Associations between sexual assault victimization and risky drinking within college women's personal networks
Autor/in:
Patterson, Megan; Prochnow, Tyler; Fehr, Sara; et al.
Quelle: Violence against women, 28 (2022) 11, S 2603–2623
Inhalt: Within a sample of college women, this study assessed if an individual's (i.e., ego) history of sexual assault was related to her connecting with risky drinkers, and if her social contacts (i.e., alters) who had experienced sexual assault were also people who engaged in risky drinking. Results suggest ego's history of sexual assault was associated with her connecting to risky drinkers. Generally, egos reported alters who experienced sexual assault were more likely to drink in higher quantities, except when the ego and alter both had experienced sexual assault. Findings highlight the importance of social connections for survivors of sexual assault.
Risk and Protective Factors for Men’s Sexual Violence Against Women at Higher Education Institutions: A Systematic and Meta-Analytic Review of the Longitudinal Evidence - Bridget Steele, Mackenzie Martin, Alexa Yakubovich, David K. Humphreys, Elizabeth Nye, 2022
Autor/in:
Steele, Bridget; Martin, Machenzie; Nye, Elizabeth; et al.
Quelle: Trauma, violence & abuse, 23 (2022) 3, S 716–732
Inhalt: Sexual violence among higher education institution (HEI) students is a growing public health concern. To date, there is little evidence on how to effectively pr...
Schlagwörter:data analysis; men; offensive speech; perpetrator; Review; sexual abuse; violence
Wie Gewalt untersuchen? Ein Kodierschema für einen reflexiven Gewaltbegriff
Autor/in:
Barth, Jonas; Fröhlich, Johanna; Lindemann, Gesa; et al.
Quelle: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 22 (2021) 1
Inhalt: Wir unterbreiten in dem vorliegenden Text einen Vorschlag für ein der interpretativen Forschung angemessenes Gewaltverständnis und skizzieren seine methodologischen Konsequenzen. In Auseinandersetzung mit qualitativen Studien zu Gewalt verbinden wir eine klare theoretische Explikation des Phänomens Gewalt mit der von der qualitativen Sozialforschung geforderten Offenheit gegenüber dem Material. Wir gehen dabei von der Unterscheidung zwischen einem positiven und einem reflexiven Gewaltbegriff aus: Wenn Gewalt aus der Beobachter*innenperspektive inhaltlich definiert wird, sprechen wir von einem positiven Gewaltbegriff. Ein solches Vorgehen widerspricht allerdings den Annahmen der interpretativen Forschung, denn hier liegt der Schwerpunkt darauf, soziale Phänomene ausgehend vom (Selbst-)Verständnis sozialer Akteur*innen zu analysieren. Wenn man es dem Selbstverständnis im Feld überlässt, ein Phänomen als Gewalt zu identifizieren, dies aber der Intuition der Beobachter*innen widerspricht, führt dies in der soziologischen Forschungspraxis oftmals dazu, dass ein Phänomen gegen das Selbstverständnis im Feld als Gewalt identifiziert wird. Um mit diesem Problem umzugehen, schlagen wir ein reflexives Gewaltverständnis vor und konkretisieren dieses in einem Kodierschema für die qualitativ-interpretative Untersuchung von sozialen Zusammenhängen mit Blick auf Gewalt. Exemplarisch verdeutlichen wir den interpretativen Sinn
des Kodierschemas an einem Beispiel aus der Pflege von Menschen mit Demenz.
Organisational characteristics that facilitate gender-based violence and harassment in higher education?
Autor/in:
O'Connor, Pat; Hodgins, Margaret; Woods, Dorian; et al.
Quelle: Administrative Sciences, 11 (2021) 138
Inhalt: Gender-based violence and sexual harassment (GBVH) by and towards academics and students has been under-theorised at an organisational level in higher education institutions (HEIs). The methodology involves a critical review of the literature on GBVH and organizational responses to it, locating it in the context of an analysis of organizational power. The theoretical perspective involves a focus on power and workplace bullying. It identifies three power-related characteristics of academic environments which it is suggested facilitate GBVH: their male-dominant hierarchical character; their neoliberal managerialist ethos and gender/intersectional incompetent leadership which perpetuates male entitlement and toxic masculinities. These characteristics also inhibit tackling GBVH by depicting it as an individual problem, encouraging informal coping and militating against the prosecution of perpetrators. Initiating a discussion and action at organizational and state levels about GBVH as a power-related phenomenon, challenging the dominant neo-liberal ethos and the hierarchical character of HEIs, as well as reducing their male dominance and increasing the gender competence of those in positions of power are seen as initial steps in tackling the problem.
