College student perceptions of institutional responses to sexual assault reporting and general help-seeking intentions

Mushonga, Dawnsha R.; Fedina, Lisa; Bessaha, Melissa L.

doi:10.1080/07448481.2019.1705827

Cited by 13 publications

(10 citation statements)

References 28 publications

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“…Prior studies using the HMS data have found this item to be associated positively with selfcompassion and positive perceptions of institutions of higher education. 28,29…”

Section: Perceived Stigmamentioning

confidence: 99%

Mental health stigma and professional help-seeking behaviors among Asian American and Asian international students

Maeshima

Parent

2020

Journal of American College Health

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Objective: To examine the relationship between stigma and mental health help-seeking among Asian American and Asian international college students. Participants: Asian American college students (401 men, 858 women) and Asian international college students (384 men, 428 women). Methods: Data from the 2018-2019 Healthy Minds Study were used to assess perceived stigma, personal stigma, and help-seeking behaviors of college students. Results: Personal stigma mediated the relationship between perceived stigma and professional help-seeking intentions. The relationship between perceived stigma and personal stigma differed by international status, such that the relationship between perceived stigma and personal stigma was stronger for Asian international students. The indirect effect between perceived stigma and professional help-seeking via personal stigma also differed by international status. Conclusions: These results suggest that, consistent with prior work, stigma impacts help-seeking among Asian college students and international student status affects the strength of the key relationship between perceived stigma and personal stigma.

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“…Prior studies using the HMS data have found this item to be associated positively with selfcompassion and positive perceptions of institutions of higher education. 28,29…”

Section: Perceived Stigmamentioning

confidence: 99%

Mental health stigma and professional help-seeking behaviors among Asian American and Asian international students

Maeshima

Parent

2020

Journal of American College Health

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“…Based on our findings, having positive, supportive interactions with service providers, faculty, and staff plays an important role in students with disabilities’ willingness to seek help and support on campus. Since negative help-seeking experiences or perceptions can deter students from seeking help again in the future, even with a different service or professor (DeLoveh & Cattaneo, 2017; Hong, 2015; Mushonga et al, 2020), all campus employees should receive trauma-informed training (Davidson & Northwest, 2017; Hubach et al, 2019; Walsh et al, 2010) to help them understand the role they play in perpetuating or dismantling stigma that limits students with disabilities’ access to the academic accommodations they are entitled to, the health care they need, or the justice they deserve.…”

Section: Discussionmentioning

confidence: 99%

Campus Service Use Among Students With Disabilities Who Have Experienced Sexual Violence: A Conceptual Model

et al. 2021

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Students with disabilities are one student group with elevated risk of sexual violence. Although they would benefit from streamlined access to campus support, little is known about their patterns of campus service use. This qualitative analysis includes data from semi-structured interviews with 51 students with disabilities who experienced sexual violence focused on service use across campus. The resultant conceptual model shows that greater accessibility is associated with positive experiences, and lower accessibility is associated with negative experiences. Students with disabilities who experienced or expected negative reactions (e.g., judgment) were less likely to use services and were less satisfied. Advocacy and support in connecting students with disability or sexual violence services was associated with positive experiences and increased accessibility. These findings highlight key facilitators and barriers to campus service use for students with disabilities with sexual violence histories and suggest key intervention points for increasing accessibility, reducing stigma, and improving student experiences with campus providers, staff, and faculty.

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“…In these and other studies of college student survivors, common barriers to reporting include lack of knowledge of the Title IX office, experiences of or concerns about being blamed for the sexual misconduct, minimization of sexual misconduct experiences, concerns about perpetrators not being held accountable or retaliating, negative emotions, and perceptions of the reporting process as confusing, unhelpful, and/or inadequate (Fleming et al, 2021; Germain, 2016; Holland & Cipriano, 2021; Holland & Cortina, 2017; Khan et al, 2018; Nesbitt & Carson, 2021). Additionally, students often indicate low levels of trust in their institution’s and the Title IX office’s ability to adequately and fairly adjudicate sexual and gender-based misconduct, particularly minoritized students and students with prior victimization experiences (Cantor et al, 2020; Holland, 2020; Holland & Cipriano, 2021; Mushonga et al, 2021). Some recent qualitative research has examined survivors’ experiences with the reporting process.…”

Section: Title IX and Institutional Responses To Sexual And Gender-ba...mentioning

confidence: 99%

Inconsistency is the Consistency: The Title IX Reporting Process for Sexual and Gender-Based Misconduct Within Maryland Public Universities

Webermann

Holland

2022

Psychology of Women Quarterly

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Title IX is a primary federal legal approach to address campus sexual and gender-based misconduct, yet few students utilize Title IX reporting as a formal campus support, and those that do frequently report negative experiences. In this study, we interviewed 11 student survivors at four Maryland public universities who engaged with the Title IX reporting and response process. Our aims were to (a) examine how Title IX functions in a state public education system with a robust Title IX policy; (b) describe commonalities and differences in experiences; and (c) use theories of institutional betrayal and support to understand aspects of the process most helpful or harmful for survivors, especially minoritized survivors. Results reflected several common themes, but also an inconsistent Title IX process both within and across institutions beholden to the same Title IX policy, representing potential policy deviations. Further, institutional betrayal was reflected in the experiences of minoritized survivors who described Title IX staff microaggressions and invalidations and survivors who unknowingly disclosed to mandatory reporters. Overall, experiences contributed to a perception of the Title IX office and reporting process as unhelpful and untrustworthy. Results identify the need to reduce inconsistencies in Title IX reporting and response processes to ameliorate process harms.

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College student perceptions of institutional responses to sexual assault reporting and general help-seeking intentions

Cited by 13 publications

References 28 publications

Mental health stigma and professional help-seeking behaviors among Asian American and Asian international students

Mental health stigma and professional help-seeking behaviors among Asian American and Asian international students

Campus Service Use Among Students With Disabilities Who Have Experienced Sexual Violence: A Conceptual Model

Inconsistency is the Consistency: The Title IX Reporting Process for Sexual and Gender-Based Misconduct Within Maryland Public Universities

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