Journal articles: '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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Schaaf, Sarah, Raina V. Lamade, Ann W. Burgess, Mary Koss, Elise Lopez, and Robert Prentky. "Student views on campus sexual assault." Journal of American College Health 67, no. 7 (October 26, 2018): 698–705. http://dx.doi.org/10.1080/07448481.2018.1500476.

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DeLong, Stephanie M., Laurie M. Graham, Erin P. Magee, Sarah Treves-Kagan, Christine L. Gray, Alison M. McClay, Samantha M. Zarnick, et al. "Starting the Conversation: Are Campus Sexual Assault Policies Related to the Prevalence of Campus Sexual Assault?" Journal of Interpersonal Violence 33, no. 21 (September 25, 2018): 3315–43. http://dx.doi.org/10.1177/0886260518798352.

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One goal of university campus sexual assault (CSA) policies is to help prevent CSA. Federal guidance in the 2014 White House Task Force to Protect Students From Sexual Assault Checklist for Campus Sexual Misconduct Policies suggests 10 elements for inclusion in CSA policies (e.g., Policy Introduction, Grievance/Adjudication), and outlines policy topics to be included within each element (Policy Introduction includes two topics: statement of prohibition against sex discrimination including sexual misconduct and statement of commitment to address sexual misconduct). However, no research has examined whether CSA policies impact CSA prevalence. To begin addressing this gap, we studied 24 universities participating in the 2015 Association of American Universities Campus Climate Survey on Sexual Assault and Sexual Misconduct. We linked 2014-2015 data from these universities’ CSA policies and their CSA prevalence findings from the 2015 Association of American Universities (AAU) survey. To test whether the comprehensiveness of schools’ CSA policies was related to schools’ CSA prevalence, we examined the degree to which the CSA policies included recommended policy content from the aforementioned Checklist. Policies were characterized as more comprehensive if they included greater numbers of Checklist topics. We then correlated the number of topics within the policies with school-level CSA prevalence. We also explored whether there was lower CSA prevalence among schools with policies containing particular topics. Results suggested that greater comprehensiveness of schools’ entire CSA policies was negatively correlated with CSA prevalence; however, these findings did not approach statistical significance. The number of negative correlations observed between schools’ CSA policy elements and CSA prevalence among undergraduate women was greater than expected by chance alone, suggesting a possible connection between comprehensive CSA policies and CSA prevalence. Schools with policies that included a topic on their sexual assault response team had the lowest CSA prevalence for both women and men, and schools that included topics describing grievance/adjudication procedures had lower CSA prevalence. This study provides a novel examination of CSA and could inform needed research related to the impact of CSA policies on CSA.

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McCaughey, Martha, and Jill Cermele. "Changing the Hidden Curriculum of Campus Rape Prevention and Education: Women’s Self-Defense as a Key Protective Factor for a Public Health Model of Prevention." Trauma, Violence, & Abuse 18, no. 3 (October 16, 2015): 287–302. http://dx.doi.org/10.1177/1524838015611674.

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Recent activist, policy, and government efforts to engage in campus rape prevention education (RPE), culminating in the 2014 White House Task Force recommendations to combat campus sexual assault, prompt a need to examine the concept of “prevention” in the context of sexual assault on U.S. college campuses and their surrounding community service agencies. This article reviews previous research on effective resistance to sexual assault, showing that self-defense is a well-established protective factor in a public health model of sexual assault prevention. The article goes on to show, through an examination of campus rape prevention efforts framed as “primary prevention,” that self-defense is routinely excluded. This creates a hidden curriculum that preserves a gender status quo even while it strives for change. The article concludes with recommendations for how administrators, educators, facilitators, funding agencies, and others can incorporate self-defense into campus RPE for a more effective, data-driven set of sexual assault prevention efforts.

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Moylan, Carrie A., and McKenzie Javorka. "Widening the Lens: An Ecological Review of Campus Sexual Assault." Trauma, Violence, & Abuse 21, no. 1 (February 6, 2018): 179–92. http://dx.doi.org/10.1177/1524838018756121.

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Varying prevalence rates of sexual violence across colleges and universities indicate the need to understand institutional factors underlying such variation; however, research often focuses exclusively on individual risk and protective factors, which both under theorizes and under explains the phenomenon of campus sexual assault. In this review, we propose that broadening to include campus- and contextual-level factors is necessary to fully explain campus sexual assault. Using an ecological approach, we identify and synthesize research related to campus-level variation in sexual violence, including availability of campus services and resources for survivors, institutional risk factors such as alcohol and party culture, athletics, and fraternities, and the impact of policies at the state and federal levels. Suggestions are made for conducting additional research at the campus level and implications of reframing campus sexual assault from an institutional lens are discussed, including the importance of this approach for practice, evaluation, and policy.

