The Effects of Bystander Programs on the Prevention of Sexual Assault across the College Years: A Systematic Review and Meta-analysis
Autor/in:
Hensman Kettrey, Heather; Marx, Robert
Quelle: Journal of Youth and Adolescence, 48 (2019) 2, S 212–227
Details
Inhalt: Research on sexual assault prevention programs implemented with young people has largely failed to examine program effects between age groups. This systematic review and meta-analysis synthesizes data from 15 high quality studies (N= 6104) examining the effects of sexual assault prevention bystander programs on bystander efficacy, intentions, and intervention across the college years. Findings indicate bystander programs have a significant, desirable effect on all three outcomes. Effects on bystander intentions were significantly stronger among students in their first two years compared to those in their later years of college. There was no evidence of a significant difference in effects on bystander efficacy or intervention between these two groups. Implications and directions for future research are discussed.
Schlagwörter:bystander interventions; Effizienz; Intervention; Meta-Analyse; Prävention; prevention; sexual assault; sexualisierte Gewalt; sexuelle Belästigung; students; Studierende
CEWS Kategorie:Studium und Studierende, Sexuelle Belästigung und Gewalt
Dokumenttyp:Zeitschriftenaufsatz
Gender Bias in Teaching Evaluations
Autor/in:
Mengel, Friederike; Sauermann, Jan; Zölitz, Ulf
Quelle: Journal of the European Economic Association, 17 (2019) 2, S 535–566
Details
Inhalt: This paper provides new evidence on gender bias in teaching evaluations. We exploit a quasi-experimental dataset of 19,952 student evaluations of university faculty in a context where students are randomly allocated to female or male instructors. Despite the fact that neither students’ grades nor self-study hours are affected by the instructor’s gender, we find that women receive systematically lower teaching evaluations than their male colleagues. This bias is driven by male students’ evaluations, is larger for mathematical courses, and particularly pronounced for junior women. The gender bias in teaching evaluations we document may have direct as well as indirect effects on the career progression of women by affecting junior women’s confidence and through the reallocation of instructor resources away from research and toward teaching. (JEL: J16, J71, I23, J45)
Schlagwörter:Diskriminierung; gender bias; Lehrevaluation; Student; Studium
CEWS Kategorie:Studium und Studierende, Geschlechterverhältnis
Dokumenttyp:Zeitschriftenaufsatz
Social or Economic Goals? The Professional Goal Orientation of Students Enrolled in STEM and Non-STEM Majors in University
Autor/in:
Wolter, Ilka; Ehrtmann, Lisa; Seidel, Tina; Drechsel, Barbara
Quelle: Front. Psychol. (Frontiers in Psychology), 10 (2019)
Details
Inhalt: Various studies try to disentangle the gender-specific competencies or decisions that lead to a career in a STEM field and try to find a way to encourage more women to pursue this kind of career. The present study examines differences in the meaning of work (i.e., their professional goal orientation) of students who are enrolled in STEM or non-STEM programs in tertiary education. Based on the background that gender stereotypes associate women and men with communal or agentic roles respectively, we expected that women in STEM subjects differ in their professional goal orientation from women in non-STEM programs. More precisely, women who are enrolled in a STEM major are expected to be less oriented to social and communal goal orientations than women in non-STEM university programs. In a sample of 5857 second year university students of the German National Educational Panel Study three profiles of professional goal orientation were confirmed in a latent profile analysis. As expected, women were more oriented towards social aspects of occupations, whereas men more likely belonged to a profile with high importance for economic aspects of occupations. Moreover, students enrolled in STEM programs more likely belonged to the profile of economic goal orientation. There was, however, no interaction of gender and STEM program: Women in STEM fields did not differ in their occupational goal orientation from women enrolled in non-STEM programs. Based on these findings and on a goal congruity perspective, future interventions aiming at overcoming the underrepresentation of women in STEM fields should consider the individual meaning of work and the goals that are associated with STEM occupations.
