Quelle: Gender & Education, 35 (2023) 6-7, S 623–637
Inhalt: Despite the massive global scale of gender-based violence, little attention has been given to its significance in mediating student-victim-survivors’ experiences of higher education. We draw on and extend recent feminist theorizations of trauma as ‘durational’ to consider the significance of gender-based violence as a society-wide problem yet also integral to higher education equity initiatives, where the enduring impacts of gender-based violence for student-survivors is usually absent as an area of concern. In this article we draw on interview data from a qualitative study which explored how university student-victim-survivors of gender-based violence experienced participating in higher education. Participants challenges relating to lasting stress and anxiety, an undermined sense of capability, and difficulties meeting deadlines and academic expectations. These findings show the broader problem of gender-based violence should be viewed as a significant equity issue requiring an expanded approach to current higher education violence prevention efforts (Bacon [2022]. “The Intersubjective Responsibility of Durational Trauma: Contributions of Bergson and Levinas to the Philosophy of Trauma.” Continental Philosophy Review 55 (2): 159–175. doi:10.1007/s11007-021-09556-7 [Titel anhand dieser DOI in Citavi-Projekt übernehmen] ).
Student violence towards teaching assistants in UK schools: a case of gender-based violence
Autor/in:
Holt, Amanda; Birchall, Jenny
Quelle: Gender and Education, (2022) , S 1–16
Inhalt: In recent years significant research attention has focused on the problem of student violence in schools and, to a lesser extent, on its relationship to gender-based violence. However, student violence towards teaching assistants has not been studied, despite evidence suggesting that teaching assistants are at significantly more risk from student violence than other staff members. In this article, we draw on data from 16 in-depth interviews with teaching assistants who have experienced student violence. We conclude that violence towards teaching assistants is ignored, in both research and in schools, precisely because of the feminized and under-valued nature of the role, and argue that the continual victimization of teaching assistants diminishes their status further. We highlight its parallels with gender-based violence and argue that applying such a framework is key to recognizing the personal and social harms that this violence causes and the organizational responses that leaves teaching assistants particularly vulnerable.
Inhalt: In this paper, we examine the experiences of female students and academics to understand the factors that underpin the persistence of sexual harassment in science, technology, engineering and mathematics (STEM) institutions. We draw on data from interviews and focus group discussions with female students and academics who participated in a study that focuses on gender inequality in science and technology universities in Ethiopia. Drawing on the concept of institutional betrayal, we argue that the high prevalence of sexual harassment in these universities is perpetuated by institutional actions and inactions through which universities fail to proactively prevent and effectively respond to sexual harassment. We suggest efforts to tackle sexual harassment need to focus on proactive and preventive measures that involve revisiting institutional policies and structures. We further suggest that grievance procedures need to be accessible, responsive, trustworthy and supportive.
Protecting the perpetrator: value judgements in US and English university sexual violence cases
Autor/in:
Shannon, Erin R.
Quelle: Gender and Education, (2021) , S 1–17
Inhalt: This paper examines four interviews with student survivors about their experiences of reporting sexual harassment and violence to universities in the United States and England, and their experiences of how their universities protected the perpetrators. Interview participants revealed that their assailants were not held accountable because the university determined they were more valuable than the survivor, whether in terms of the role the assailant occupied or their potential to make an impact in their field. I analyse these instances by combining three theories to show both how power/value relations in the neoliberal university make certain people (in)dispensable, and how these power/value relations are enacted through power dynamics of speech and hearing to protect the more ‘valuable’ party in university sexual violence cases. The article concludes with possible recommendations for structural change.
Schlagwörter:England; Gender; Hochschule; Macht; neoliberal university; neoliberalism; Neoliberalismus; power; sexual harassment; sexual violence; sexualisierte Diskriminierung; sexualisierte Gewalt; Täter; USA
CEWS Kategorie:Studium und Studierende, Sexuelle Belästigung und Gewalt
Bausteine für einen systematischen Diskriminierungsschutz an Hochschulen
Autor/in:
Antidiskriminierungsstelle des Bundes
Quelle: Berlin, 2020.
Inhalt: Rassistische Beleidigungen, sexuelle Belästigung oder Mobbing aufgrund der sexuellen Identität machen auch vor Hochschulen nicht halt. Hochschulen sehen sich daher verstärkt in der Verantwortung einen umfassenden Diskriminierungsschutz sicherzustellen. Die Broschüre „Bausteine für einen systematischen Diskriminierungsschutz an Hochschulen“ zeigt auf, wo sie ansetzen können.
Dabei stellen sich den Hochschulen häufig praktische Fragen: Wie kann sowohl die Prävention von Diskriminierung als auch die Intervention im Fall einer Benachteiligung sichergestellt werden? Welche Pflichten haben Hochschulen nach dem Allgemeinen Gleichbehandlungsgesetz und wie kann diesen am besten nachgekommen werden? Zusätzlich stehen Hochschulen vor der Herausforderung, alle Statusgruppen adäquat vor Diskriminierung zu schützen.
Die Broschüre „Bausteine für einen systematischen Diskriminierungsschutz an Hochschulen“ schlägt Interessierten sechs Bausteine für die Umsetzung eines effektiven Diskriminierungsschutzes vor: unter anderem Umfragen und Monitoring; Sensibilisierung, Empowerment und Öffentlichkeitsarbeit; Antidiskriminierungsberatung oder die Einrichtung von Beschwerdestellen. Diese wurden auf Grundlage einer bundesweiten Umfrage der Antidiskriminierungsstelle des Bundes zu Beschwerdestellen nach § 13 Allgemeines Gleichbehandlungsgesetz (AGG) an Hochschulen in Deutschland entwickelt. Für jeden Baustein werden aktuelle Beispiele von Praxismaßnahmen an Hochschulen präsentiert, die zeigen, wie Diskriminierungsschutz an Hochschulen konkret umgesetzt werden kann.
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
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.
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
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
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
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
Quelle: Journal of American College Health, (2019) , S 1–7
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.
Quelle: Journal of American College Health, (2019) , S 1–9
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