Sexual Violence on Campus: Power-Conscious Approaches to Awareness, Prevention, and Response

Noble, Chelsea E.; Renn, Kristen A.

doi:10.1080/19496591.2021.1891090

Cited by 4 publications

(14 citation statements)

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“…Our finding that SV is experienced differently across gender identities, with women experiencing the largest burden of SV, echoes existing evidence (Cusano et al, 2021;Hoxmeier, 2016;Steele et al, 2023). Seen through a critical feminist lens, SV is intrinsically linked to power dynamics based on social identities (e.g., gender identity) and systems of oppression (Wooten, 2015) (Linder, 2018) and intertwined with forms of oppression and discrimination including heteronormativity, homophobia, and racism (Harris et al, 2017). Consistent with the limited previous work we found that transgender and gender-diverse respondents also experienced high rates of attempted and completed sexual touching and rape (Cusano et al, 2021;Hoxmeier, 2016) and that non-heterosexual respondents experienced more SV than heterosexual respondents (Mennicke et al, 2021;Santelli et al, 2018).…”

Section: Discussionsupporting

confidence: 79%

Sexual Violence Among Higher Education Students in the United Kingdom: Results from the Oxford Understanding Relationships, Sex, Power, Abuse and Consent Experiences Study

Steele,

Degli Esposti,

Mandeville

et al. 2023

J Interpers Violence

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Sexual violence (SV) experienced by higher education students is a prevalent public health problem. Collecting data on SV through self-report surveys in higher education institutions (HEIs) is essential for estimating the scope of the problem, the first step to adequately resourcing and implementing prevention and response programming and policies. However, in the United Kingdom, data is limited. We used data from the cross-sectional Oxford Understanding Relationships, Sex, Power, Abuse and Consent Experiences survey, administered to all students at a university in the United Kingdom in May 2021 ( n = 25,820), to estimate the past year prevalence of SV. We analyzed data from respondents who answered at least one question on SV ( n = 1,318) and found that 20.5% of respondents experienced at least one act of attempted or forced sexual touching or rape, and 52.7% of respondents experienced at least one act of sexual harassment (SH). We found that women experienced the highest rates of SV. Attempted forced sexual touching was far more common than forced sexual touching, or rape. Sexist remarks or jokes were the most common act of SH. Most acts of SV took place at the university. These findings reveal that the prevalence of SV in HEIs in the United Kingdom could be far higher than what is experienced in the general population. While this study reflects the context in only one institution, it underlines the need for continued monitoring to develop rigorous, evidence-based, and targeted prevention and response strategies.

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Section: Discussionsupporting

confidence: 79%

Sexual Violence Among Higher Education Students in the United Kingdom: Results from the Oxford Understanding Relationships, Sex, Power, Abuse and Consent Experiences Study

Steele,

Degli Esposti,

Mandeville

et al. 2023

J Interpers Violence

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“…Additionally, the third-party program predominantly focused on hetero-normative intimate partner dynamics, neglecting the diverse experiences of the student body, therefore necessitating a more gender-inclusive and intersectional approach. We also identified the critical need to address the dynamics of relational power inherent within a university setting (Linder, 2018). Finally, considering that most incoming ANU students reside on campus, any new programming had to fully consider the social dynamics within residential communities.…”

Section: Designing a Comprehensive Education Programmentioning

confidence: 99%

Doing Consent Differently: A University Practitioners’ Reflection on Delivering Large-Scale Respect and Consent Education

