What Students Say About Gender Violence Within Universities
Autor/in:
Vidu, Ana; Schubert, Tinka; Muñoz, Beatriz; Duque, Elena
Quelle: Qualitative Inquiry, 20 (2014) 7, S 883–888
Inhalt: Gender violence in Spanish universities remains a taboo that is in the process of transformation. The first research on this issue was conducted between 2005 and 2008. The main objective was to “break the silence” about violence against women in Spanish academia. To achieve this aim, data collection was conducted through mixed communicative methods. For the interviewees, the context created by this research made it possible for the first time to establish a space to speak openly about this problem, in contrast to the existing context in which aggressors have remained unpunished. The inclusion of students’ voices together with those of administrative staff and professors allowed for the identification of situations of gender violence. This research has had a significant impact on Spanish universities’ policies. Despite some institutional barriers that make the implementation of structural changes more difficult, many offices for equality and protocols against
gender violence have been created.
Schlagwörter:communicative methodology; gender-based violence; sexual harassment; sexuelle Belästigung; Spain; Spanien; Student; Universität; university
CEWS Kategorie:Frauen- und Geschlechterforschung, Sexuelle Belästigung und Gewalt
Mainstreaming domestic and gender-based violence into sociology and the criminology of violence
Autor/in:
Walby, Sylvia; Towers, Jude; Francis, Brian
Quelle: The Sociological review, 62 (2014) S2, S 187–214
Inhalt: Sociological and criminological views of domestic and gender-based violence generally either dismiss it as not worthy of consideration, or focus on specific groups of offenders and victims (male youth gangs, partner violence victims). In this paper, we take a holistic approach to violence, extending the definition from that commonly in use to encompass domestic violence and sexual violence. We operationalize that definition by using data from the latest sweep of the Crime Survey for England and Wales. By so doing, we identify that violence is currently under-measured and ubiquitous; that it is gendered, and that other forms of violence (family violence, acquaintance violence against women) are equally of concern. We argue that violence studies are an important form of activity for sociologists.
Schlagwörter:gender-based violence; geschlechtsspezifische Gewalt; Gewaltforschung; häusliche Gewalt; violence against women
CEWS Kategorie:Frauen- und Geschlechterforschung, Sexuelle Belästigung und Gewalt
Working with Men and Boys to Prevent Gender-based Violence
Autor/in:
Peacock, Dean; Barker, Gary
Quelle: Men and Masculinities, 17 (2014) 5, S 578–599
Inhalt: In spite of tremendous progress toward including gender equality as a global goal - included in numerous UN conventions and the Millennium Development Goals - much progress remains to be made. Men’s violence against women remains a pervasive feature of life in every country in the world. Increasing attention is being paid to engaging men and boys to end men’s violence. Programs and policies have been successfully piloted by nongovernmental organizations across the world and shown to promote important and positive change in men’s gender-related attitudes and practices, including in reducing men’s use of violence against women. Since the International Conference on Population and Development in 1994, national governments and UN agencies have steadily adopted and implemented policies and community-based interventions intended to change social norms about gender and masculinities. As cross-pollination happens across countries and regions, work with men and boys for gender equality has become more complex, ambitious, and visible, generating important synergies and successes, and some resistance. This article examines the rationale for that work; describes key findings from multicountry studies about the relationship between notions of masculinities and men’s gender-related practices; documents key principles guiding much gender equality work with men and boys; identifies emerging strategies and proposes key next steps to increase the scale, impact, and sustainability of gender transformative work with men and boys.
Schlagwörter:gender equality; gender-based violence; Gewalt gegen Frauen; Junge; Masculinities; Maskulinität; men; violence against women
CEWS Kategorie:Gleichstellungspolitik, Sexuelle Belästigung und Gewalt
Reducing the Endorsement of Sexism using experiential Learning: The Workshop Activity for Gender Equity Simulation (WAGES)
Autor/in:
Zawadzki, Matthew J.; Shields, Stephanie A.; Danube, Cinnamon L.; Swim, Janet K.
Quelle: Psychology of Women Quarterly, 38 (2014) 1, S 75–92
Inhalt: In two multipart studies, we tested the effectiveness of an experiential learning-based intervention (Workshop Activity for Gender Equity Simulation–Academic [WAGES-Academic]) to reduce sexism endorsement. We randomly assigned undergraduates to either WAGES (n ¼ 144) or one of two control conditions (n ¼ 268): one where participants received the same information asWAGES but without experiential learning or another that included an experiential group activity but no gender equity information. WAGES participants (vs. both controls) reported less endorsement of sexist beliefs after completing the activity and/or at a follow-up 7–11 days later as measured by the Modern Sexism (Study 1), Neo-sexism (Study 2), Hostile Sexism (Study 2), and Gender-Specific System Justification (Studies 1 and 2) scales. Both studies demonstrated that these effects were attributable to WAGES providing more information, evoking less reactance, eliciting more empathy, and instilling more self-efficacy compared to the other conditions. Results suggest that programs to reduce sexist beliefs will be successful only insofar as they invite access to discussion in such a way that does not elicit defensive denial of the problem, create a context in which participants are readily able to empathize with other, and instill feelings of self-efficacy that one can address the problem.
