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Relevant bibliographies by topics / Campus sexual assault

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Academic literature on the topic 'Campus sexual assault'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Campus sexual assault"

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Campbell, Jacquelyn. "Campus Sexual Assault Perpetration." JAMA Pediatrics 169, no. 12 (December 1, 2015): 1088. http://dx.doi.org/10.1001/jamapediatrics.2015.1313.

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Renzetti, Claire M. "Confronting campus sexual assault." Science 367, no. 6476 (January 23, 2020): 372. http://dx.doi.org/10.1126/science.aba1150.

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Foran, Clare. "Sexual Assault on Campus." University of Queensland Law Journal 40, no. 1 (March 26, 2021): 91–118. http://dx.doi.org/10.38127/uqlj.v40i1.5641.

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This article examines the case of Y v University of Queensland and the issue of university disciplinary action in cases of student-on-student sexual assault. In addition to the question of whether universities have legal jurisdiction to decide these matters, there is the more fundamental question of whether they should. Using Martha Fineman’s theory of vulnerability as a theoretical lens, this article seeks to evaluate whether accusations of sexual assault should be treated exclusively as police matters or whether universities have a moral obligation to take independent action.

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Reitz-Krueger, Cristina L., Sadie J. Mummert, and Sara M. Troupe. "Real men can't get raped: an examination of gendered rape myths and sexual assault among undergraduates." Journal of Aggression, Conflict and Peace Research 9, no. 4 (October 9, 2017): 314–23. http://dx.doi.org/10.1108/jacpr-06-2017-0303.

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Purpose While awareness of sexual assaults on college campuses has increased, the majority of efforts to address it are focused on female victims. The relative neglect of male victims may be due in part to problematic rape myths that suggest men cannot be sexually assaulted, especially by women. The purpose of this paper is to compare rates of different types of sexual assault between male and female undergraduates, and explore the relationship between acceptance of traditional rape myths focused on female victims, and rape myths surrounding male victims. Design/methodology/approach Students at a mid-sized university in Pennsylvania (n=526) answered an online questionnaire about their own experiences of sexual assault since coming to college, as well as their endorsement of male and female rape myths. Findings While women experienced more sexual assault overall, men were just as likely to have experienced rape (i.e. forced penetration) or attempted rape. Acceptance of male and female rape myths was significantly correlated and men were more likely than women to endorse both. Participants were also more likely to endorse female than male rape myths. Research limitations/implications By analyzing sexual assaults in terms of distinct behaviors instead of one composite score, the authors can get a more nuanced picture of how men and women experience assault. Practical implications Campus-based efforts to address sexual assault need to be aware that male students also experience assault and that myths surrounding men as victims may impede their ability to access services. Originality/value This paper contributes to our knowledge of a relatively understudied topic: undergraduate male victims of sexual assault.

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Tilley, Donna Scott, Wanyi Wang, Ann Kolodetsky, and Paul Yeatts. "Factor Analysis of the Administrator-Research Campus Climate Collaborative (ARC3) Survey." Health Education & Behavior 47, no. 1_suppl (May 26, 2020): 54S—69S. http://dx.doi.org/10.1177/1090198120911613.

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Sexual assault, dating violence, stalking, and sexual harassment present serious challenges to the health and well-being of college students across the United States. An estimated one in five female college students is sexually assaulted during college. Under the federal protection of Title IX, institutions of higher education are responsible for addressing sexual harassment and sexual misconduct as forms of discrimination, thus campus climate surveys are increasingly being conducted in campus settings to examine student beliefs and experiences about sexual assault, dating violence, stalking, sexual harassment, and related campus prevention and response efforts. The Administrator-Researcher Campus Climate Collaborative (ARC3) Campus Climate Survey was designed to assess a range of Title IX violations that include sexual harassment, dating violence, and sexual misconduct victimization and perpetration. This article used a sample of students drawn from seven universities to assess the psychometric properties of the ARC3 survey. Specifically, factor analysis (exploratory and confirmatory) was used to examine the factor structure of each module of the ARC3 survey. Results indicated that the majority of modules within the ARC3 survey were valid and reliable. Recommendations are provided for university administration to utilize a scorecard approach in order to get a brief but comprehensive view of campus safety status.