Radcliffe,

Gadow,

Leary

et al. 2024

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Sexual assault and sexual harassment (SASH) remain pressing issues on university campuses, making it imperative for higher education institutions to develop prevention strategies. Within this context, education plays a pivotal role in addressing the underlying factors contributing to SASH, while also providing crucial information about care and support pathways for survivors. This paper, authored by practitioners from the Australian National University’s (ANU) Respectful Relationships Unit (RRU), reflects on the conceptualisation, implementation, and evaluation of a large-scale respect and consent education program. Tailored to ANU's context, the program utilised a multi-modal approach including an online module, face-to-face workshops, and residential hall pilots. Challenges, such as engagement and sustainability, were addressed through collaborative partnerships and continuous improvement efforts. Evaluation, conducted in collaboration with social scientists from the ANU Centre for Social Research and Methods (CSRM), provided insights for refinement and future directions. ANU's ongoing commitment to community engagement, innovation, equity, and evaluation underscores its dedication to fostering safer and more inclusive campus environments. Through collaboration and a shared commitment to prevention, ANU aims to make meaningful progress towards a campus free of sexual harm.

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“…It is power-conscious and emancipatory in nature which is why it is often underpinned by feminist or anti-racist theoretical frameworks (Herr & Anderson, 2015). Power is inherent in incidents of sexual violence, as it disproportionately affects those with marginalized identities (Cantor, et al, 2020;Howard et al, 2018;Linder, 2018;Muehlenhard et al, 2017). These inequities make sexual violence a social justice issue.…”

Section: Synopsis Of the Research Designmentioning

confidence: 99%

“…Sexual violence does not occur in a vacuum; people's identities, behaviors, and actions are all socially constructed (Linder, 2018;Linder et al, 2020;Robbins & McGowan, 2016;Shalka, 2019). Things that impact people on an individual level are inextricably linked to and reciprocally informed by factors in the upper levels of the model.…”

Section: Ecological Impacts On Sexual Assault Preventionmentioning

confidence: 99%

“…Things that impact people on an individual level are inextricably linked to and reciprocally informed by factors in the upper levels of the model. For example, systems of oppression at a societal level allow people of dominant groups to have power over others on a relationship level (Linder, 2018). This review builds on the work of those already examining sexual assault through the lens of the socio-ecological model (Armstrong et al, 2006;Bloom et al, 2022;CDC, 2022a;McCray et al, 2023;Moylan et al, 2021;Moylan & Javorka, 2020;WHO, 2002) for a more comprehensive understanding of sexual assaultnecessary for effective prevention.…”

Section: Ecological Impacts On Sexual Assault Preventionmentioning

confidence: 99%

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Co-creating change: design thinking approaches to sexual violence prevention in higher education

Allen

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Sexual assault is a deeply rooted issue on American college campuses. The purpose of this study was to examine the systems that enable a culture of sexual assault and then enact an action step that strengthened the institutional strategies for preventing these incidents on campus. This qualitative action research study took place at a mid-sized public institution in the Northeastern United States, consisting of two cycles of research. Cycle 1 served as a baseline data collection about the problem at the research site through semi-structured interviews with staff members and students. Informed by the Cycle 1 findings, Cycle 2 implemented an action step using a "design thinking" approach to achieve transformation through action in collaboration with faculty, staff, and students to co-create innovative solutions for sexual violence prevention. Cycle 2 data was collected via the design thinking workshops and a follow-up focus group. Design thinking workshops were effective in shifting participants' knowledge about the problem and generated hundreds of ideas for prevention initiatives that were informed by research. The findings of this study identified three themes in creating an effective prevention strategy for this institution: 1) the need for top-down investment, 2) the importance of educating students on the nuances of sexual violence, and 3) providing contextually relevant doses of prevention.

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Sexual Violence on Campus: Power-Conscious Approaches to Awareness, Prevention, and Response

Cited by 4 publications

References 0 publications

Sexual Violence Among Higher Education Students in the United Kingdom: Results from the Oxford Understanding Relationships, Sex, Power, Abuse and Consent Experiences Study

Sexual Violence Among Higher Education Students in the United Kingdom: Results from the Oxford Understanding Relationships, Sex, Power, Abuse and Consent Experiences Study

Doing Consent Differently: A University Practitioners’ Reflection on Delivering Large-Scale Respect and Consent Education

Co-creating change: design thinking approaches to sexual violence prevention in higher education

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