Lessons Learned and Unanswered Questions About Sexual Assault Perpetration

This article presents a qualitative study of 44 Women of Color undergraduate student survivors’ perceptions of campus sexual assault prevention programming using the framework of standpoint theory. Participants held perceptions concerning online training prior to college, the in-person presentations they attended during new student orientation, and the lack of information relayed through prevention programs about sexual assault perpetration. Findings highlight the need for continued research investigating the standpoints of Women of Color students to better inform implementation of prevention efforts.

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History of Sexual Assault Perpetration and Violence-Related Prosocial Tendencies Among Men by Fraternity Affiliation Status

Violence Against Women ◽

10.1177/10778012211037381 ◽

2021 ◽

pp. 107780122110373

Author(s):

Jill C. Hoxmeier ◽

Daniel Zapp

Keyword(s):

Sexual Assault ◽

Violence Prevention ◽

College Men ◽

The United States ◽

Cross Sectional Study ◽

Future Research ◽

Cross Sectional ◽

Prosocial Tendencies ◽

History Of ◽

Sexual Assault Perpetration

The purpose of this cross-sectional study was to examine self-reported sexual assault perpetration history, as well as violence prevention-related prosocial tendencies, among fraternity men, unaffiliated men with membership intentions, and unaffiliated men without membership intentions with data from 262,634 college men in the United States. Results indicate that fraternity status was related to sexual assault perpetration, both prior to and while at their current institution of higher education; both perpetration history and fraternity status significantly related to diminished violence prevention-related prosocial tendencies. The findings have important implications for future research and practice to reduce the incidents of sexual assault on college campuses.

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Expert Evidence to Counteract Jury Misconceptions about Consent in Sexual Assault Cases: Failures and Lessons Learned

University of New South Wales Law Journal ◽

10.53637/fdbi9255 ◽

2020 ◽

Vol 43 (2) ◽

Author(s):

Jacqueline Horan ◽

Jane Goodman-Delahunty

Keyword(s):

Sexual Assault ◽

The United States ◽

Lessons Learned ◽

Expert Evidence ◽

Undue Influence ◽

Sexual Offences ◽

Child Sexual Assault ◽

The United Kingdom ◽

Sexual Assault Case ◽

Trial Participants

This century has seen dramatic changes in the way in which sexual offences, particularly against children, are prosecuted in Australia, Canada, New Zealand, the United Kingdom and the United States of America. These jurisdictions have acknowledged the potential of myths and misconceptions about how a victim will behave, both during and after a sexual assault, to exert an undue influence on jurors. Expert evidence to educate jurors about common rape myths that apply to issues of consent has been used to redress this issue. However, such expert evidence poses significant challenges for the lawyers and experts. This article explores the effectiveness of educative expert evidence through analysis of an illustrative contemporary Australian child sexual assault case where the authors interviewed some of the jurors and other trial participants about their perceptions of the expert evidence. Practical suggestions to improve educative expert evidence are identified and explained.

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