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Amar, Angela F., Tania D. Strout, Somatra Simpson, Maria Cardiello, and Sania Beckford. "Administrators’ Perceptions of College Campus Protocols, Response, and Student Prevention Efforts for Sexual Assault." Violence and Victims 29, no. 4 (2014): 579–93. http://dx.doi.org/10.1891/0886-6708.vv-d-12-00154.

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Background: Sexual assault disproportionately affects college students. Because most survivors do not report sexual assault, research has explored individual factors related to the reporting, with limited research exploring institutional-level factors related to victims’ decisions to report their experiences. Objective: The purpose of this research was to describe three key areas: (a) campus assault adjudication, (b) protocols and campus responses to assault, and (c) provision of student prevention education regarding sexual violence. Participants: A nationally representative sample of 1,067 campus administrators responded to a survey regarding institutional sexual assault policies and procedures. Conclusions: Findings suggest that although many institutions are responding adequately to sexual assault in these three areas, improvements are possible. Implications for improving campus responses and further research are discussed.

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Kalar, M. U. "A comparative study related to the effects of alcohol, location and stranger on sexual assault in college women at university of northern colorado (UNC), USA." European Psychiatry 26, S2 (March 2011): 801. http://dx.doi.org/10.1016/s0924-9338(11)72506-8.

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IntroductionAlcohol involves 50% of sexual assault among college students. Eighty-five percent of on-campus rapes are acquaintance rapes. According to Bohmer and Parrot 25% of college women have experienced forced sex at some time during their college careers.ObjectiveTo determine the relationship between alcohol, location and stranger with sexual assault in college women at UNC.AimTo compare sexual assault in which alcohol was consumed versus assault in which alcohol was not consumed, assault which occurred on campus versus off campus, and friend versus stranger assault.MethodsThis was a retrospective cohort study. Data was collected from 2003–2007. Students surveyed were undergraduates and graduates selected on the basis of non probability convenient sampling. Sample size calculation was done using the W.H.O. software where α = 0.05, 1-Beta = 90, Po = 0.55, Pa = 0.35, n (sample size) = 52. Binary logistic regression analysis was used to assess risk factors for the dependent variable of sexual assault with a threshold for selection of p < 0.05.ResultsFriend assault had a high prevalence of assault than stranger assault (35/84; 41.66% v 17/84; 20.23; p < 0.05). On campus assault had an increased prevalence of assault than off campus assault (33/84; 39.28% v 19/84: 22.61%; p < 0.05). Friend assault was the strongest predictor for assault and was 2.35 times (95% CI, 2.27 – 2.40) more as compared to stranger assault.ConclusionAlcohol increases the probability of sexual assault if the students are on campus and have friendship with the perpetrator.

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Coulter, Robert W. S., and Susan R. Rankin. "College Sexual Assault and Campus Climate for Sexual- and Gender-Minority Undergraduate Students." Journal of Interpersonal Violence 35, no. 5-6 (March 15, 2017): 1351–66. http://dx.doi.org/10.1177/0886260517696870.

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Sexual- and gender-minority (e.g., lesbian, gay, bisexual, and transgender) undergraduate students are at greater risk for sexual assault victimization than their cisgender (i.e., nontransgender) heterosexual peers. However, few studies have examined how social environments affect sexual assault victimization among sexual- and gender-minority undergraduate students. Nevertheless, this research area was identified as a priority by the Institute of Medicine as well as President Barack Obama’s White House Task Force to Protect Students From Sexual Assault. Therefore, we tested the association between college campuses’ inclusion of sexual- and gender-minority people and experiences of sexual assault victimization. Cross-sectional surveys were completed by sexual- and gender-minority undergraduate students ( N = 1,925) from higher education institutions in all 50 U.S. states in 2010. Our dependent variable was experiencing sexual assault victimization at college. Our primary independent variable was campus climate, measured with items assessing perceived inclusion of sexual- and gender-minority people and witnessing sexual- or gender-minority harassment. We used multivariable logistic regression with generalized estimating equations (accounting for the clustering of students within schools) to estimate the association between campus climate and experiencing sexual assault victimization. Overall, 5.2% of the sample reported ever being victims of sexual assault at college. Controlling for sexual orientation, gender identity, race/ethnicity, and year in school, greater perceived inclusion of sexual- and gender-minority people on campus was associated with significantly lower odds of experiencing sexual assault victimization. Our study suggests that improving campus climate for sexual- and gender-minority individuals may reduce their prevalence of college sexual assault, which has potential implications for college practitioners and administrators as well as sexual assault prevention programs and policies.