Schlagwörter:Gleichstellung; Intervention; Lernen; Motivation; Reaktanz; sexism in research; Sexismus; sexual harassment; sexuelle Belästigung; Widerstand
CEWS Kategorie:Fördermaßnahmen, Frauen- und Geschlechterforschung, Sexuelle Belästigung und Gewalt
Evaluation of a gender-based violence prevention program for student athletes in Mumbai, India
Autor/in:
Miller, Elizabeth; Das, Madhumita; Tancredi, Daniel J.; McCauley, Heather L.; Virata, Maria Catrina D.; Nettiksimmons, Jasmine; O'Connor, Brian; Ghosh, Sancheeta; Verma, Ravi
Quelle: Journal of interpersonal violence, 29 (2014) 4, S 758–778
Inhalt: Gender-based violence, which includes sexual and intimate partner violence against women, is prevalent worldwide, prompting calls for primary prevention programs which engage men and boys in changing social norms that condone violence against women. Bystander intervention efforts which encourage males to say something to stop peers from enacting disrespectful and abusive behaviors toward females are a promising strategy for promoting non-violent, gender-equitable attitudes and behaviors. An evaluation of "Parivartan"--a U.S. program called "Coaching Boys Into Men" adapted for urban India cricket teams--was conducted in Mumbai, India. Baseline and 12 month follow-up surveys were administered to 309 male cricket athletes aged 10 to 16 years in 46 urban middle schools in Mumbai, India (27 intervention, 19 control). Athletes whose coaches were trained in the program demonstrated greater improvements in gender-equitable attitudes compared to athletes whose coaches provided standard coaching only. Marginally significant improvements were seen in reduction of negative bystander behavior. Violence prevention programs which utilize coaches as positive messengers for respect and non-violence may be a useful addition to global prevention efforts to reduce violence against women.
Gender-based violence, which includes sexual and intimate partner violence against women, is prevalent worldwide, prompting calls for primary prevention programs which engage men and boys in changing social norms that condone violence against women. Bystander intervention efforts which encourage males to say something to stop peers from enacting disrespectful and abusive behaviors toward females are a promising strategy for promoting non-violent, gender-equitable attitudes and behaviors. An evaluation of "Parivartan"--a U.S. program called "Coaching Boys Into Men" adapted for urban India cricket teams--was conducted in Mumbai, India. Baseline and 12 month follow-up surveys were administered to 309 male cricket athletes aged 10 to 16 years in 46 urban middle schools in Mumbai, India (27 intervention, 19 control). Athletes whose coaches were trained in the program demonstrated greater improvements in gender-equitable attitudes compared to athletes whose coaches provided standard coaching only. Marginally significant improvements were seen in reduction of negative bystander behavior. Violence prevention programs which utilize coaches as positive messengers for respect and non-violence may be a useful addition to global prevention efforts to reduce violence against women.
//
Gender-based violence, which includes sexual and intimate partner violence against women, is prevalent worldwide, prompting calls for primary prevention programs which engage men and boys in changing social norms that condone violence against women. Bystander intervention efforts which encourage males to say something to stop peers from enacting disrespectful and abusive behaviors toward females are a promising strategy for promoting non-violent, gender-equitable attitudes and behaviors. An evaluation of "Parivartan"--a U.S. program called "Coaching Boys Into Men" adapted for urban India cricket teams--was conducted in Mumbai, India. Baseline and 12 month follow-up surveys were administered to 309 male cricket athletes aged 10 to 16 years in 46 urban middle schools in Mumbai, India (27 intervention, 19 control). Athletes whose coaches were trained in the program demonstrated greater improvements in gender-equitable attitudes compared to athletes whose coaches provided standard coaching only. Marginally significant improvements were seen in reduction of negative bystander behavior. Violence prevention programs which utilize coaches as positive messengers for respect and non-violence may be a useful addition to global prevention efforts to reduce violence against women.
