, 3) educate preventionists in consent and pleasure related to kink, anal sex and group sex, and 4) enact education and counseling for sexual violence perpetrators—provide us with fresh opportunities to examine our willingness and capacity to change and to become even more impactful leaders in practices to reduce sexual violence. In the present editorial, I argue that for Rothman’s experiments (which are focused fundamentally on changing underlying power structures at the intersection of gender, race, sexuality, ability status and socioeconomic status) to be optimally effective, campuses must first engage intensively and systematically in anti-bias curricula to prepare us to be effective fighters for civil rights and human rights. Accordingly, we must be willing to acknowledge that biases exist in all of us, that biases operate in across environments to both privilege and disadvantage at the intersection of gender, race, sexuality, ability status and socioeconomic status, and that we must replace our biases with equity-focused actions for greater equity for all. I applaud Rothman in her outside-the-box thought experiments, join her in challenging us to do things differently on our nation’s campuses, and hope we have the courage to be leaders in anti-bias, civil rights and human rights practices to more impactfully reduce sexual violence against women and non-majority groups.

Undergraduate Students as Bystanders to Sexual Violence Risks: Differences in Reported Intervention Opportunities and Behaviors by Racial Identity.

Although substantial research has been dedicated to understanding the demographic and psychosocial correlates of bystander intervention behavior related to sexual violence, as well as the effectiveness of bystander training programs, both lines of inquiry often fail to examine potential differences in bystander intervention opportunities and behavior based on students' racial identity. Indeed, current research generally suffers from a lack of diversity in the study samples. Given this gap in the literature, the purpose of this study is to examine whether-and how-students' racial identity (White, non-Hispanic, African American, Asian American, Hispanic and multiracial) is associated with their reported intervention opportunities and prosocial response as bystanders to sexual violence risks. In the fall of 2014, undergraduate students (N = 9,358) completed web-based surveys to assess bystander intervention opportunities and behavior for six high-risk situations. Tests of independence revealed racial identity was significantly associated with bystander opportunities for four of the six situations, and logistic regression revealed that White students had significantly higher odds of reporting these intervention opportunities, compared with students of color. Tests of independence revealed that racial identity was not significantly associated with bystander intervention behavior, although logistic regression analysis revealed Asian American students had significantly lower odds of reporting prosocial intervention response for one situation, compared with White counterparts. In response to growing concerns about campus sexual violence, institutions of higher education are increasingly adopting bystander training programs to engage students as prosocial helpers who can intervene in risk situations. In line with these findings, research of this nature should include samples that reflect the diversity of their campus communities, explore what types of opportunities students of color identify as potential for intervention, and ensure these situations are captured in bystander behavior measures used in the field.

Campus Sexual Assault Adjudication, Student Due Process, and a Bar on Direct Cross-examination

Campus Sexual Assault Adjudication, Student Due Process, and a Bar on Direct Cross-examination

Exploring Definitions and Prevalence of Verbal Sexual Coercion and Its Relationship to Consent to Unwanted Sex: Implications for Affirmative Consent Standards on College Campuses.

Campus sexual assault is a pervasive issue impacting the well-being, quality of life, and education of all students. There have been many recent efforts to prevent and address campus sexual assault, most notably the adoption of affirmative consent standards. (1) Efforts to address sexual assault on college campuses through an affirmative consent standard could be undermined by traditional gender norms, sexual scripts, and the power dynamics inherent in heterosexual relations, which lead to situations in which many women provide consent to unwanted sex. (2) Studies indicate that college women are likely to experience verbal sexual coercion, yet research has failed to come to a consensus on how to define, operationalize, and study verbal sexual coercion. (3) Research on sexual consent is also lacking, in particular as it relates to consent to unwanted sex as a result of the presence of verbal sexual coercion. (4) This article discusses how multiple forms of unwanted sex can be conceptually examined. (5) Policy implications and areas for future research are discussed.

"She Wasn't Resisting": Students' Barriers to Prosocial Intervention as Bystanders to Sexual Assault Risk Situations.