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Cavanaugh, Courtenay E. "A Novel Model for Advancing Sexual Assault Education and Prevention on Campus." Teaching of Psychology 46, no. 4 (September 8, 2019): 306–11. http://dx.doi.org/10.1177/0098628319872590.

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Teachers of psychology have been called to both educate college students about interpersonal violence (e.g., sexual assault) and use service learning. However, few models exist for how teachers may simultaneously address both of these calls. This article describes a service-learning course in psychology that integrated an evidence-based, bystander intervention program (BIP) into it in order to provide students with both sexual assault education and roles for advancing sexual assault prevention on campus. Sixteen students in an undergraduate psychology course watched TakeCare, a video shown to improve students’ positive bystander behavior to prevent sexual assault and then facilitated delivery of TakeCare to 156 other students on campus. This course illustrates a novel model for advancing sexual assault education and prevention on campus, and the model may be used in other psychology courses. Future directions for implementing and evaluating this model are described.

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Patel, Unnati, and Ronald Roesch. "Campus sexual assault: examination of policy and research." Journal of Aggression, Conflict and Peace Research 10, no. 2 (April 9, 2018): 103–11. http://dx.doi.org/10.1108/jacpr-05-2017-0283.

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Purpose Campus sexual assault has received a great deal of media attention in recent years, with much focus being placed on the factors unique to universities that enable these crimes to occur. The purpose of this paper is to discuss the circumstances under which these crimes take place and examine the policies of institutions across the USA and Canada to determine whether legislation from various governmental levels impacts the prevalence and incidence rates of sexual assault. Design/methodology/approach A review of the literature on sexual assault is conducted to gain an understanding of the contributory factors in campus sexual assault, and fields outside of psychology are included in the search to capture phenomena outside the perpetrator-victim dyad. Findings The findings suggest that unique variables exist in campus culture including prevention and intervention strategies put in place by governments and individual universities. Some of these policies are aimed at providing victim services, while others engage faculty, staff, and students in taking action from a bystander standpoint. Originality/value This paper also investigates the impacts that mandatory policies would have across North America, and suggests future policy initiatives to reduce the deleterious effects of sexual assault for students and universities alike.

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Veidlinger, Rebecca Leitman. "Title IX: Role of Sexual Assault Nurse Examiners in Campus Sexual Assault Proceedings." Journal for Nurse Practitioners 12, no. 2 (February 2016): 113–19. http://dx.doi.org/10.1016/j.nurpra.2015.09.002.

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Spencer, Chelsea, Sandra Stith, Jared Durtschi, and Michelle Toews. "Factors Related to College Students’ Decisions to Report Sexual Assault." Journal of Interpersonal Violence 35, no. 21-22 (June 27, 2017): 4666–85. http://dx.doi.org/10.1177/0886260517717490.

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Sexual assault is a serious problem on college campuses. Using a sample of 266 survivors of sexual assault during their college years, results from a multinomial regression identified factors linked with the odds of making either a formal report to university officials, an informal disclosure, or telling no one of the assault. Survivors were more likely to formally report the sexual assault to university officials if they had received sexual assault training, if the assault included vaginal or anal penetration, and if the survivor had a positive perception of the overall campus climate. Survivors were less likely to formally report the assault to university officials if the perpetrator was an acquaintance, friend, or dating partner compared with a stranger. Racial or ethnic minorities were less likely to formally report or informally disclose the assault. Our findings suggest that universities can aid survivors in reporting their sexual assault through education, training, and improving the overall campus climate.

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McMahon, Sarah, Leila Wood, Julia Cusano, and Lisa M. Macri. "Campus Sexual Assault: Future Directions for Research." Sexual Abuse 31, no. 3 (January 10, 2018): 270–95. http://dx.doi.org/10.1177/1079063217750864.

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Campus sexual assault (CSA) has received unprecedented attention over recent years, resulting in an abundance of federal guidance and mandates. In response, efforts to address and prevent CSA at Institutions of Higher Education (IHE) across the country have grown quickly, including the development and implementation of programs and policies. Because the changes on campuses have occurred at such a rapid pace, a number of gaps exist within the field of CSA research. To ensure that changes on IHE are evidence-based, there is a need to review the existing research available and the inquiry still needed, based on key areas outlined in federal guidance, the expressed needs of campus community members, survivors, and students who commit sexual offenses on college campuses. The purpose of this review is to summarize the empirical research related to CSA gained from the past two decades and identify areas in which further work is needed, specifically related to key areas identified in recent guidance provided to IHE. This article concludes with guidance for research moving forward to help strengthen response and prevention efforts.