Schlagwörter:Berufsorientierung; Deutschland; gender stereotypes; Geschlechterstereotyp; Geschlechterunterschied; goal orientation; latent profile analysis; MINT; quantitative Analyse; STEM; Wertorientierung
CEWS Kategorie:Studium und Studierende, Naturwissenschaft und Technik, Geschlechterverhältnis
Dokumenttyp:Zeitschriftenaufsatz
Characteristics of precollege sexual violence victimization and associations with sexual violence revictimization during college
Autor/in:
Anderson, Jocelyn C.; Chugani, Carla D.; Jones, Kelley A.; Coulter, Robert W. S.; Chung, Tammy; Miller, Elizabeth
Quelle: Journal of American college health : J of ACH, (2019) , S 1–9
Details
Inhalt: OBJECTIVE
To examine the prevalence and characteristics of precollege sexual victimization (SV) experiences and associations with revictimization and recent substance use behaviors among a sample of college students who reported precollege SV.
PARTICIPANTS
A sub-sample of 931 college students who reported precollege SV at baseline data collection for an ongoing multi-site clinical trial.
METHODS
Data were collected via electronic surveys between September 2015 and March 2017. Measures included precollege and during college SV, recent substance use, and alcohol-related harm reduction behaviors.
RESULTS
Precollege SV characteristics associated with revictimization included: Nonpenile penetration (aOR: 1.51, 95%CI: 1.04-2.19); pressured sex (aOR: 1.46, 95%CI: 1.06-2.01); and stranger assault (aOR: 2.03, 95%CI: 1.22-3.40). Past 30-day binge drinking was also associated with revictimization (aOR: 1.86, 95%CI: 1.36-2.54).
CONCLUSIONS
The relationship between precollege SV and alcohol, especially binge drinking, may require a more integrated approach to preventing subsequent revictimization.
Schlagwörter:Alkohol; harm reduction; Schadensbegrenzung; sexual assault
CEWS Kategorie:Studium und Studierende, Hochschulen, Sexuelle Belästigung und Gewalt
Dokumenttyp:Zeitschriftenaufsatz
Applying the Haddon Matrix to evaluate sexual assault interventions on college campuses
Autor/in:
Mahoney, Patricia; Gielen, Andrea C.; Bailey, Maryanne M.; Gabel, Colby
Quelle: Journal of American College Health, (2019) , S 1–8
Details
Inhalt: OBJECTIVE
A Haddon Matrix analysis was used to systematically review literature evaluating college campus sexual assault prevention programs to identify research gaps and intervention opportunities.
METHODS
Articles included were published from January 1, 2001 to December 31, 2017; indexed in PubMed, PsycInfo, or Scopus; involving English-speaking undergraduate students in the US; with experimental or quasi-experimental design.
RESULTS
All 31 eligible studies evaluated educational programing; all relied on self-report measures; and three-quarters had follow-up periods ≤ 6 months. Significant positive effects were reported by 6 of 10 studies that measured bystander behavior, 6 of 10 that educated potential victims and assessed victimization, and one of four that educated potential perpetrators and measured perpetration.
CONCLUSION
The Haddon Matrix analysis identified the need for interventions that address perpetrators and the post-assault period, as well as studies of the impact of enforcing existing policies and new environmental and situational approaches to sexual assault prevention.
Schlagwörter:campus; Haddon Matrix; Intervention; sexual assault; sexual violence; sexualisierte Gewalt; sexuelle Belästigung; sexuelle Gewalt
CEWS Kategorie:Studium und Studierende, Hochschulen, Sexuelle Belästigung und Gewalt
Dokumenttyp:Zeitschriftenaufsatz
Prevalence and sociodemographic factors associated with stalking victimization among college students
Autor/in:
Fedina, Lisa; Backes, Bethany L.; Sulley, Caitlin; Wood, Leila; Busch-Armendariz, Noël
Quelle: Journal of American College Health, (2019) , S 1–7
Details
Inhalt: OBJECTIVE
This study's purpose was to examine the prevalence and sociodemographic factors associated with stalking victimization among a diverse sample of college students.
PARTICIPANTS
Data were collected through a cross-sectional survey administered in November 2015 to students 18 and older on 8 academic universities in a Southwestern university system (N = 26,417).
METHODS
Descriptive statistics were used to assess the prevalence of stalking experiences across student populations. Multivariate logistic regression was used to examine associations between sociodemographic factors and stalking victimization.