The White House Task Force to Protect Students from Sexual Assault recommends bystander training as part of campus sexual assault prevention efforts. The current study sought to understand salient themes among students' qualitative responses for why they did not intervene in sexual assault risk situations. In 2014, undergraduate students ( N = 9,358) at a large public university completed a web-based survey to assess bystander opportunities and responses for six risk situations. Content coding analysis indicated that students report several unique barriers to intervention. These findings have important implications for bystander training programs, as well as future research on bystander behavior.

A Socioecological Model of Risk Associated With Campus Sexual Assault in a Representative Sample of Liberal Arts College Students.

Campus sexual assault (CSA) is a growing area of research and public health concern, yet little research has considered the sociocultural context in which CSA occurs or the effect of sociocultural factors on the posttraumatic stress disorder (PTSD) symptoms of CSA survivors. This study describes the results of a web-based census survey administered to students at a liberal arts college. Of the 1,611 students who completed the survey (74% female; 71.4% White, 4.3% African American, 12% Hispanic), 13.5% reported experiencing at least one type of completed or attempted CSA. Female students, participants in Greek life, and students who reported victimization prior to college were more likely to report having experienced CSA. CSA was positively correlated with PTSD symptoms, and this relationship was stronger for racial/ethnic minorities, those who reported less sense of community, and those who were more aware of campus services to address CSA. This study demonstrates multiple levels of sociocultural influence on the mental health of college students who have experienced CSA and may suggest ways for improving prevention and intervention strategies to address CSA and its consequences.

Not Just an Undergraduate Issue: Campus Climate and Sexual Violence Among Graduate Students.

The lack of research on graduate students' experiences with campus sexual violence and the campus climate is a glaring gap in the literature (Bonistall Postel, 2020). Thus, the current exploratory study examines the experience of graduate students at one university to determine their victimization rates and the number of disclosures they receive from peers. In addition, we compare graduate and undergraduate students' awareness of resources on campus and their confidence in knowing where to seek assistance for their peers or themselves. Finally, we compare key influential factors related to the campus climate such as sense of community and perceptions of the university's responsiveness to incidents of sexual violence among graduate and undergraduate students. An online survey was administered to a sample of 9,546 students, with 79.9% undergraduates and 20.1% graduates. A total of 5.2% of graduate students reported experiences of sexual violence since attending the university, with 13% receiving disclosures from peers. MANCOVA revealed that compared with undergraduate students, graduate students had significantly less awareness of campus resources, less confidence in knowing where to seek assistance, and less of a sense of community. There were no differences in perceptions of the university's handling of sexual violence. The findings highlight the importance of including and targeting graduate students in sexual violence awareness and prevention programming on college campuses.

Unwanted Sexual Experiences in University Settings: Survivors’ Perspectives on Effective Prevention and Intervention Strategies

ABSTRACTUnwanted sexual incidents on university campuses pose significant public health and safety risks for students. This study explored survivors’ perspectives on secondary prevention of campus sexual assault and effective strategies for intervention programs for unwanted sexual incidents in university settings. Twenty-seven student survivors of unwanted sexual experiences participated in semi-structured in-depth interviews. Data were analyzed using thematic analysis and a constructionist perspective. The findings were contextualized using the ecological model. Barriers to reporting included concerns about one’s story not being believed, personal minimization of the incident, belief that no action will be taken after reporting, confidentiality concerns, and other perceived costs of reporting. Survivors provided valuable insight on potentially effective prevention and intervention strategies to address the problem of unwanted sexual incidents on university campuses. These findings may be useful for prevention and intervention policies and programs in university settings and for providers who assist survivors of unwanted sexual experiences.

Relational spaces and relational care: Campus sexual violence, intimate geopolitics and topological polis

Critical care ethics argues that care's political potential lies in its relationality. Geographic scholarship on relationality can provide an avenue for unpacking the politics of care. This paper explores how a spatial relational care approach illuminates how caring agencies occurring in particular places have political reach to people and places well beyond those initial sites. A spatial relational care approach seeks to bring visibility to the diversity of caring and non‐caring relationalities that occur between multiple people, places, events, times and structural underpinnings. Such geographic relational scholarship on care brings attention to the ways that people and places are non‐autonomous through caring relations. This paper suggests that the frameworks of topological polis and intimate geopolitics can extend our relational understandings of care and offer insights into aspects of social life that care research has yet to explore. Empirically, this paper draws on a high‐profile campus sexual assault case to argue that the spaces of care need to be understood beyond where the initial care act took place, that responding to care creates relational poleis and that the site of the body is relationally bound with care and violence.