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JOHNSON, DAVID R., and LIANG ZHANG. "Examining the Role of Gender in Educational Policy Formation: The Case of Campus Sexual Assault Legislation, 2007–2017." Harvard Educational Review 90, no. 4 (December 1, 2020): 617–43. http://dx.doi.org/10.17763/1943-5045-90.4.617.

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The persistent problem of sexual assault on college campuses is receiving attention in both the public sphere and state legislatures. Although a considerable body of research examines various aspects of campus sexual assault, such as rates and reporting, scholars have not examined how state characteristics and interstate dynamics influence the policy process related to campus sexual assault. This gap is compounded by an underemphasis on gender in theories of state policy adoption, even as a record number of women serve in state legislatures. Drawing on a data set that captures the introduction and enactment of campus sexual assault legislation between 2007 and 2017, David R. Johnson and Liang Zhang examine in this article how the state policy adoption and diffusion framework explains the introduction and enactment of campus sexual assault policy. The results of their study show that the number of forcible sex offenses at public colleges, the number of female Democrats in state senates, contributions from women’s interest groups, gubernatorial power, Republican influence, and bipartisan sponsorship influence the campus sexual assault policy process, with varying influence across legislative stages. The authors discuss the implications of their findings for researchers interested in policy adoption and gender issues as well as for advocates working on campus sexual assault policy reform.

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Franklin, Cortney A., Leana Allen Bouffard, and Travis C. Pratt. "Sexual Assault on the College Campus." Criminal Justice and Behavior 39, no. 11 (October 5, 2012): 1457–80. http://dx.doi.org/10.1177/0093854812456527.

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Research on college sexual assault has focused on offender behavior to understand why men perpetrate sexual violence. Dominant theories have incorporated forms of male peer support, paying particular attention to the impact of rape-supportive social relationships on woman abuse. In contrast, Gottfredson and Hirschi’s general theory of crime proposes that low self-control predicts crime and other related life outcomes—including the kinds of antisocial peer relationships that the male peer support model contends causes sexual violence. The exclusion of measures of self-control on sexual assault may result in a misspecified peer support model. Accordingly, the current research empirically tests Schwartz and DeKeseredy’s male peer support model and examines the role of self-control in the larger male peer support model of sexual assault. Implications for theory and research are discussed.

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Dissertations / Theses on the topic "Campus sexual assault"

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Cryderman, Elton Jacob. "Sexual assault in dating relationships, a campus study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ35880.pdf.

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Quade, Amanda Ellen. "Certainty Versus Suspicion: Incapacitated Sexual Assault on Campus." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6737.

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One in four women experience sexual assault during college. With rates of sexual assault on college campuses continuing to increase, the need for advanced analysis utilizing contemporary variables is justified. The purpose of this quantitative study was to compare two groups of female college-attending students. One group was certain and the other suspected that they were sexually assaulted while incapacitated (independent variables). Dependent variables compared between groups were offender type (interest on offenders with fraternal affiliations), law enforcement reporting decisions, and barriers to reporting sexual assault. Four research questions measured whether there was a statistically significant difference amongst the dependent variables when compared to the independent variables. The theoretical foundation for this study was empowerment theory. A comparative research design was used to examine archival data from the Inter-University Consortium for Political and Social Research. Logistic regression and chi-square analysis showed mostly significant results: fraternal membership, reporting to law enforcement, and barriers to reporting to law enforcement were statistically significant. In addition, ad hoc tests were significant, indicating that being on a date with the offender, university disciplinary action taken, and whether the offender was arrested were all statistically significant variables. Social change is achievable at two levels, organizational and societal. Universities, advocacy groups, and governmental agencies may all benefit from contemporary findings. Furthermore, improved societal understanding of campus sexual assault culture and victimology can create a safe space for victims to report sexual assault on a college campus when it involves incapacitation.