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Yung, Corey Rayburn. "Concealing campus sexual assault: An empirical examination." Psychology, Public Policy, and Law 21, no. 1 (2015): 1–9. http://dx.doi.org/10.1037/law0000037.

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Voth Schrag, Rachel J. "Campus Based Sexual Assault and Dating Violence." Affilia 32, no. 1 (July 27, 2016): 67–80. http://dx.doi.org/10.1177/0886109916644644.

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Colleges are working to study and address sexual assault (SA) and dating violence (DV) on campus. This quantitative systematic review assessed 196 studies of SA and DV to evaluate if the literature fully reflects the demographics of American higher education. Results show disproportionate representation in the populations and settings in which research is occurring. No studies occurred at associates/2-year institutions, and participants are substantially younger and whiter than American college students overall. Education and prevention efforts that do not take into account the bias in these studies may exacerbate intersectional barriers for students.

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Rosenthal, Marina, Carly P. Smith, and Jennifer J. Freyd. "Behind closed doors: university employees as stakeholders in campus sexual violence." Journal of Aggression, Conflict and Peace Research 9, no. 4 (October 9, 2017): 290–304. http://dx.doi.org/10.1108/jacpr-02-2017-0272.

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Purpose The purpose of this paper is to examine employees’ experiences of institutional betrayal after a campus sexual assault. Design/methodology/approach University employees completed online measures evaluating various attitudes toward the university. Findings The majority of participants reported institutional betrayal in the university’s response to the case. Employees who reported institutional betrayal indicated significantly lower attachment to the university than employees who reported no institutional betrayal. Institutional betrayal mediated the relationship between institutional attachment and institutional forgiveness. Social implications Universities’ failure to respond effectively and promptly to sexual violence does not go unnoticed by employees. Institutional actions after sexual assault have the power to damage employees’ attachment to the university – employees who experienced institutional betrayal were less attached, and ultimately less forgiving of the institution. Universities’ poor prevention and response efforts impact their entire campus community and compromise community members’ ongoing relationship with the school. Originality/value College students’ active resistance to sexual violence on campus is featured prominently on the pages of major news outlets. Yet, less featured in research and media is the impact of campus sexual assault on university employees, particularly after sexual assault cases are mishandled. This study offers perspective on employees’ experiences and reactions after a prominent sexual assault case.

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Harris, Andrew J., Karen J. Terry, and Alissa R. Ackerman. "Campus Sexual Assault: Forging an Action-Focused Research Agenda." Sexual Abuse 31, no. 3 (September 14, 2018): 263–69. http://dx.doi.org/10.1177/1079063218800471.

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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.

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Corcoran, Casey T., Elizabeth Miller, Lisa Sohn, and Carla D. Chugani. "The Development and Piloting of a Digital Checklist to Increase Access and Usage of Campus Online Sexual Violence Resources." Health Education & Behavior 47, no. 1_suppl (May 26, 2020): 36S—43S. http://dx.doi.org/10.1177/1090198120911879.

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As colleges seek to respond to campus sexual assault, administrators are making policies, programs, and resources related to sexual violence available to students and members of the school community online. Keeping this content current and accessible can be challenging in the context of rapidly changing information and competing priorities across campuses. In response to this challenge, we developed a free, online protocol for campus leaders to quickly assess gaps in their online sexual violence resources. The “Digital Checklist” delineates action steps that campus administrators can take to determine whether information related to campus sexual assault is easily located, current, relevant, and accessible. We found that while schools made an effort to increase the availability of information online, the checklist helped identify gaps that, if remedied, would allow more students to access that information. The overall goal for the checklist is to provide schools with actionable, real-time, and trackable data regarding the utility and accessibility of online sexual violence information and resources and to complement other campus sexual assault prevention and intervention efforts.

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Quinlan, Elizabeth, Alison Clarke, and Natasha Miller. "Enhancing Care and Advocacy for Sexual Assault Survivors on Canadian Campuses." Canadian Journal of Higher Education 46, no. 2 (August 31, 2016): 40–54. http://dx.doi.org/10.47678/cjhe.v46i2.185184.

