Women of Color Student Survivors’ Perceptions of Campus Sexual Assault Prevention Programming

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.

A Behavioral Science Framework for Understanding College Campus Sexual Assault

We propose a behavioral-science approach to sexual assault on college campuses. In this framework, people commit assault when aspects of the immediate situation trigger certain psychological states. No set of mental processes or situational configurations is a precise predictor of assault. Instead, the interaction between mental processes and situational configurations predicts when sexual assault is more or less likely to occur. We begin with an illustrative story to show how a behavioral-science approach is relevant to sexual assault. Next, we map out a framework that suggests how behavioral theories of situations and mental processes have been or could be used to describe, predict, and develop ideas for the reduction of sexual assault. Relevant situational configurations include geographical configurations, local situational and informational cues, and situation-based power. Theories of mental processes include person perception, social norms, moral reasoning, and goals. Our framework can be used to demonstrate how “good” people can commit assault and how individuals can and will refrain from assault within institutions with a “bad” record. Compared with previous theories of sexual assault, a behavioral-science framework offers unique understanding and generative methods for addressing sexual assault on college campuses.

The Title IX Movement Against Campus Sexual Harassment

Beginning in 2009, hundreds of thousands of students and their allies began to mobilize against campus sexual assault, organizing around the groundbreaking civil rights statute, Title IX of the Education Amendments of 1972, and achieving remarkable progress in advancing gender equality in only about a decade. Moving from the Title IX movement’s genesis during the Obama administration to the movement’s direct-action protests and litigation challenging regulations issued in May 2020 by then-Secretary of Education Betsy DeVos, this chapter tells the story of how Title IX and the student movement interacted from 2009 to 2020. During these years, the movement not only weathered backlash but also influenced later feminist movements such as #MeToo and nonfeminists’ understanding of sexual harassment, demonstrating the continued power and promise of both feminist law and feminist organizing.

The Social Roots of Sexual Violence

In their book, Sexual Citizens: A Landmark Study of Sex, Power, and Assault on Campus, Jennifer S. Hirsch and Shamus Khan seek to understand why campus sexual assault happens and what can be done to prevent it in the future by identifying its social roots. The book approaches sexual assault from an ecological public health perspective, but I think at its core, I think it is also an argument for dismantling power disparities within institutions.

Resilience and Resistance in the Campus Sexual Assault Literature

Many researchers have focused on documenting the consequences of campus sexual assault (CSA), but there is a dearth of research on students' post-assault lived experiences. Specifically, there is a lack of scholarship exploring how student victim-survivors of CSA may view, understand, resist, or experience resilience as they navigate their post-assault life on campus. The purpose of this conceptual paper is to explore the question, "How is resilience described and defined in the literature of CSA?" To respond to this question, I explore other related but distinct concepts that appear in the literature around resilience, including posttraumatic growth, meaning-making, and recovery. Although the focus is on CSA literature, I also include scholarship broadly related to trauma, as well as related populations and topics, given the limited research specific to resilience and CSA. Finally, I briefly introduce two theoretical perspective that have informed and guided the conceptualization of this paper, including socio-ecological and intersectional feminist theoretical perspectives. This conceptual paper and discussion of resilience was a result of preparation for my doctoral dissertation study in social work that aimed to explore the phenomenon of resilience among undergraduate students who had experienced CSA, through a qualitative inquiry that used post-intentional phenomenological methods.

The Dynamics of Interpersonal Relationships: Understanding Power and Control Tactics Among College Students

Intimate partner violence (IPV) is a significant public health problem among college students and many students have difficulty identifying unhealthy and abusive behaviors. The aims of this mixed methods study are to: (a) create an inclusive tool that illustrates the power and control experiences of a diverse group of young adult college students, (b) ensure a broad scope of tactics are illustrated (related to technology and different types of relationships), and (c) measure the experience of these tactics, including how IPV knowledge, attitudes, and self-efficacy are influenced by a more inclusive tool. In Phase I, semi-structured interviews were conducted with students (n = 33) and staff (n = 10) at campus sexual assault centers at the three University of Michigan (UM) campuses to explore power and control tactics utilized by perpetrators on college campuses. Content analysis revealed 13 categories of tactics in college relationships. A draft tool was created and assessed for accuracy using cognitive interviews with students (n = 20) from all three campuses in Phase II. Cognitive interviews resulted in the following changes to the final tool: (a) new presentation of the Socioecological Model, (b) identification of substance use as a facilitator for multiple forms of violence, and (c) edits to tactic descriptions. In Phase III, 250 students at UM–Ann Arbor participated in a quasi-experimental evaluation in which 133 interacted with the tool and 117 received access to usual care (campus sexual misconduct policy). Both groups answered survey questions about IPV knowledge, attitudes, self-efficacy, and experiences at baseline, and after one month and five months. Among all college participants in Phase III, 33.5% had experienced lifetime IPV and 25.2% had experienced IPV in the past year. There were no significant differences among IPV knowledge, attitudes, or self-efficacy by group. The Dynamics of Interpersonal Coercion Among College Students tool was created by incorporating current tactics utilized among a diverse college population.