scholarly journals Agency, resistance and the non-‘ideal’ victim: how women deal with sexual violence

2019 ◽  
Vol 3 (3) ◽  
pp. 323-338
Author(s):  
Nicola Roberts ◽  
Catherine Donovan ◽  
Matthew Durey
Keyword(s):  
Sexual Violence ◽  
Undergraduate Students ◽  
Interpersonal Violence ◽  
Online Survey ◽  
Age Groups ◽  
The North ◽  
The Uk ◽  
University Experience ◽  
The University ◽  
Qualitative Responses

Many undergraduate students in the UK fall into age groups particularly at risk from interpersonal violence. Recent evidence suggests that a range of interpersonal violence is part of the university experience for a significant number of students. In this article, we report on the findings of an online survey of male and female students administered at a university in the north of England in 2016 exploring experiences of interpersonal violence during their time as a student. Focusing on the qualitative responses, 75 respondents, mostly women, wrote about their experiences of sexual violence. In presenting women’s accounts, we challenge the construction of the ‘ideal victim’ who is viewed as weak, passive and without agency or culpability (Christie, 1986). Women adopt a range of strategies to actively resist men’s sexual violence. In doing so, they challenge and problematise perpetrators’ behaviours particularly tropes that communicate and forefront the heterosexual dating model of courtship. These findings raise implications for women’s strategies of resistance to be viewed as examples of social change where victim-blaming is challenged, perpetrator-blaming is promoted and femininity/victims are reconstructed as agentic. Universities must educate students about sexual violence, dating and intimacy, as well as provide support for victims of sexual violence.

scholarly journals Gendered landscapes of safety: How women construct and navigate the urban landscape to avoid sexual violence

2020 ◽  
pp. 174889582096320
Author(s):  
Nicola Roberts ◽  
Catherine Donovan ◽  
Matthew Durey
Keyword(s):  
Women Students ◽  
Sexual Violence ◽  
Interpersonal Violence ◽  
Online Survey ◽  
Urban Landscape ◽  
The North ◽  
Women’S Perceptions ◽  
Physical Barriers ◽  
Perceptions Of Safety ◽  
The University

This article presents findings from an online survey gathering quantitative and qualitative data from men and women students at a university in the north of England in 2016. The survey explored their perceptions of safety and experiences of interpersonal violence during their time as a student, both on and off campus. We show how women were more likely to report sexual violence compared to men. We also show how women students, compared to men, were less likely to say they never felt unsafe as they moved away from the university into the city, and as they moved from day into night. We illustrate how interconnecting factors construct women’s perceptions of safety, and subsequently, how locations perceived as unsafe ‘hotspots’, become physical barriers impeding women’s access to public and educational spaces. Consequently, we outline measures to enhance women’s safety while at university.

scholarly journals Talking the Talk and Fitting In: Troubling the Practices of Speaking? ‘What you are Worth’ in Higher Education in the UK

2015 ◽  
Vol 20 (2) ◽  
pp. 27-39 ◽  
Author(s):  
Michelle Addison ◽  
Victoria ◽  
G. Mountford
Keyword(s):  
Higher Education ◽  
Empirical Research ◽  
Undergraduate Students ◽  
Research Projects ◽  
University Staff ◽  
Cultural Meanings ◽  
The North ◽  
The Uk ◽  
Fitting In ◽  
Uk Higher Education

In this article we raise questions about fitting in pertaining to various classed identities within two UK Higher Education Institutions (HEI). We discuss the pains and privileges attached to accent and ways of speaking worth: Who is able to mobilize and capitalize on inscribed values, as they come to be attached to ways of talking? Accents and ways of talking are part of embodied class identities and whilst some carry connotations of intelligence, other ways of talking are positioned as lacking value, as well as other cultural meanings ( Sayer 2002 ; Spencer, Clegg and Stackhouse 2013 ; Lawler 1999 ; Skeggs 1997 ; Southerton 2002 ; Taylor 2007 ; Macfarlane and Stuart-Smith 2012 ). In this article we discuss our empirical research carried out in two separate qualitative ESRC-funded research projects in the north of England with undergraduate students (Victoria Mountford) and university staff (Michelle Addison). Focusing primarily on white British ways of talking, we examine how embodying particular accents or ways of talking affect classed notions of ‘fitting in’ or ‘standing out’ (Reay et al 2009: 1; Abraham and Ingram 2013 ) in HE. In a climate of uncertainty in Higher Education we are concerned that the importance of demonstrating one's impact, value and worth comes down to more than just productivity, it is becoming demonstrably about being able to ‘talk the talk’. Here we trouble the practices of speaking ‘what you are worth’.