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Murphy, Michael William. "Campus Sexual Assault: How Oregon University System Schools Respond." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/281.

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College is usually thought of as a time where students, often living alone for their first time, are encouraged towards healthy risk-taking behavior, as well as social, intellectual, and vocational development. Unfortunately for female students, college becomes the time of their lives where they are exposed to the highest risk of sexual victimization. Many colleges across America have taken steps to address the significant problem of sexual assault on their campuses. However, even with rising concern about the sexual victimization of college students, there remains very little systematic information published about the content of sexual assault policies, protocols and programs that exist on college campuses. Focusing on the seven schools of the Oregon University System (OUS), this study sought to examine the schools' sexual assault policies, as well as their prevention and response efforts to sexual assault. Additionally schools' willingness for assistance and training from Oregon Sexual Assault Task Force (OSATF) was also studied. Specifically, official school sexual assault policies were content analysis and secondary survey data gathered by the OSATF was examined. Results demonstrated that, in most cases, policies of the OUS schools were vague in their definitions of what constituted a sexual assault, and lacked the additional information necessary for victims to respond to their sexual victimization. However, Universities also offered various forms of educational opportunities and awareness raising activities. While this proves promising, there is clearly room for improvement. OUS schools also appeared willing to work with the OSATF to improve the delivery of their sexual assault prevention services. The findings of this thesis are important in directing future actions of the OUS when developing and implementing sexual assault response and prevention strategies.

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Martin, Caitlin Ann. "Barriers to Seeking Campus Therapeutic Services for Sexual Assault." Cleveland State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=csu1371574814.

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Murrizi, Stela. "Media Construction of Campus Sexual Assault: A Case Study." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32211.

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Working within a social constructionist paradigm, the focus of this study is on the way in which the social problem of campus sexual assault is constructed and the way in which these constructions determine the proposed solutions. To address the issue, the study focuses on a high-profile case of a violent sexual assault that occurred at Carleton University in the fall of 2007. Drawing upon the work of Joel Best and Donileen Loseke, I approach this issue by focusing on the claims-making activities that emerged in response to this event. Using a mixed methods analysis of newspaper coverage of the event consisting of a quantitative content analysis combined with a more detailed thematic analysis focusing on the specific claims made and the more general themes they reflect, this study analyzes the dominant claims-makers identified by the media, the claims they put forth, and the proposed solutions that follow from their particular constructions of the problem. Results of this analysis illustrate the contested nature of the construction of campus sexual assault as well as the way in which competing discourses reflect features of a broader social discourse relating to crime, individualization, and the responsibilization of women to protect themselves from sexual violence.

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Campe, Margaret Irene. "STUDENTS ON THE MARGINS: INTERSECTIONALITY AND COLLEGE CAMPUS SEXUAL ASSAULT." UKnowledge, 2019. https://uknowledge.uky.edu/sociology_etds/43.