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Recent media coverage of the rape chant at Saint Mary’s University, the misogynist Facebook posts at Dalhousie’s dental school, and the suspension of the University of Ottawa’s hockey team have brought the topic of campus sexual assault under intense public scrutiny and the media accounts point to a widespread systemic rape culture on Canadian campuses. The objective of this paper is to examine the existing structure of campus sexual assault services at Canadian universities and colleges in order to highlight best practices and barriers to their success. The study’s data collection entailed an environmental scan of existing programs and campus-community collaborations across Canada, and a half-day symposium in which stakeholders reviewed the scan’s results and developed recommendations. The study’s findings indicate that most campus sexual assault and women’s centres rely on volunteers and collaboration with off-campus organizations in order to maintain a breadth of services for sexual assault survivors. Funding challenges were found to impose significant limitations to the functionality of the centres. The paper closes with recommendations for improvements, including public education programming and dedicated services provided by professionals with specialized training and experience.

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Finley, Laura, and Jill Levenson. "The untapped resources of faculty in campus sexual violence prevention: issues and recommendations." Journal of Aggression, Conflict and Peace Research 10, no. 2 (April 9, 2018): 123–33. http://dx.doi.org/10.1108/jacpr-05-2017-0297.

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Purpose The purpose of this paper is to use the authors’ reflections and a review of literature to assess the ways that universities have yet to fully include faculty members in their sexual assault prevention initiatives. Recommendations for how faculty can assist are included. Design/methodology/approach The paper provides a review of literature regarding institutional factors related to sexual assault and the potential of faculty, followed by personal reflections by both authors, who together have more than four decades experience studying sexual assault, providing training and educational presentations, and serving victims as well as perpetrators of sexual violence. Findings The authors conclude that, despite White House mandates for training faculty and campus requirements that should utilize the expertise of faculty members, many campuses are relying heavily or exclusively on student affairs professionals and lawyers to create and implement sexual assault prevention programs. Faculty should, the authors assert, be involved in task forces, needs assessments, training, and other initiatives in order for campus prevention programs to be robust. Research limitations/implications The limitations of this paper are that it is based only on a review of literature and personal reflections from the authors, who teach at a small, Catholic, liberal arts school in South Florida. As such, the recommendations, while intended to be thoughtful, may be less appropriate for educators and administrators at different types of colleges or outside of the USA. Additional research on faculty experience with sexual assault prevention is recommended. Practical implications The recommendations provided in the paper should be useful to academic leaders who are developing or expanding sexual assault prevention initiatives. The paper also provides useful information for faculty members regarding how they can assist with these issues. Social implications Faculty members with training and expertise can and should be used to help craft campus policies, procedures, and programs related to sexual assault. In the USA, sexual assault training is required but has not been fully implemented. Originality/value Although much has been written about campus sexual assault, little research assesses the role of faculty. This paper is a preliminary effort to address how interpretations of US federal law include faculty and how faculty remain an untapped resource in terms of sexual assault prevention.

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Warner, Tara D., Christopher T. Allen, Bonnie S. Fisher, Christopher P. Krebs, Sandra Martin, and Christine H. Lindquist. "Individual, Behavioral, and Situational Correlates of the Drugging Victimization Experiences of College Women." Criminal Justice Review 43, no. 1 (December 7, 2017): 23–44. http://dx.doi.org/10.1177/0734016817744606.

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Interest in “drugging” has increased, with much focus on drugging victimization within the context of sexual assault and particularly among college students. This study uses data from the Campus Sexual Assault (CSA) Study and the Historically Black College and University Campus Sexual Assault (HBCU-CSA) Study to explore college women’s drugging victimization experiences beyond those limited to drug-facilitated sexual assault. We draw on a lifestyle-exposure/routine activity theory approach to personal victimization integrated with scholarship on gendered opportunities and the campus party culture to examine the individual, behavioral, and situational characteristics embedded in the campus environment that place college women at increased risks of being drugged. We pay particular attention to cultural and institutional differences shaping experiences and risks at predominantly White institutions (PWIs) and Historically Black Colleges and Universities (HBCUs). Findings show that 5% and 4% of women at PWIs and HBCUs, respectively, report drugging victimization and that exposure to risky situations (e.g., fraternity party attendance) is a risk factor primarily for women at PWIs.

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Dauber, Michele Landis, and Meghan O. Warner. "Legal and Political Responses to Campus Sexual Assault." Annual Review of Law and Social Science 15, no. 1 (October 13, 2019): 311–33. http://dx.doi.org/10.1146/annurev-lawsocsci-101317-031308.