RESULTS
A total of 17.4% of students reported stalking victimization since entering college. Cisgender females, transgender/gender-nonconforming, and sexual minority students had higher odds of stalking victimization than their counterparts, whereas Latino/a students had lower odds of stalking victimization compared to White nonHispanic students.
CONCLUSIONS
A notable proportion of college students have experienced stalking. Disparities found among student populations are concerning and warrant further investigation.
Schlagwörter:Administration; Gender; Geschlecht; Gesundheit; mental health; stalking; Verwaltung
CEWS Kategorie:Studium und Studierende, Sexuelle Belästigung und Gewalt
Dokumenttyp:Zeitschriftenaufsatz
The magnitude and potential impact of missing data in a sexual violence campus climate survey
Autor/in:
Giroux, Stacey A.; Gesselman, Amanda N.; Garcia, Justin R.; Luetke, Maya; Rosenberg, Molly
Quelle: Journal of American College Health, (2019) , S 1–9
Details
Inhalt: OBJECTIVE
Assess the impact of survey non-response and non-completion for a campus climate survey.
PARTICIPANTS
Intended for all degree-seeking students at a large, public, midwestern university, November 2014.
METHODS
The survey covered sexual assault experiences and related attitudes. We identify the magnitude and potential impact of survey non-response by comparing demographic data between respondents and non-respondents, sexual assault prevalence between early and late respondents, and demographic and attitudinal data between survey completers and partial completers.
RESULTS
Demographic groups were differentially represented in the survey. Sexual assault prevalence based on survey results may be underestimated for men, overestimated for women. Sensitive questions did not increase drop-off. Students completing more of the survey differed from those completing less.
CONCLUSIONS
Colleges must plan survey administration and data sensitivity analysis to reduce potential for bias. Resources for sexual assault-related needs based on estimates from campus climate surveys with high non-response will likely be misallocated.
OBJECTIVE
Assess the impact of survey non-response and non-completion for a campus climate survey.
PARTICIPANTS
Intended for all degree-seeking students at a large, public, midwestern university, November 2014.
METHODS
The survey covered sexual assault experiences and related attitudes. We identify the magnitude and potential impact of survey non-response by comparing demographic data between respondents and non-respondents, sexual assault prevalence between early and late respondents, and demographic and attitudinal data between survey completers and partial completers.
RESULTS
Demographic groups were differentially represented in the survey. Sexual assault prevalence based on survey results may be underestimated for men, overestimated for women. Sensitive questions did not increase drop-off. Students completing more of the survey differed from those completing less.
CONCLUSIONS
Colleges must plan survey administration and data sensitivity analysis to reduce potential for bias. Resources for sexual assault-related needs based on estimates from campus climate surveys with high non-response will likely be misallocated.
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OBJECTIVE
Assess the impact of survey non-response and non-completion for a campus climate survey.
PARTICIPANTS
Intended for all degree-seeking students at a large, public, midwestern university, November 2014.
METHODS
The survey covered sexual assault experiences and related attitudes. We identify the magnitude and potential impact of survey non-response by comparing demographic data between respondents and non-respondents, sexual assault prevalence between early and late respondents, and demographic and attitudinal data between survey completers and partial completers.
RESULTS
Demographic groups were differentially represented in the survey. Sexual assault prevalence based on survey results may be underestimated for men, overestimated for women. Sensitive questions did not increase drop-off. Students completing more of the survey differed from those completing less.
CONCLUSIONS
Colleges must plan survey administration and data sensitivity analysis to reduce potential for bias. Resources for sexual assault-related needs based on estimates from campus climate surveys with high non-response will likely be misallocated.
Schlagwörter:campus; Nonresponse; sexual assault; sexuelle Belästigung; Student; survey
CEWS Kategorie:Studium und Studierende, Hochschulen, Sexuelle Belästigung und Gewalt
Dokumenttyp:Zeitschriftenaufsatz
STEM/Non-STEM Divide Structures Undergraduate Beliefs About Gender and Talent in Academia
Autor/in:
Bailey, Kimberlyn A.; Horacek, David; Worthington, Steven; Nanthakumar, Ampalavanar; Preston, Scott; Ilie, Carolina C.