Description and initial evaluation of a values-based campus sexual assault prevention programme for first-year college students

ABSTRACTPreventing sexual assault in college and university settings is an important public health priority. The college campus is a high-risk setting for experiencing sexual assault while at university. Many campuses utilise brief educational programmes to prevent sexual assault, but these programmes are rarely evaluated. In this paper, we provide a programme description and evaluation data from a sexual assault prevention programme administered to first-year students during their first semester at a large public university. Relationship Remix was a theoretically-informed upstream prevention programme collaboratively developed by campus stakeholders to focus on healthy relationship skills and sexual assault prevention. Students (N = 2,305; 55% female, 71% White) completed web-based surveys immediately before and after attending the 1.5-hour group-based programme. On 8 of 10 items assessing programme-related knowledge and attitudes, findings suggest that the programme positively impacted students’ beliefs and attitudes related to consensual sex and preventing sexual misconduct. Importantly, the largest shift in beliefs occurred with regard to enhanced awareness of campus resources. Future research should examine behavioural outcomes and whether the programme may be effective in reducing sexual misconduct as part of a multi-pronged prevention strategy.

Engaging collaborative communities: dialogue and campus sexual assault

PurposeWhile universities continue to grow increasingly sophisticated in their communication functions, issues like sexual assault continue to pose a challenge. One reason is that these issues are emotional, complex, and often only dealt with at the point that they have become a crisis for the institution. The purpose of this paper is to understand the role that dialogue can play in proactively communicating about issues of sexual assault.Design/methodology/approachThis study utilized 32 in-depth interviews with university officials from 21 different universities across the USA with responsibility for communicating about issues of sexual assault, including Title IX officers, victims advocate services, student affairs, and university communications.FindingsIssues managers worked to create opportunities for dialogue on their campus communities by highlighting shared values. Within a dialogic framework, university issues managers were creating spaces for dialogue and developing alternative forms of engagement in an effort to empower students with the necessary skills to engage in dialogue with their peers. There was a recognition that dialogue is most effective when it is peer-to-peer vs coming from an authoritative or administrative position. Issues managers helped students to develop the skills necessary for engaging in dialogue with each other.Originality/valueTo advance public relations scholarship, there is a need to consider emotional and gendered issues that are often stigmatized. This can help practitioners to develop better, and proactive, communication strategies for handling issues of sexual assault as to avoid negative media attention and work to change organizational culture.

Quantifying the magnitude and potential influence of missing data in campus sexual assault surveys: A systematic review of surveys, 2010–2016

ABSTRACTObjective: To understand how missing data may influence conclusions drawn from campus sexual assault surveys. Methods: We systematically reviewed 40 surveys from 2010–2016. We constructed a pseudo-population of the total population targeted across schools, creating records proportional to the respective response rate and reported sexual assault prevalence. We simulated the effects of 9 scenarios where the sexual assault prevalence among nonresponders differed from that of responders. Results: The surveys represented a total female undergraduate population of 317,387 with only 77,966 (24.6%) survey responses. Among responders, 20.4% reported experiences of sexual assault. However, prevalence of sexual assault could theoretically range from 5.0 to 80.4% under extreme assumptions about prevalence in nonresponders. Smaller, but still significant differences were observed with less extreme assumptions. Conclusions: Missing data are widespread in campus sexual assault surveys. Conclusions drawn from these incomplete data are highly sensitive to assumptions about the sexual assault prevalence among nonresponders.