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Despite a long history of reform efforts, college students remain vulnerable to sexual harassment and assault on campus. This article surveys that history from the 1970s to the present, including a flurry of enforcement activity under President Obama and a backlash and reversed course under Trump. Many of the systems—for example law, education, and public health—designed to ameliorate the epidemic of campus sexual assault have failed to do so. These failures have been particularly pronounced for victims who experience multiple intersecting inequalities. The resulting frustration with legal remedies through campus Title IX processes and the criminal and civil justice system has spurred a new interest in strategies to prevent sexual assault in the first place. Recent political developments, including the #MeToo movement, suggest a potential for democratic political accountability to make progress where legal reform efforts and campus prevention programming have thus far been unsuccessful.

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Neilson, Elizabeth C., Amanda K. Gilmore, Hanna T. Pinsky, Molly E. Shepard, Melissa A. Lewis, and William H. George. "The Use of Drinking and Sexual Assault Protective Behavioral Strategies: Associations With Sexual Victimization and Revictimization Among College Women." Journal of Interpersonal Violence 33, no. 1 (September 7, 2015): 137–58. http://dx.doi.org/10.1177/0886260515603977.

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Despite consistent high rates of campus sexual assault, little research has examined effective strategies to decrease sexual assault victimization. Sexual assault and drinking protective behavioral strategies (PBS) may be important means of reducing sexual assault victimization risk on college campuses but need further examination. The current study examined the relationship among sexual assault in childhood, before college, and since college to evaluate the mitigating roles of both sexual assault PBS and drinking PBS on sexual assault victimization. Participants ( n = 620) were undergraduate women, 18 to 20 years old. The current study was a cross-sectional online survey assessing participants’ sexual assault PBS and sexual assault history. Sexual assault history was positively associated with future sexual assault experiences. Pre-college sexual assault was associated with increased since-college sexual assault and increased drinks per week. Since-college adolescent/adult sexual assault was associated with less use of sexual assault PBS. These findings suggest that PBS may have an important role in sexual assault victimization and future research should examine their usefulness in risk reduction programs for college women.

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Foubert, John D., Angela Clark-Taylor, and Andrew F. Wall. "Is Campus Rape Primarily a Serial or One-Time Problem? Evidence From a Multicampus Study." Violence Against Women 26, no. 3-4 (March 18, 2019): 296–311. http://dx.doi.org/10.1177/1077801219833820.

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We examined the prevalence and repeat offenses of college men, including fraternity men and student athletes, taking advantage of someone sexually while under the influence of alcohol. Preexisting data from the Core Alcohol and Other Drug Survey included a sample of 12,624 college men at 49 community and 4-year colleges. Results provide further evidence that the problem of campus rape is largely one of serial perpetration. More than 87% of alcohol-involved sexual assault was committed by serial perpetrators. Fraternity men and student athletes were significantly more likely to commit alcohol-involved sexual assault than other men on campus.

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Driessen, Molly C. "Campus sexual assault and student activism, 1970–1990." Qualitative Social Work 19, no. 4 (April 1, 2019): 564–79. http://dx.doi.org/10.1177/1473325019828805.

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This historical analysis research project traces the early history of the anti-rape movement within the US by examining one university’s development of a sexual violence resource center and the role of student activism. The time period between the 1970s through the 1990s was selected for this analysis due to the significant development of legislation, research, and activism surrounding sexual violence on college campuses. In order to conduct this historical analysis, primary sources from the university’s Archives Collection were studied that included administrative documents, memos, financial documents, program reports, newspaper clippings, and training and workshop materials. Secondary sources were included to provide context to the topic of sexual violence, research, feminism, and campus culture during this time period. Amidst the university’s varied response and debates that surrounded sexual violence, the students’ persistent advocacy had led to conflict resolution.

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Mabachi, Natabhona M., Marcy Quiason, Alesha E. Doan, and Juliana Carlson. "Developing an Effective Campus Sexual Assault Prevention Task Force: Lessons Learned From Multiple Midwestern Universities." Health Education & Behavior 47, no. 1_suppl (May 26, 2020): 17S—25S. http://dx.doi.org/10.1177/1090198120909809.

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Background/Aim. Developing a comprehensive prevention strategy requires a coordinated effort among campus stakeholders. Creating a campus sexual assault prevention task force consisting of key stakeholders is a way to ensure coordinated and sustainable prevention efforts. Understanding how to convene and maintain an effective campus prevention task force is important. However, there is little literature offering such guidance. In this article, we present the facilitators, barriers, and lessons learned from creating a campus sexual assault prevention task force in seven Midwestern postsecondary institutions. Method. Our data come from interviews with 25 key stakeholders, representing seven Midwestern postsecondary institutions. Questions focused on the perceived strengths and capacity to form a campus prevention task force, barriers, current campus knowledge, and attitudes toward sexual assault, current institutional support for prevention efforts, and current prevention programing. Results. Main barriers to developing a task force included (a) limited capacity, (b) lack of knowledge, (c) limited student engagement, and (d) bureaucratic structure. Facilitators included (a) strong interpersonal relationships, (b) a positive campus culture, and (c) preexisting programing.