Schlagwörter:adolescent; athletes; bystander interventions; child; Coaching; follow-up studies; gender identity; gender-based violence; Gewalt gegen Frauen; humans; India; interpersonal relations; male; sexual violence; sexuelle Gewalt; students; violence against women; violence/prevention & control
CEWS Kategorie:Bildung und Erziehung, Mentoring und Training, Sexuelle Belästigung und Gewalt
Institution-Specific Victimization Surveys: Addressing Legal and Practical Disincentives to Gender-Based Violence Reporting on College Campuses
Autor/in:
Cantalupo, Nancy Chi
Quelle: Trauma, Violence & Abuse, 15 (2014) 3, S 227–241
Inhalt: This review brings together both the legal literature and original empirical research regarding the advisability of amending the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act or creating new Department of Education regulations to mandate that all higher education institutions survey their students approximately every 5 years about students' experiences with sexual violence. Legal research conducted regarding the three relevant federal legal regimes show inconsistent incentives for schools to encourage victim reporting and proactively address sexual violence on campus. Moreover, the original research carried out for this article shows that the experience of institutions that have voluntarily conducted such surveys suggests many benefits not only for students, prospective students, parents, and the general public but also for schools themselves. These experiences confirm the practical viability of a mandated survey by the Department of Education.
Schlagwörter:law; Recht; sexual harassment; sexual violence; sexuelle Belästigung; sexuelle Gewalt; Student; Survey
CEWS Kategorie:Frauen- und Geschlechterforschung, Sexuelle Belästigung und Gewalt
How do we know if it works? Measuring outcomes in bystander-focused abuse prevention on campuses
Autor/in:
Banyard, Victoria; Moynihan, Mary; Cares, Alison; Warner, Rebecca L.
Quelle: Psychology of Violence, 4 (2014) 1, S 101–115
Inhalt: Objective: To address acknowledged limitations in the effectiveness of sexual and relationship abuse prevention strategies, practitioners have developed new tools that use a bystander framework. Evaluation of bystander-focused prevention requires measures, specific to the bystander approach, that assess changes over time in participants’ attitudes and behaviors. Few measures exist and more psychometric analyses are needed. We present analyses to begin to establish the psychometric properties of four new measures of bystander outcomes and their subscales. Method: We collected data from 948 first-year college students on two campuses in the northeastern United States. Items assessing attitudes and behaviors related to bystander helping responses in college campus communities for situations where there is sexual or relationship abuse risk were factor analyzed. Results: Measures of readiness to help (assessed specifically with scales representing taking action, awareness, and taking responsibility), intent to be an active bystander, self-reported bystander responses, and perceptions of peer norms in support of action all showed adequate reliability and validity. Conclusion: This study represents a next step in the development of tools that can be used by researchers and practitioners seeking both to understand bystander behavior in the context of sexual and relationship abuse and to evaluate the effectiveness of prevention tools to address these problems. The measures investigated will be helpful for prevention educators and researchers evaluating the effectiveness of sexual and relationship abuse education tools that use a bystander intervention framework. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Quelle: Journal of Interpersonal Violence, 29 (2014) 3, S 476–496
Inhalt: A promising line of inquiry in sexual violence prevention involves training potential bystanders to intervene in situations where there is risk for violence. Theories of bystander intervention often discuss barriers to helping behavior, but there has been little empirical inquiry into this question. We will present findings of a study of both barriers and facilitators of helping behavior in the context of sexual violence among first-semester college students. Two hundred and forty-two first year college students completed surveys during their first year of college. Measures included assessment of bystander behavior, perceived barriers to helping, as well as a variety of other variables identified in the literature as key correlates of helping. Quantitative and qualitative analyses were used to (a) describe barriers and facilitators of helping, (b) examine the relationship between barriers and self-reports of helping, and (c) model individual differences in helping behavior. In quantitative analyses, barriers, as assessed in this study, were better predictors of helping behavior directed at strangers than helping of friends. Results suggested that open-ended responses about the facilitators and barriers to helping for sexual violence map well onto social-psychological models of bystander behavior, and that greater prosocial tendencies, an intrapersonal variable, increase actual helping behavior. A more specific understanding of what promotes and hinders helping can be used to enhance prevention education efforts focused on increasing helpful bystander actions.
Schlagwörter:bystander interventions; college students; Intervention; sexual assault; sexuelle Belästigung; sexuelle Gewalt; sexual harassment
Normalizing Sexual Violence: Young Women Account for Harassment and Abuse
Autor/in:
Hlavka, Heather R.
Quelle: Gender & Society, 28 (2014) 3, S 337–358
Inhalt: Despite high rates of gendered violence among youth, very few young women report these incidents to authority figures. This study moves the discussion from the question of why young women do not report them toward how violence is produced, maintained, and normalized among youth. The girls in this study often did not name what law, researchers, and educators commonly identify as sexual harassment and abuse. How then, do girls name and make sense of victimization? Exploring violence via the lens of compulsory heterosexuality highlights the relational dynamics at play in this naming process. Forensic interviews with youth revealed patterns of heteronormative scripts appropriated to make sense of everyday harassment, violence, coercion, and consent. Findings inform discussions about the links between dominant discourses and sexual subjectivities as we try to better understand why many regard violence a normal part of life.
Schlagwörter:adolescent; harassment; Normalisierung; normalization; rape; sexual abuse; silencing; youth