Tackling Oppressive Beliefs and Sexual Violence on College Campuses: Evaluation of an Innovative Theater-Based Intervention

Abstract

Background Sexual violence (SV) prevalence remains high among U.S. college campuses; prevention strategies may benefit from addressing socially oppressive beliefs, including racism, sexism, and heterosexism that all directly link to attitudes and beliefs related to SV. Aims The objective of this study is to evaluate the potential efficacy of a novel student-driven, theater-based intervention in shifting beliefs regarding racism, heterosexism, and SV. Method Data were utilized from paired pre- and posttest surveys ( n = 272) from undergraduate students, at a university in the Southeastern United States, who attended a student-driven theater production covering topics of SV, heterosexism, and racism. The survey included questions on rape myth acceptance, heteronormative attitudes and beliefs, perceived racism on campus, and relevant respondent demographic information. Results After viewing the theater production, participants demonstrated significant decreases pretest-posttest in rape myth acceptance, (Δ M = 0.04, SD = 0.25), t(261) = 2.57, p = .01, heteronormative attitudes and beliefs, (Δ M = 0.09, SD = 0.36), t(267) = 3.32, p = .0001, and an increased pretest-posttest in perceived racism on campus, (Δ M = −0.15, SD = 0.47), t(266) = −5.15, p < .0001. For rape myth acceptance and heteronormative attitudes and beliefs, no apparent differences were present by race, gender identity, sexual orientation, or year in school. Only White and mixed-race students’ levels of perceived prevalence racism increased when examined by race. Implications Findings from this study suggest that theater interventions may not only be an effective tool for addressing SV on campus, but also targeting other forms of discrimination, including sexism, homophobia, and racism among students.

Gender-based violence among healthcare students: prevalence, description and associated factors

“…Philipps et al indicated that students believed in the transformative power of education -of themselves and facultyas a means of improving the medical environment without waiting for social change [30] and Johnsson et al suggested that a semester-long course targeting rst-year students could potentially in uence knowledge, attitudes and behavioural intentions regarding sexual violence and create a more positive campus climate [31] . Given the potential consequences suffered by those exposed to GBV, both the institutions and student welfare organisations should intensify practices and policies to prevent and respond to GBV among university students and also to raise awareness among healthcare workers regarding sexism and homophobia [32] . To help students recognise GBV and learn how to intervene in these situations, more GBV content is needed in prevention education programmes that integrates content pertinent to victimisation risk, perpetration risk and bystander intervention skills [33] .…”