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Fedina, Lisa, Jennifer Lynne Holmes, and Bethany L. Backes. "Campus Sexual Assault: A Systematic Review of Prevalence Research From 2000 to 2015." Trauma, Violence, & Abuse 19, no. 1 (February 22, 2016): 76–93. http://dx.doi.org/10.1177/1524838016631129.

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Sexual assault is a pervasive problem on university and college campuses in the United States that has garnered growing national attention, particularly in the past year. This is the first study to systematically review and synthesize prevalence findings from studies on campus sexual assault (CSA) published since 2000 ( n = 34). The range of prevalence findings for specific forms of sexual victimization on college campuses (i.e., forcible rape, unwanted sexual contact, incapacitated rape, sexual coercion, and studies’ broad definitions of CSA/rape) is provided, and methodological strengths and limitations in the empirical body of research on CSA are discussed. Prevalence findings, research design, methodology, sampling techniques, and measures, including the forms of sexual victimization measured, are presented and evaluated across studies. Findings suggest that unwanted sexual contact appears to be most prevalent on college campuses, including sexual coercion, followed by incapacitated rape, and completed or attempted forcible rape. Additionally, several studies measured broad constructs of sexual assault that typically include combined forms of college-based sexual victimization (i.e., forcible completed or attempted rape, unwanted sexual contact, and/or sexual coercion). Extensive variability exists within findings for each type of sexual victimization measured, including those that broadly measure sexual assault, which is largely explained by differences in sampling strategies and overall study designs as well as measures of sexual assault used in studies. Implications for findings and recommendations for future research on the prevalence of college-based sexual victimization are provided.

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Madden, Stephanie. "Engaging collaborative communities: dialogue and campus sexual assault." Journal of Communication Management 22, no. 3 (August 6, 2018): 296–308. http://dx.doi.org/10.1108/jcom-06-2017-0064.

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Purpose While 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/approach This 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. Findings Issues 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/value To 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.

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Eisenberg, Marla E., Katherine A. Lust, Peter J. Hannan, and Carolyn Porta. "Campus Sexual Violence Resources and Emotional Health of College Women Who Have Experienced Sexual Assault." Violence and Victims 31, no. 2 (2016): 274–84. http://dx.doi.org/10.1891/0886-6708.vv-d-14-00049.

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Institutional characteristics may help mitigate trauma associated with sexual assault. This study examines associations between resources on college campuses for sexual violence prevention and the emotional well-being of female students who have experienced sexual assault. There were 495 female college students who have experienced sexual assault who provided survey data in 2010–2011. Sexual violence resource data from 28 college campuses were combined with student survey data in multilevel analysis. Dependent variables include diagnosis with anxiety, depression, panic attacks, and PTSD, and models adjust for covariates and clustering of students within colleges. Participants attending colleges with more sexual violence resources had lower rates of mental health conditions than those attending colleges with fewer resources. Colleges are encouraged to expand their array of sexual violence resources to create a supportive environment for victims of sexual assault and to connect affected students with appropriate services.

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DeKeseredy, Walter S., Amanda Hall-Sanchez, and James Nolan. "College Campus Sexual Assault: The Contribution of Peers’ Proabuse Informational Support and Attachments to Abusive Peers." Violence Against Women 24, no. 8 (September 19, 2017): 922–35. http://dx.doi.org/10.1177/1077801217724920.

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Since the mid-1980s, researchers across the United States have uncovered high rates of sexual assault among female college students. However, to advance a better understanding of this gendered type of victimization, and to both prevent and control this problem, the research community needs to identify its major correlates. One that is consistently uncovered in North American campus survey work is negative peer support, especially that provided by male peers. Yet, some earlier studies have found that mixed-sex negative peer support, too, contributes to campus sexual assault. Using recent data from the Campus Quality of Life Survey conducted at a large residential school in the South Atlantic region of the United States, the main objectives of this article are to examine the role of mixed-sex negative peer support in campus sexual assault and to identify the groups of women most at risk of having friends who offer such support.

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Klein, Lauren “LB”, Laurie M. Graham, Sarah Treves-Kagan, Premela G. Deck, Stephanie M. DeLong, and Sandra L. Martin. "Leveraging Data to Strengthen Campus Sexual Assault Policies." Journal of Interpersonal Violence 33, no. 21 (September 5, 2018): 3298–314. http://dx.doi.org/10.1177/0886260518798351.