Sexual and Reproductive Health knowledge of Postgraduate Students at the University of Cape Town, in South Africa

2020 ◽  
Author(s):  
Bupe Mwamba ◽  
Pat Mayers ◽  
Jawaya Shea
Keyword(s):  
South Africa ◽  
Reproductive Health ◽  
Undergraduate Students ◽  
Online Survey ◽  
Sexual And Reproductive Health ◽  
Pap Smear ◽  
Health Knowledge ◽  
Postgraduate Students ◽  
Breast Examination ◽  
The University

Abstract BackgroundGlobally and in South Africa, university students’ knowledge of sexual and reproductive health (SRH) is low. This study was conducted in response to the dearth of information about the sexual and reproductive health knowledge of postgraduate students. Research conducted to explore the SRH knowledge of undergraduate students suggests that the level of SRH knowledge among undergraduate students is low. The aim of this study was to determine the SRH knowledge of postgraduate students with regards to contraceptives, sexually transmitted illnesses (STI), human immunodeficiency virus (HIV), Pap smear and clinical breast examination at University of Cape Town (UCT), in South Africa. MethodA cross sectional survey design was utilized, using an adapted and pretested online questionnaire. All postgraduate students enrolled in the first semester of 2017 (9444) were invited to anonymously complete the online survey.ResultsFour hundred and six (406) students completed the online survey, of whom 293 were female and 107 males. The age range of respondents was between 18 years and 57 years, with the median age for both male and female respondents being 24 years. Six survey responses were excluded from the statistical analysis because of incomplete data. Post graduate students from the African continent comprised 90.75% of the respondents. Most respondents were white (51.50%) from both Africa and abroad. The results indicated that respondents knew about sexually transmitted infections, and human immunodeficiency virus (HIV) & acquired immune deficiency syndrome (AIDS). Female respondents were more aware of breast examination, and the role of Papanicolaou smear (Pap smear) in SRH. Almost half of the respondents in this study (49%) stated that they had no need for more information about contraceptives. Lecturers were identified as one of the top five sources of information, which suggests that the university environment provides students with important SRH-related information.ConclusionMost postgraduate students had knowledge of sexual and reproductive health with regards to contraception, Pap smear, clinical breast examination, STIs, HIV and AIDS. Further research should focus on the relationship between SRH knowledge and usage among this population. As university lecturers were identified as an important source of information across faculties, the University should consider the incorporation of SRH education in the broader curriculum and as an integral component of student health services.

Examining burnout in employed university students

2019 ◽  
Vol 19 (1) ◽  
pp. 17-25 ◽  
Author(s):  
Kristin M. Schramer ◽  
Carolyn M. Rauti ◽  
Arief B. Kartolo ◽  
Catherine T. Kwantes
Keyword(s):  
Undergraduate Students ◽  
Online Survey ◽  
Scale Validation ◽  
Factor Model ◽  
Three Dimensions ◽  
Content Type ◽  
Convergent And Divergent Validity ◽  
Student Burnout ◽  
Context Specific ◽  
The University

Purpose Burnout has been studied by organizational researchers for nearly 50 years (Maslach and Schaufeli, 2017; Schaufeli et al., 2009); however, little attention is given to burnout experienced by employed students who may be prone to the symptoms of burnout as they juggle multiple demanding roles. Burnout in employed students has previously been conceptualized as a bi-factor model consisting of three dimensions: general burnout, apathy and exhaustion (see Rauti et al., 2019 for further information). The purpose of this paper is to develop and validate a novel and theoretically driven tool to assess burnout in employed students. Design/methodology/approach A sample of 239 employed undergraduate students from a university in southwestern Ontario completed an online survey which included the University of Windsor Employed Student Burnout Survey. Participants also completed six additional measures for scale validation purposes. Findings Confirmatory factor analysis supported a four-factor model of the employed student burnout scale: apathy toward employment, exhaustion toward employment, apathy toward academics and exhaustion toward academics. The findings also supported a bi-factor version of the four-factor model. Correlation analyses provided evidence for convergent and divergent validity. Originality/value The experience of burnout for employed students is unique as employed students balance the demands of work and school simultaneously. This research suggests that experiences of burnout from work and burnout from school may be distinct from one another and that burnout is context specific.