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This three-paper dissertation quantitatively identifies and examines three different substantive areas using data from the American College Health Association’s Fall of 2016 National College Health Assessment (ACHA-NCHA). Specific areas of inquiry include, marginalized populations and college campus sexual assault, intersectional analyses of risk factors for college campus sexual assault, and drinking protective behavioral strategies as prevention tools for college campus sexual assault. Paper one, titled, “College Campus Sexual Assault and Students with Disabilities,” explores a particular marginalized group of students that have been largely left out of college campus sexual assault studies: female college students with disabilities. The logistic regression analyses find that having any disability increases risk for any type of college campus sexual assault more than other commonly cited risk factors such as binge drinking, or Greek affiliation. Moreover, the study indicates that odds for female students with disabilities are varied depending on the type of assault, completed, attempted, or relationship, as well as the specific type of disability. Results are discussed, and policy implications, limitations, and opportunities for future research are delineated. Paper two, titled, “College Campus Sexual Assault: Moving Toward a More Intersectional Quantitative Analysis,” is guided by an intersectional theoretical framework. The study employs classification and regression tree analyses (CART) to identify more specific groups of students that are at disproportionate risk for sexual assault beyond singular variables or even interaction effects. Unlike traditional regression techniques, CART does not assume a linear relationship, and can simultaneously account for independent variables relationship to one another while determining which variables have the most explanatory power for the dependent variable and for which unique groups of students. The study discusses results of analyses in relationship to intersectional research both theoretically and methodologically, as well as future research, and policy implications. Alcohol consumption, particularly binge drinking, has been consistently linked to greater risk for college campus sexual assault victimization. However, there is a lack of college campus violence prevention and intervention programming that addresses alcohol consumption in relation to campus sexual assault. As such, paper three, titled, “Drinking Protective Behavioral Strategies and College Campus Sexual Assault,” uses logistic regression to explore whether or not the use of drinking protective behavioral strategies (PBS) lowers risk for sexual assault in female college students that drink alcohol. The study examines both the main effects of drinking PBS on sexual assault risk, as well as whether or not the use of drinking PBS moderates the risk of frequent alcohol consumption, and binge drinking on college campus sexual assault. The paper discusses findings, limitations, policy implications, and avenues for future research.

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Moses, Rychelle. "Students’ Perceptions of Campus Sexual Assault Resources: An Appalachian Perspective." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3717.

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Research relating to campus sexual assault has traditionally focused on its prevalence and factors that serve to influence risk of victimization. Less attention has been directed toward the presence and effectiveness of campus sexual assault resources. In addition, few studies have explored the role that culture and other geographical factors may play in this process. The current study seeks to address this limitation in two unique ways: (1) determining whether an Appalachian upbringing influences knowledge of and willingness to utilize campus sexual assault resources and (2) exploring its impact on adherence to common rape myths. Survey data are gathered from students at a public university located in the heart of the Appalachian Region, with results serving to improve our understanding of how culture affects students’ knowledge and perceptions of campus sexual assault resources.

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CHAU, JACQUELINE KHIET. "CAMPUS CLIMATE ON SEXUAL ASSAULT AT THE UNIVERSITY OF ARIZONA." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/612621.

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Sexual assault is an issue that is growing drastically and a particularly pertinent issue on the university campus level. Statistics indicate that approximately one in five women will suffer from sexual assault during their college career. It has always been an important issue but even more so currently due to numerous universities being placed under scrutiny for their lack of support or compliancy for dealing with sexual assault. The Association of American Universities (AAU) Survey was conducted to gauge the campus climate of sexual assault specifically at the University of Arizona. Results indicate that sexual assault is a significant issue on campus, and certain groups are more affected than others. Student awareness of resources at the University of Arizona for sexual assault varied depending on the resource, but overall the survey shows that there needs to be a vast improvement in the accessibility of on-campus resources. In order to combat sexual violence on campus, the University of Arizona needs to hold perpetrators accountable, implement comprehensive primary prevention programming, and provide a plethora of resources readily available and accessible for survivors of sexual assault.

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Kelly, Corey Rose. "Navigating Complexity: The Challenging Role of Title IX Coordinators in Campus Sexual Assault." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108367.

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Thesis advisor: Heather T. Rowan-Kenyon
The purpose of this study on university handling of Campus Sexual Assault (CSA) was to understand the experiences of Title IX Coordinators as key administrators in this work. CSA continues to be a pervasive problem, and the dialogue on campuses and externally is highly contentious. Guidance from the federal government, combined with a recent surge in lawsuits against universities, have created a precarious legal context for CSA that is exceedingly difficult for universities to manage. How institutions handle the array of moving parts with CSA is largely absent from the current literature. This study interviewed university Title IX Coordinators, who are responsible for overseeing the institutional response to CSA and therefore are uniquely positioned to offer insight into how universities are handling the problem and the internal and external factors that are playing a role. Sixteen interviews were conducted of Title IX Coordinators responsible for overseeing student CSA matters at NCAA Division I institutions. The research questions guiding this study included: (a) how do Title IX Coordinators handle and carry out their responsibilities related to CSA; what shapes the ways in which Title IX Coordinators handle their responsibilities related to CSA, and (b) how does university culture influence Title IX Coordinators’ work related to CSA? The theory that emerged from the data indicates that Title IX Coordinators have an array of complexities to navigate in their CSA work, stemming from an interplay of both internal and external pressures and factors, that can lead to a range of outcomes that are most often negative. Using grounded theory methodological procedures, a theory and visual model were generated to explain the interactions among the following components: Title IX Coordinator values and priorities; processes involved in CSA work; university culture and structure; collaboration with and management of university partners; the legal landscape and external context; and case outcomes and Title IX Coordinator impact. The theory has implications for policy, for Title IX Coordinators and universities, and for future research
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