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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 (c) translating and disseminating CSA research to help bridge gaps between research, practice, and policy.

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Day, Kristen. "Conceptualizing Women's Fear of Sexual Assault on Campus." Environment and Behavior 26, no. 6 (November 1994): 742–65. http://dx.doi.org/10.1177/0013916594266002.

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Sutton, Halley. "Decreasing sexual assault on campus requires communitywide collaboration." Student Affairs Today 22, no. 10 (December 20, 2019): 12. http://dx.doi.org/10.1002/say.30701.

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Roberts, Laura Weiss, Kendra Dority, Richard Balon, Alan K. Louie, Eugene V. Beresin, and John H. Coverdale. "Academic Psychiatry’s Role in Addressing Campus Sexual Assault." Academic Psychiatry 40, no. 4 (April 6, 2016): 567–71. http://dx.doi.org/10.1007/s40596-016-0543-x.

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Stader, David L., and Jodi L. Williams-Cunningham. "Campus Sexual Assault, Institutional Betrayal, and Title IX." Clearing House: A Journal of Educational Strategies, Issues and Ideas 90, no. 5-6 (October 23, 2017): 198–202. http://dx.doi.org/10.1080/00098655.2017.1361287.

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Gambardella, Gianna, Madeline Benz, Denise A. Hines, and Kathleen M. Palm Reed. "A Descriptive Analysis of College Students’ Experiences of Female-Perpetrated Sexual Assault." Journal of Contemporary Criminal Justice 36, no. 4 (June 29, 2020): 520–38. http://dx.doi.org/10.1177/1043986220936077.

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The current study sought to explore the experiences of college students who have experienced female-perpetrated sexual assault, and to compare their experiences to those of students assaulted by male perpetrators. A total of 11,165 college students across 11 years completed an online, anonymous survey measuring self-reports of sexual violence, context surrounding their victimization, help-seeking, and well-being. Of the students surveyed, 531 students reported experiencing sexual assault and identified both their own gender and the gender of their perpetrator, and 14% reported having experienced female-perpetrated sexual assault. Victims of female perpetrators were more likely to report their perpetrator being an (ex)intimate partner and less likely to be a stranger. Victims of female perpetrators were also more likely to report that their victimization involved their own drug use. Overall, victims of female-perpetrated sexual assault were less likely to tell anyone about their victimization, or to report to on- or off-campus resources. Finally, our findings suggest that victims of female perpetrators have comparable well-being to victims of male perpetrators. These finding contribute to the overall understanding of female-perpetrated sexual assault.

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Lee, Joo-Hee. "Types of Legal Liability for Campus Sexual Assault and their Relationship - Focusing on Campus Sexual Assault between Teachers and Students -." Han Yang Law Review 31, no. 4 (November 30, 2020): 29–54. http://dx.doi.org/10.35227/hylr.2020.11.31.4.29.

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Krebs, Christopher P., Christine H. Lindquist, Tara D. Warner, Bonnie S. Fisher, and Sandra L. Martin. "The Differential Risk Factors of Physically Forced and Alcohol- or Other Drug-Enabled Sexual Assault Among University Women." Violence and Victims 24, no. 3 (June 2009): 302–21. http://dx.doi.org/10.1891/0886-6708.24.3.302.

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The Campus Sexual Assault Study examined whether undergraduate women’s victimization experiences prior to college and lifestyle activities during college were differentially associated with the type of sexual assault they experienced: physically forced sexual assault and incapacitated sexual assault. Self-reported data collected using a Web-based survey administered to more than 5,000 undergraduate women at two large public universities indicated that victimization experiences before college were differentially associated with the risk of experiencing these two types of sexual assault during college. Women who experienced forced sexual assault before college were at very high risk of experiencing forced sexual assault during college (odds ratio [OR] = 6.6). Women who experienced incapacitated sexual assault before college were also at very high risk of experiencing incapacitated sexual assault during college (OR = 3.7). Moreover, women’s substance use behaviors during college, including getting drunk and using marijuana, were strongly associated with experiencing incapacitated sexual assault but were not associated with experiencing forced sexual assault. Implications for education and prevention programs, as well as future research directions, are discussed.

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DeMatteo, David, Meghann Galloway, Shelby Arnold, and Unnati Patel. "Sexual assault on college campuses: A 50-state survey of criminal sexual assault statutes and their relevance to campus sexual assault." Psychology, Public Policy, and Law 21, no. 3 (2015): 227–38. http://dx.doi.org/10.1037/law0000055.