Campus Sexual Violence Victims with Disabilities: Disclosure and Help Seeking

2020 ◽  
pp. 088626052096714
Author(s):  
Anne Kirkner ◽  
Sara-Beth Plummer ◽  
Patricia A. Findley ◽  
Sarah McMahon
Keyword(s):  
Sexual Violence ◽  
Students With Disabilities ◽  
Undergraduate Students ◽  
Campus Climate ◽  
Help Seeking ◽  
College Campuses ◽  
Chi Square ◽  
Victim Services ◽  
Sources Of Support ◽  
The University

Undergraduate students with disabilities represent an important population on college campuses. Yet the incidence of sexual violence and disclosing/reporting of sexual violence among this population is understudied. This exploratory and largely descriptive study uses an intersectional framework to understand the sexual victimization of undergraduate students with disabilities at a large Mid-Atlantic academic institution. The sample consisted of students who completed a sexual violence module ( N = 2,929) as part of a larger campus climate survey. Students with disabilities comprised a smaller sample within this group ( n = 177) and descriptive and chi-square results from both groups of students are reported. Students with disabilities had a statistically significant higher likelihood of sexual violence victimization before coming to campus and while at the university, with much higher rates for precollege victimization than students with no disabilities. Disclosure rates were not different for students across the two groups, though students with disabilities were more likely to utilize formal sources of support, such as campus Title IX offices and mental health services. This study shows support for a strengths-based approach that recognizes that students with disabilities may be more likely to reach out to campus resources. The findings of the study also underscore the need for culturally relevant victim services for students with disabilities. An evaluation of the culture of a university and its environment of openness, sharing, community, and protection (or lack thereof) can be a key point for future approaches to sexual violence on campus.

Monetary Union: A Desperate Gamble

1998 ◽  
Vol 33 (S1) ◽  
pp. 63-88
Author(s):  
Patrick Minford
Keyword(s):  
Monetary Union ◽  
Research Group ◽  
Business School ◽  
Social Research ◽  
Town Hall ◽  
150Th Anniversary ◽  
The North ◽  
The Uk ◽  
The University ◽  
Special Meeting

Dr Tim Bunch (President, Manchester Actuarial Society): Good afternoon, ladies and gentlemen. Welcome to Manchester Town Hall for this special meeting of the Manchester Actuarial Society, which is being held to commemorate the 150th anniversary of the actuarial profession in the UK.I should like to welcome particularly various guests. There are guests invited by the Manchester Actuarial Society, and also guests of actuarial firms in the north of England. I would particularly like to welcome Paul Thornton, the current President of the Institute.Our speaker today is Professor Patrick Minford, who is Professor of Economics at Cardiff Business School, which is at the University of Wales. He has been in that position since October 1997. Prior to that, he was Professor of Economics at Liverpool University, and he maintains his contacts with the University of Liverpool through being Director of the Liverpool research group in macro-economics. He has held economic positions in a number of places, including HM Treasury, at Manchester University and at the National Institute for Economic and Social Research.

scholarly journals How far is too far? An analysis of students’ perceptions of the impact of distance between university and family home on academic performance

2017 ◽  
Vol 10 (15) ◽  
pp. 28-40
Author(s):  
Rosalina Pisco Costa ◽  
Carlos Vieira ◽  
Isabel Vieira
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Online Survey ◽  
Negative Impact ◽  
Two Dimensions ◽  
Family Home ◽  
Socially Relevant ◽  
The University ◽  
Work Done ◽  
The Impact

AbstractTransition to university is a challenging phase in youngsters’ lives. The literature indicates that geographical distance separating the places of study and of family residence adds to the difficulties of transition and adjustment to university. Recent evidence suggests that it also negatively impacts students’ grades. Despite important work done by economists, geographers and psychologists, sociology has devoted scarce interest in understanding this topic. This article seeks to bridge this gap, specifically exploring the reasons justifying the largely ignored effect of distance between the university and family home in academic performance. The study draws on data on undergraduate students of a Portuguese public university, collected through an online survey. Two dimensions, one more related to practical life occupations and another more linked to personal feelings and activities, are examined. It is argued that the negative impact of distance is mainly due to homesickness and to the time spent traveling home. Results from such analysis are twofold socially relevant: of the utmost importance for families, academics and students’ support services, deserve to be seriously considered by policy makers deciding on the territorial distribution of higher-education institutions.

scholarly journals Barriers and enablers to undergraduate music students undertaking a Postgraduate Certificate in Education (PGCE) secondary music programme

2021 ◽  
pp. 1-13
Author(s):  
Thomas Breeze ◽  
Gary Beauchamp
Keyword(s):  
Undergraduate Students ◽  
Online Survey ◽  
Music Teachers ◽  
Initial Teacher Education ◽  
Music Teacher ◽  
Secondary Music ◽  
The Us ◽  
Students Attitudes ◽  
The Uk ◽  
Uk Higher Education

Abstract In the context of falling recruitment to Initial Teacher Education programmes in the UK, this article focuses on motivators and demotivators affecting undergraduate students’ attitudes towards training as a teacher and considers these under the broad headings of altruistic (such as wanting to share a love of the subject and working with young people) and pragmatic (stable career, regular salary, good holidays). A review of the literature suggests that there are differences between the US and the UK in terms of the extent to which students can develop an identity as a teacher during their formative undergraduate years. An online survey was distributed to undergraduates in UK higher education institutions, the results were related to the issues identified in the literature and the differences between genders examined. The results suggested that there was no single significant barrier to undergraduate students deciding to train as secondary music teachers, but that there are opportunities to increase the number of students developing an identity as a music teacher while studying for their undergraduate degrees, and some gender-specific issues which could be addressed.