Schlagwörter:competence; GBV; harassment; intersectional research; male domination; neoliberal university; Organisation; power
Inhalt: Sexual harassment occurs more frequently in male-dominated fields and physics is a more male-dominated field than most other science, technology, engineering, and mathematics (STEM) fields. Thus, it is important to examine the occurrence and impact of sexual harassment on women in physics. A survey of undergraduate women, who attended a conference for undergraduate women in physics, revealed that approximately three quarters (74.3%; 338/455) of survey respondents experienced at least one type of sexual harassment. This sample was recruited from a large fraction of undergraduate women in physics in the United States. We find that certain types of sexual harassment predict a negative sense of belonging and exacerbate the imposter phenomenon. The types of sexual harassment that predict these outcomes, both forms of gender harassment, while seemingly less severe types of harassment, have been found to have substantially negative personal and professional consequences. These findings are important since prior work has found that sense of belonging and the imposter phenomenon are related to students’ persistence in STEM fields. Our results have implications for understanding and improving persistence in physics by informing the community about the occurrence of sexual harassment and its effects so that we can begin to work towards reducing its occurrence and mitigating its effects.
Methods for Improving Representativeness in a Web Survey on Sexual Assault Among College Students
Autor/in:
Berzofsky, Marcus; Langton, Lynn; et al.
Quelle: Journal of Interpersonal Violence, 34 (2019) 23-24, S 4838–4859
Inhalt: Many colleges and universities conduct web-based campus climate surveys to understand the prevalence and nature of sexual assault among their students. When designing and fielding a web survey to measure a sensitive topic like sexual assault, methodological decisions, including the length of the field period and the use or amount of an incentive, can affect the representativeness of the respondent sample leading to biased or imprecise estimates. This study uses data from the Campus Climate Survey Validation Study (CCSVS) to assess how the interaction between field period length and survey incentive amount affects nonresponse, sample representativeness, and the precision of survey estimates. Research suggests that using robust incentives gives potential survey respondents a reason to complete the survey beyond their intrinsic motivation to do so. Likewise, extending the field period gives more time to people who may be less intrinsically motivated to complete the survey. Both serve to increase sample size and representativeness, minimize bias, and improve estimate precision. Schools, however, sometimes lack the time and/or resources for both a robust incentive and a lengthy field period, and this study examines the extent to which the potential negative impacts of not using one can be mitigated by the presence of the other. Findings indicate that target response rates can be achieved using a smaller incentive if the field period is lengthy but, even with a lengthy field period, the use of a smaller incentive can result in biased estimates due to a lack of representativeness. Conversely, when a robust incentive is used and weights are developed to adjust for nonresponse, a shorter field period will not have a significant impact on point estimates, but the estimates will be less precise due to fewer respondents participating in the survey.
Schlagwörter:climate survey; college students; field period; Hochschule; incentive mechanisms; Nonresponse; sexual assault; sexuelle Belästigung; sexuelle Gewalt; Umfragenmethodik; web surveys
Measuring and reporting campus sexual assault: Privilege and exclusion in what we know and what we do
Autor/in:
Brubaker, Sarah Jane; Keegan, Brittany; et al.
Quelle: Sociology Compass, 11 (2017) 12, S 1–19
Inhalt: As awareness of and national attention to campus sexual assault in the U.S. has grown, efforts to study and respond to the problem have increased. While these efforts are to be applauded, they have yet to fully challenge or correct the privileged and exclusive perspectives and assumptions regarding student experiences of campus sexual assault. Specifically, the experiences of white, heterosexual, cisgender, middle‐class, and American citizens who are students at primarily elite, traditional colleges and universities are taken as the norm, while experiences of students of color, LGBTQ students, and international students are neglected. Here we examine two primary sources of information regarding campus sexual assault: large‐scale self‐report surveys and individual reporting to authorities. We first review the content of select large‐scale surveys used to gather and measure self‐reported data from students on the scope, prevalence, and character of campus sexual assault, and identify areas of omission and neglect regarding marginalized students. We then review literature on barriers to reporting to authorities specific to these groups that further exclude them from our understanding of the problem. We end with recommendations for improved efforts to study and respond to campus sexual assault that are more inclusive and comprehensive.
Schlagwörter:Berichterstattung; Datenquellen; Hochschule; Identität; identity; Minderheit; minority; race discrimination; reporting; sexual harassment; sexuelle Belästigung; Stereotyp; stereotypes; Student; Studierende; university
CEWS Kategorie:Gleichstellungspolitik, Sexuelle Belästigung und Gewalt