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Reed, Megan E. "Student Journalists’ Ethical Approaches to Coverage of Campus Sexual Misconduct." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou152602516903047.

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Books on the topic "Campus sexual assault"

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Keller, Daniel P. The prevention of rape and sexual assault on campus. Goshen, Ky: Campus Crime Prevention Programs, 1989.

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Andrea, Parrot, ed. Sexual assault on campus: The problem and the solution. New York: Lexington Books, 1993.

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M, Cell Paul, ed. Campus sexual assault response teams: Program development and operational management. Kingston, NJ: Civic Research Institute, 2009.

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1959-, DeKeseredy Walter S., ed. Sexual assault on the college campus: The role of male peer support. Thousand Oaks, Calif: Sage Publications, 1997.

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Karjane, Heather M. Sexual assault on campus: What colleges and universities are doing about it. Washington, DC: U.S. Dept. of Justice, Office of Justice Programs, National Institute of Justice, 2005.

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Karjane, Heather M. Sexual assault on campus: What colleges and universities are doing about it. Washington, DC: U.S. Dept. of Justice, Office of Justice Programs, National Institute of Justice, 2005.

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Mistr, Vicki. Campus sexual assault in Virginia: The report of students and the response of institutions. [Richmond]: State Council of Higher Education for Virginia, 1995.

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Koestner, Katherine H. Sexual assault on campus: What every college should know about protecting victims, providing for just adjudication, and complying with federal laws. [St. Davids, PA]: Campus Outreach Services, 1996.

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Virginia, State Council of Higher Education for. Report of the State Council of Higher Education and the Task Force on Campus Rape on sexual assault on Virginia's campuses to the Governor and the General Assembly of Virginia. Richmond: Commonwealth of Virginia, 1992.

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P, Koss Mary, ed. I never called it rape: The Ms. report on recognizing, fighting, and surviving date and acquaintance rape. New York: HarperPerennial, 1994.

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Book chapters on the topic "Campus sexual assault"

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Lamade, Raina V., Ann Wolbert Burgess, Sarah M. Chung, Shannon W. Spencer, and Robert A. Prentky. "Campus Sexual Assault." In Practical Aspects of Rape Investigation, 433–48. Fifth edition. | New York : CRC Press, 2017. | Series: Practical aspects of criminal and forensic investigations: CRC Press, 2016. http://dx.doi.org/10.1201/9781315316369-28.

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Swartout, Kevin M., and William F. Flack Jr. "Campus sexual assault." In The Routledge International Handbook of Violence Studies, 286–95. 1 Edition. | New York : Routledge, 2019. |: Routledge, 2018. http://dx.doi.org/10.4324/9781315270265-27.

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Walter, S. DeKeseredy. "Sexual assault on the college campus." In Sexual Offending, 204–19. 1 Edition. | New York : Routledge, 2018. | Series: Global issues in crime and justice ; 6: Routledge, 2018. http://dx.doi.org/10.4324/9781315522692-11.

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Whittier, Nancy. "Activism against Sexual Assault on Campus." In Nevertheless, They Persisted, 133–50. 1 Edition. | New York : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780203728628-8.

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Harris, Jessica C., Krystle P. Cobian, and Nadeeka Karunaratne. "Reimagining the Study of Campus Sexual Assault." In Higher Education: Handbook of Theory and Research, 229–75. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-31365-4_12.

