Because sexual assault is often defined in terms of nonconsent, many prevention efforts focus on promoting the clear communication of consent as a mechanism to reduce assault. Yet little research has specifically examined how sexual consent is being conceptualized by heterosexual college students. In this study, 185 Midwestern U.S. college students provided responses to open-ended questions addressing how they define, communicate, and interpret sexual consent and nonconsent. The study aimed to assess how college students define and communicate consent, with particular attention to gender differences in consent. Results indicated no gender differences in defining consent. However, there were significant differences in how men and women indicated their own consent and nonconsent, with women reporting more verbal strategies than men and men reporting more nonverbal strategies than women, and in how they interpreted their partner's consent and nonconsent, with men relying more on nonverbal indicators of consent than women. Such gender differences may help to explain some misunderstandings or misinterpretations of consent or agreement to engage in sexual activity, which could partially contribute to the occurrence of acquaintance rape; thus, a better understanding of consent has important implications for developing sexual assault prevention initiatives.

Sexual assault prevention efforts have focused on educating students to obtain consent as a mechanism to reduce sexual assault, yet little is known about how college students consent to sex. Additionally, there are currently no measures available to assess students' consent to sex. The current study aimed to better understand college students consent by using a systematic approach to develop validated measures of sexual consent. This study integrated mixed methods via three phases and two waves of data collection to develop two measures of consent. In Phase 1, qualitative data were collected from college students (n = 185) to inform the design of quantitative measures aimed at assessing sexual consent at last sexual intercourse. In Phase 2, items were written for the closed-ended quantitative instrument and reviewed by a team of experts, educators, and clinicians. In Phase 3, a quantitative survey was administered to college students (n = 660) which included the measures of consent developed from the Phase 1 data; the measures were assessed for their psychometric properties. Exploratory factor analyses were utilized to assess the measures and resulted in five factors each for both consent scales. Both scales had high internal consistency reliability, showed gender differences, and showed differences across relationship status (single vs. in a relationship). The two newly developed measures assess unique constructs of consent and demonstrate assessments of specific concepts. Our findings provide an important contribution to the field of sexuality as these measures can be used in future research to better understand sexual consent.

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In this paper the author reports on the use of Theater of the Oppressed in a long-term critical ethnography. Building on the work of performative ethnographers, she reviews the literature on the uses of drama in qualitative research and explores the traditional research lines that are blurred in the process. More important, she details the experiences collecting and analyzing data using Theater of the Oppressed. In other published accounts of performative ethnography, data collection is emphasized and data analysis is not usually discussed, in part, because the line between data collection and analysis is blurred in the use of theater as inquiry. The author not only examines that blurring but suggests a method of analysis that others might find useful. The study focused on the integration of English language learners in a Midwestern U.S. high school. The author used Theater of the Oppressed with teachers to explore their role in the bullying activities of students. The analysis reveals changes in awareness witnessed through the drama.

There is very little empirical work on the experiences research participants have engaging in qualitative inquiry; yet, qualitative researchers often think of themselves as forging critical relationships with their participants. It seems that perhaps the actual experiences of participants in the research process are being taken largely for granted. I want to problematize research participants being taken for granted. In this article, I analyze the existing literature and report on insights from my own experience as a participant in two interview studies. The article offers insights regarding participant experiences that are not well captured in the existing literature.