Quelle: Front. Sociol. (Frontiers in Sociology), 4 (2019) , 26 S
Details
Inhalt: Research and popular debate on female underrepresentation in academia has focused on STEM fields. But recent work has offered a unifying explanation for gender representation across the STEM/nonSTEM divide. This proposed explanation, called the fieldspecific ability beliefs (FAB) hypothesis, postulates that, in combination with pervasive stereotypes that link men but not women with intellectual talent, academics perpetuate female underrepresentation by transmitting to students in earlier stages of education their beliefs about how much intellectual talent is required for success in each academic field. This theory was supported by a national survey which found that the disciplines with the fewest women had practitioners who were most likely to think that success in their field requires [talent]/[brilliance]. We test this topdown schema with a nationwide survey of U.S. undergraduates, assessing the extent to which undergraduate beliefs about talent in academia mirror those of academics. We find no evidence that academics transmit their beliefs to undergraduates. We also use a second survey – identical to the first but with each field’s gender ratio provided as added information – to explicitly test the relationship between undergraduate beliefs about gender and talent in academia. The results for this second survey suggest that the extent to which undergraduates rate brilliance as essential to success in an academic field is highly sensitive to this added information for nonSTEM fields, but not STEM fields. Overall, our study offers evidence that, contrary to FAB hypothesis, the STEM/nonSTEM divide principally shapes undergraduate beliefs about both gender and talent in academia.
Schlagwörter:Fächerwahl; Frauen in der Wissenschaft; gender bias; Gender stereotype; Geschlechterstereotyp; MINT; non-STEM divide; quantitative Analyse; STEM; Stereotyp; talent; Underrepresentation of women; Unterrepräsentanz; women in science
CEWS Kategorie:Studium und Studierende, Naturwissenschaft und Technik, Geschlechterverhältnis
Dokumenttyp:Zeitschriftenaufsatz
Community College Single-Parent Students’ Angst : Inequities Balancing Roles as Parent and Student
Autor/in:
Lovell, Elyse D’nn; Scott, Ravyn
Quelle: Community College Journal of Research and Practice, 98 (2019) 12, S 1–4
Details
Inhalt: Single-parent students are predominantly female, identified as a marginalized group, and a growing population on community college campuses which poignantly suggests an opportunity for change. Single-parent students (n = 12) described angst as they balanced their roles and responsibilities between single-parent and student. Meg stated, “friends are not a priority. It’s like this constant balancing act. Everything is going a million miles a minute, so fast-the teaching, homework, learning, my kids, the days, studying.” Using a qualitative approach, interviews were conducted, themes generated, and needs established. The themes of structure, stress, and isolation were used to identify homework-support needs, and from the themes of guilt and isolation, family-friendly social activities were considered. The meaning was clarified to implement student–parent homework support groups and family-friendly social activities. This study was conducted by a single-parent undergraduate-researcher as a freshman with her faculty mentor; as a sophomore work-study student, she coordinates the student–parent program.
Schlagwörter:community college; parenthood; single parent; students' angst
CEWS Kategorie:Studium und Studierende, Vereinbarkeit Familie-Beruf
Dokumenttyp:Zeitschriftenaufsatz
Mitigating gender bias in student evaluations of teaching
Autor/in:
Peterson, David A. M.; Biederman, Lori A.; Andersen, David; Ditonto, Tessa M.; Roe, Kevin
Quelle: PLoS ONE, 14 (2019) 5
Details
Inhalt: Student evaluations of teaching are widely believed to contain gender bias. In this study, we conduct a randomized experiment with the student evaluations of teaching in four classes with large enrollments, two taught by male instructors and two taught by female instructors. In each of the courses, students were randomly assigned to either receive the standard evaluation instrument or the same instrument with language intended to reduce gender bias. Students in the anti-bias language condition had significantly higher rankings of female instructors than students in the standard treatment. There were no differences between treatment groups for male instructors. These results indicate that a relatively simple intervention in language can potentially mitigate gender bias in student evaluation of teaching.
Schlagwörter:gender bias; Gleichstellungsmaßnahmen; Lehrevaluation; Sprache
CEWS Kategorie:Studium und Studierende, Geschlechterverhältnis
Dokumenttyp:Zeitschriftenaufsatz