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Harris, Jessica C., Krystle P. Cobian, and Nadeeka Karunaratne. "Reimagining the Study of Campus Sexual Assault." In Higher Education: Handbook of Theory and Research, 1–47. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11743-6_12-1.

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Hipp, Tracy N., and Sarah L. Cook. "Rape and Sexual Assault on Campus, in Diverse Populations, and in the Spotlight." In Sourcebook on Violence Against Women, 85–108. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc., 2018. http://dx.doi.org/10.4135/9781483399591.n6.

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Flores, Nina M. "Campus Sexual Assault." In Gender, Sex, and Politics, 289–306. Routledge, 2015. http://dx.doi.org/10.4324/9781315817798-30.

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"Campus Sexual Assault." In Fast Facts About Forensic Nursing. New York, NY: Springer Publishing Company, 2018. http://dx.doi.org/10.1891/9780826138675.0008.

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Neimann, Theresa D., and Uta M. Stelson. "Prevalence of Campus Rape." In Encyclopedia of Strategic Leadership and Management, 1427–49. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1049-9.ch099.

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Most educators are aware of the statistics about the prevalence of campus sexual assault and rape. While the focus is usually on remedies many educators fail to see the connection between psychological ramifications, grade deflation and college non-completion as some of the possible outcomes. The authors suggest that educators, administrators and strategic leadership need to understand how Social Norms Theory, sports, and rape culture play into the prevalence of campus sexual assault and rape on students' ability to thrive in college and complete and the need to adopt a proactive stance whereby they can help to offset the gloomy statistics in campus sexual assault and rape. This chapter will also focus on the legal and risk management impact of neglecting to establish and/or non-enforcement of policies to both prevent and address campus sexual assault and rape. Many educators and administrators fail to understand the potential costs of Title IX Violations and benefits to colleges and universities from the Violence Against Women laws, especially the Amended Clery Act. Lastly, recommendations are forthcoming in helping leaders and risk management employees be proactive and strategically plan to reduce the occurrences of campus sexual assault and rapes.

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Conference papers on the topic "Campus sexual assault"

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Bonar, Erin E., Holly M. Rider-Milkovich, Anne K. Huhman, Laura McAndrew, Jason E. Goldstick, Rebecca M. Cunningham, and Maureen A. Walton. "7 Evaluating a brief campus sexual assault prevention program for first-year college students." In SAVIR 2017. BMJ Publishing Group Ltd, 2017. http://dx.doi.org/10.1136/injuryprev-2017-042560.7.

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Huang, Tiana, Meredith L. Philyaw-Kotov, Miriam Gleckman-Krut, Alan K. Davis, Quyen M. Epstein-Ngo, Yasamin Kusunoki, and Erin E. Bonar. "38 What do undergraduates want in campus sexual assault prevention programming? findings from a formative research study." In SAVIR 2017. BMJ Publishing Group Ltd, 2017. http://dx.doi.org/10.1136/injuryprev-2017-042560.38.

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Bailey, Maryanne, Patricia Mahoney, Colby Gabel, and Andrea Gielen. "52 A gap analysis of evaluated evidence-based interventions to reduce sexual assaults on college campuses using the haddon matrix." In SAVIR 2017. BMJ Publishing Group Ltd, 2017. http://dx.doi.org/10.1136/injuryprev-2017-042560.52.

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Reports on the topic "Campus sexual assault"

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Ashley Rondini, Ashley Rondini. Implementing Equity: Sexual Assault and Civil Rights on Campus. Experiment, August 2014. http://dx.doi.org/10.18258/3228.

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Murphy, Michael. Campus Sexual Assault: How Oregon University System Schools Respond. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.281.

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O'Banion, Liane. Campus Sexual Assault and (In)Justice: An Inquiry Into Campus Grievance Professionals' Roles, Responsibilities, and Perspectives of Justice. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6291.

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Tran, Cam Tu. Preventing Campus Sexual Assault: Evaluating Studies of Male Offender Prevention Programs and Determining Best Practices. Portland State University Library, January 2016. http://dx.doi.org/10.15760/honors.227.

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