scholarly journals Sub-national forecasts of COVID-19 vaccine acceptance across the UK: a large-scale cross-sectional spatial modelling study

2020 ◽  
Author(s):  
A. de Figueiredo
Keyword(s):  
Large Scale ◽  
Online Survey ◽  
Imperial College ◽  
Vaccine Uptake ◽  
Parameter Estimates ◽  
Cross Sectional ◽  
North West ◽  
The North ◽  
The Uk ◽  
Highest Posterior Density

IntroductionThere is evidence of decreasing uptake of routine immunisations in the UK in recent years. As the United Kingdom begins a mass vaccination campaign with a novel COVID-19 vaccine, it is unclear whether refusal of the vaccine in some regions and among some socio-economic groups will pose challenges for achieving herd/community immunity against SARS-CoV-2.MethodsThis study estimates uptake of a COVID-19 at unprecedented spatial resolution across the UK using a large-scale survey and state-of-the-art Bayesian statistical methods for estimating public opinion. Between 24 September and 14 October 2020, 17,684 individuals are surveyed in a cross-sectional online survey design. Regions and socio-economic groups who may be more resistant towards a new vaccine are identified using multilevel regression and poststratification. Gibbs sampling is used for Bayesian model inference, with uncertainty in parameter estimates captured via 95% highest posterior density intervals.FindingsThis study predicts that clusters of non-vaccinators will likely emerge in many regions across the UK, most notably in London (which has 13 of the 20 lowest ranking regions) and the North West (which has four, including Greater Manchester and Liverpool). Males are much more likely to state intent to accept the vaccine than females (OR 1·59, 1·47 to 1·73); while Muslims are less likely than atheists / agnostics (0·75, 0·57 to 0·96), Black / Black British are less likely than Whites (0·47, 0·38 to 0·60), and Polish speakers (0·45, 0·31 to 0·63) are less likely than those who primarily speak English or Welsh. Across the UK, 8·7% (8·2 to 9·2%) state that they would “definitely not” accept a vaccine, but less than half (47·5%, 46·5 to 48·5%) say they would “definitely” accept a COVID-19 vaccine, with a substantial proportion unsure.InterpretationThe study findings are extremely important in the context of achieving herd/community immunity. Low predicted acceptance rates in parts of London and the North West are of particular concern as many of these regions have among the highest rates of COVID-19 infection across the UK: low vaccine uptake in these regions may result in disease “hotspots” that amplify the spread of the disease and require increases in vaccination levels in adjacent regions to provide nationwide herd/community immunity. It is therefore extremely important to identify such regions, and to engage with communities within them in advance of vaccination rollout to the population at large. Encouragingly, intent to accept a COVID-19 vaccine is higher among older age-groups, who are among the first to receive a COVID-19 vaccine.Declaration of InterestsThe Author is involved in Vaccine Confidence Project collaborative grants with GlaxoSmithKline outside the submitted work.FundingThis project was funded by the Imperial College COVID-19 Response Fund.Ethical ApprovalApproval for this study was obtained via the Imperial College Research Ethics Committee on 24 July 2020 with reference 20IC6133.

Do predictors of mental health differ between home and international students studying in the UK?

2019 ◽  
Vol 11 (2) ◽  
pp. 224-234 ◽  
Author(s):  
Catrin Pedder Jones ◽  
Annemarie Lodder ◽  
Chris Papadopoulos
Keyword(s):  
Mental Health ◽  
Life Satisfaction ◽  
International Students ◽  
Online Survey ◽  
Self Esteem ◽  
Poor Mental Health ◽  
Content Type ◽  
General Mental Health ◽  
The Uk ◽  
The University

Purpose Previous research has found that international students can experience poor mental health, low levels of life satisfaction, self-esteem and high levels of loneliness when studying in a foreign country. No study has directly compared these between international and home students studying in the UK. The paper aims to discuss these issues. Design/methodology/approach A total of 247 students completed an online survey at the University of Bedfordshire. Findings The hypothesis that international students experience higher loneliness, lower self-esteem, lower life satisfaction and poorer general mental health than home students was rejected. Home students had significantly lower self-esteem, life satisfaction and general mental health scores. Black ethnicity and home student status significantly predicted general mental health and self-esteem in regression analyses. The predictive utility of home student status was maintained when other variables were controlled for in regression models. Originality/value This research suggests that the UK universities should ensure that both home and international students are adequately supported for their mental health.

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