Friends, strangers, and bystanders: Informal practices of sexual assault intervention

ABSTRACTSexual assault is a part of many students’ experiences in higher education. In U.S. universities, one in four women and one in ten men report being sexually assaulted before graduation. Bystander training programmes have been shown to modestly reduce campus sexual assault. Like all public health interventions, however, they have unintended social consequences; this research examines how undergraduate men on one campus understand bystander interventions and how those understandings shape their actual practices. We draw on ethnographic data collected between August 2015 and January 2017 at Columbia University and Barnard College. Our findings show that university training and an earnest desire to be responsible lead many men to intervene in possible sexual assaults. However, students’ gendered methods target more socially vulnerable and socially distant men while protecting popular men and those to whom they are socially connected. Students’ actual bystander practices thus reproduce social hierarchies in which low prestige may or may not be connected to actual risks of sexual assault. These results suggest that understanding intragroup dynamics and social hierarchies is essential to assault prevention in universities and that students’ actions as bystanders may be effective at preventing assaults in some circumstances but may lead to new risks of sexual assault.

Barriers to the Success of Affirmative Consent Initiatives: An Application of the Social Ecological Model

ABSTRACTIn response to evidence that one in five college women are sexually assaulted, institutions of higher education have started adopting affirmative consent policies. Affirmative consent must be voluntarily and explicitly communicated—verbally or nonverbally. A recently published article highlighted barriers to the success of affirmative consent initiatives at the intrapersonal level. To extend this discussion, we identified barriers at each level of the Social Ecological Model. In our commentary, we discuss social determinants that are particularly relevant for campus sexual assault. There are elements in young people's micro-, meso-, exo-, and macrosystems that hinder their adoption of affirmative consent practices. We focus on gender as an aspect of the macrosystem that is a formidable barrier to the success of affirmative consent initiatives, influencing each of the other levels. Finally, we discuss how sexuality education might begin to address the social determinants of sexual assault.

Psychiatrists Can Help Growing Number of Students Who Need MH Help

Psychiatrists Can Help Growing Number of Students Who Need MH Help

Funny Evidence: Female Comics are the New Policy Entrepreneurs

AbstractThe last decade has seen on‐going issues of gender inequity as well as arguably the golden age of female comics. From Tina Fey and Amy Poehler's renditions of Sarah Palin and Hillary Clinton in 2008, to Amy Schumer's critique of US college rape culture, this is an extraordinary time to consider the role of female comics in policy making. This article will examine this period by locating these comedic skills within the policy entrepreneur literature. First, it will review policy entrepreneurship elements; secondly it will propose a framework for policy entrepreneurship that builds on intersectional feminist principles. Lastly, it will apply the framework to female comic's influence on political issues. In all, we argue that female comics can serve as policy entrepreneurs in public administration by using their identity to locate themselves as relevant actors, attaching solutions to problems, biasing political outcomes, benefiting from their engagement, and introducing narratives that change the emotional habitus of an audience and influence the broader public.

"Why Should I, the One Who Was Raped, Be Forced to Take Training in What Sexual Assault Is?" Sexual Assault Survivors' and Those Who Know Survivors' Responses to a Campus Sexual Assault Education Program.

This study critically examines sexual assault survivors' (people with histories of sexual assault) and those who know survivors' (those who know and/or who are close to people with histories of sexual assault) responses to a mandatory online campus sexual assault education program using both quantitative survey data (N = 1,899) and qualitative narratives (n = 41) from a sample of students at a large southern university with special attention to gender, sexual identity, race, ethnicity, college group affiliations (student athletics, fraternities/sororities, LGBTQ [lesbian, gay, bisexual, and transgender, queer] ally programs), and the intersections between these identities and affiliations. The quantitative findings show that knowing/being a woman survivor is positively related to supportive attitudes toward the sexual assault education program and inversely, knowing/being a man survivor is negatively related to support of the program. In addition, being a woman, being gay/lesbian, being Black/African American, Asian/Pacific Islander, Native American/Alaskan Native, or another race, and being a sorority member are all significantly related to supportive attitudes toward the sexual assault education program. Furthermore, qualitative analyses revealed that the majority of personal survivors' narratives indicated traumatic/triggering responses whereas most of those who provided narratives about knowing survivors(s) indicated praiseworthy reactions. Overall, the current study offers empirically driven sexual assault education program implications that acknowledge survivors' and those who know survivors' experiences with the ultimate goal of determining how to best meet students' needs.