From ‘no means no’ to ‘an enthusiastic yes’: Changing the Discourse on Sexual Consent Through Sex and Relationships Education

Coy, Maddy; Kelly, Liz; Vera-Gray, Fiona; Garner, Maria; Kanyeredzi, Ava

doi:10.1057/9781137500229_6

Cited by 26 publications

(18 citation statements)

References 9 publications

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“…At a broader level, this research may also provide some support for education and public policy initiatives, which are designed to target problematic beliefs within current heterosexual consensual sex scripts. For example, there are a number of campaigns and legislative initiatives that have begun to adopt an "affirmative consent" approach to sexual scripts, framing consent as an enthusiastic "yes," rather than as a lack of resistance (Coy, Kelly, Vera-Gray, Garner, & Kanyeredzi, 2016). Given that the results of the current research suggest that the existing "no means no" model of consent does not sufficiently reduce third-party perceptions of blame, even for a stereotypical assault, an approach such as this may help to challenge the idea of women's "token" resistance and reduce the overlap between rape and heterosexual seduction scripts.…”

Section: Discussionmentioning

confidence: 99%

Rape Perpetrators on Trial: The Effect of Sexual Assault–Related Schemas on Attributions of Blame

Stuart

McKimmie

Masser

2016

J Interpers Violence

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Research has consistently shown that jurors are influenced by multiple schemas in cases of alleged sexual assault, including offense stereotypes and victim stereotypes. These schemas appear to be organized in a hierarchy, as victim stereotypicality seems to matter most in acquaintance assaults (counter-stereotypical offense). However, despite numerous studies demonstrating the impact of defendant stereotypes on juror perceptions of guilt for other crimes, to date, the impact of stereotypes about defendants (perpetrators) in cases involving sexual violence have been overlooked. As such, the current research aimed to build on the existing hierarchical schema model by systematically examining the influence of perpetrator stereotypes. Following pilot work, mock jurors' ( N = 163) read a rape scenario that varied in terms of offense stereotypicality (stereotypical, counter-stereotypical), victim stereotypicality (stereotypical, counter-stereotypical), and perpetrator stereotypicality (stereotypical, counter-stereotypical). Broadly consistent effects of offense stereotypicality and victim stereotypicality were observed across the outcome measures, such that the victim was perceived more positively and the perpetrator more negatively when the victim was described as being stereotypical and when the offense was described as stereotypical. However, contrary to past findings, the effect of victim stereotypicality did not differ as a function of offense stereotypicality. Furthermore, perpetrator stereotypicality did not influence perceptions in the stereotypical offense scenario. These findings suggest that contrary to the assertions of previous research, there is not a series of specific, individual stereotypes that impact attributions of blame, rather, there may be one underlying schema about consent that influences perceptions. These findings have important implications for how we address the effect of juror-held schemas on attributions of blame in cases of sexual assault.

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Section: Discussionmentioning

confidence: 99%

Rape Perpetrators on Trial: The Effect of Sexual Assault–Related Schemas on Attributions of Blame

Stuart

McKimmie

Masser

2016

J Interpers Violence

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“…For example, although it is important to role model positive relationships, other studies suggest there are also more direct ways children can be taught lessons on consent and SV, such as teaching body safety and the difference between innocuous versus abusive situations, or discussing SV directly with older children (Boyle & Lutzker, 2005). In addition, Twitter users in our sample only mentioned teaching young boys about consent, though it is equally important to teach young girls about consent, and to address different societal pressures young women and men may face regarding sexual expectations (Coy, Kelly, Vera-Gray, Garner, & Kanyeredzi, 2016).…”

Section: Discussionmentioning

confidence: 80%

Bystander Prevention for Sexual Violence: #HowIWillChange and Gaps in Twitter Discourse

Harlow

Willis

Smith

et al. 2018

J Interpers Violence

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Twitter has rapidly gained popularity as a space for the public to discuss sexual violence (SV) prevention due to a number of high-profile SV cases. This study aimed to examine Twitter discourse on SV prevention through the hashtag #HowIWillChange, which encouraged Twitter users to come forward and report plans to engage in bystander prevention. We analyzed 1,493 #HowIWillChange tweets from October 2017 through a directed content analysis approach rooted in an evidence-based framework for the continuum of bystander intervention. We assessed emergent themes around how Twitter users discuss SV to identify gaps and misinformation in public Twitter discourse. Although Twitter users discussed a range of prevention strategies, misinformation was also spread, including perpetuation of the myth that only strangers commit rape, that only male children need lessons on consent, and that SV prevention vilifies men. These results can inform health promotion programs aiming to educate the public on bystander prevention.

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“…Is this another lesson grounded in fear; an echo of an older sex education that cast all sexuality as a site of potential danger and degradation, especially for young women (Hess, 2010; Irvine, 2004; Luker, 2007)? For others, the move towards affirmative consent allows for a set of possibilities that may once have seemed unimaginable: that young people, and girls in particular, might want to have sex, that sex might be freely chosen and pleasurable, and that sex education ought to help prepare young people for that reality (Coy et al, 2016; Waites, 2005).…”

Section: What We Talk About When We Talk About Consent: Jen Gilbert (Scholar Of Sexuality Education)mentioning

confidence: 99%

Critical health education studies: Reflections on a new conference and this themed symposium

Fitzpatrick

Leahy

Webber

et al. 2019

Health Education Journal

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In May 2018, a group of scholars gathered in the icy and sunlit grandeur of Queenstown (Aotearoa New Zealand) to talk, debate and share ideas about health education. The conference aimed to trouble and disrupt traditional kinds of health education and, instead, suggest possibilities for the critical study of health education – both in terms of theory and practice. This introduction to the special themed symposium is a reflection by the six authors on that new conference – Critical Studies in Health Education (CHESS) – and what it aimed to achieve. The authors discuss and define the intent of critical approaches to health education, and reflect on their experiences of the conference, as well as the future of the field. Papers in this special themed symposium of Health Education Journal are also introduced.

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From ‘no means no’ to ‘an enthusiastic yes’: Changing the Discourse on Sexual Consent Through Sex and Relationships Education

Cited by 26 publications

References 9 publications

Rape Perpetrators on Trial: The Effect of Sexual Assault–Related Schemas on Attributions of Blame

Rape Perpetrators on Trial: The Effect of Sexual Assault–Related Schemas on Attributions of Blame

Bystander Prevention for Sexual Violence: #HowIWillChange and Gaps in Twitter Discourse

Critical health education studies: Reflections on a new conference and this themed symposium

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