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Jirek, Sarah, and Philip Truscott. "Geographical Variation in the Relationship Between Religiosity and Campus Sexual Assault:." Social Work & Christianity 47, no. 4 (November 1, 2020): 45–70. http://dx.doi.org/10.34043/swc.v47i3.140.

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In this study, we use the 2014 Pew Religious Landscape Study and Clery Act institution-level data to investigate the relationship between state-level religiosity and campus sexual assault rates in the U.S. We found a strong negative correlation (r = -0.54, p < 0.001) between the reported rates of campus sexual assault and religious service attendance in the 50 U.S. states. Two possible explanations for the correlation, along with their divergent implications, are discussed: differences in reporting and differences in prevalence. In exploratory analyses, we used the 2007-2014 National Crime Victimization Survey to examine regional differences in rape incident victimization and reportage, but we could not rule out the explanation that there are genuine prevalence differences across geographical regions. We argue that, due to the significant policy issues at stake, a campus sexual assault victimization survey that includes state-level geographical data for the entire U.S. is needed.

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Lane, Jodi, Angela R. Gover, and Sara Dahod. "Fear of Violent Crime Among Men and Women on Campus: The Impact of Perceived Risk and Fear of Sexual Assault." Violence and Victims 24, no. 2 (April 2009): 172–92. http://dx.doi.org/10.1891/0886-6708.24.2.172.

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Prior research has consistently shown that women are more afraid of crime than men despite the fact that men are much more likely to be victims of all crime except sexual assault and intimate partner violence. The “shadow of sexual assault” hypothesis argues that women’s fear of sexual assault shadows their fear of other types of crime, particularly violent crime. Building on prior research by Ferraro (1996) and Fisher and Sloan (2003), this study examines the individual and combined impact of perceived risk and fear of sexual assault on fear of robbery and assault among college students. Findings indicate that fear of sexual assault is the stronger predictor of fear of crime for women and that perceived risk is the stronger predictor for men.

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Driessen, Molly C. "Campus Sexual Assault Policies: A Feminist Policy Analysis Framework." Affilia 35, no. 3 (September 26, 2019): 397–412. http://dx.doi.org/10.1177/0886109919878273.

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The purpose of this study is to conduct a feminist-based policy analysis to examine the role of power in campus sexual assault policies. This research investigated the role of power in campus policies that are in response to addressing sexual assault using a feminist policy analysis framework. McPhail’s (2003) Feminist-Based Policy Analysis Framework was used to study the policy-setting documents authored by the United States (U.S.) Department of Education’s Office of Civil Rights and White House Task Force to Protect Students from Sexual Assault that was established in 2014. Together, these documents encompass the federal guidelines for college campuses’ compliance, rights, and responsibility under Title IX. The Framework provides four questions to consider when analyzing the role of power within a policy. Several strengths of the policies are identified as well as tension between the power of institutions versus the power of student survivors, specifically in mandatory reporting policies. Implications for social work research, practice, and policy are explored along with identifying the study’s limitations and future research suggestions.

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Vidu, Ana. "We believe you. Survivors of Campus Sexual Assault Speak Out." Multidisciplinary Journal of Gender Studies 6, no. 1 (February 25, 2017): 1288. http://dx.doi.org/10.17583/generos.2017.2597.

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HARRIS, JESSICA C., NADEEKA KARUNARATNE, and JUSTIN A. GUTZWA. "Effective Modalities for Healing from Campus Sexual Assault: Centering the Experiences of Women of Color Undergraduate Student Survivors." Harvard Educational Review 91, no. 2 (June 1, 2021): 248–72. http://dx.doi.org/10.17763/1943-5045-91.2.248.

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In this article, Jessica C. Harris, Nadeeka Karunaratne, and Justin A. Gutzwa examine the modalities Women of Color student survivors perceive as helpful in healing from campus sexual assault. Existing scholarship on healing from campus sexual assault largely relies on the reduction of psychological symptoms of trauma, an understanding that is often race-neutral and founded on the narratives of white women. Centering the experiences of 34 Women of Color undergraduate student survivors, this qualitative study reimagines healing through a race-conscious lens and positions it as a community-oriented and culturally contextual process that is often at odds with the ways US institutions of higher education aim to support survivors of sexual assault on their campuses. The authors’ findings guide implications for how institutions and individuals can account for and support student survivors’ multiple and intersecting identities in their healing journeys and also inform future research that centers minoritized students’ experiences with sexual assault in postsecondary contexts.

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Journal articles on the topic 'Campus sexual assault'

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