The interACT Sexual Assault Prevention Program is an interactive, skill-building performance based on the pedagogy of Augusto Boal's Theatre of the Oppressed. A longitudinal evaluation of this program compared pretest, posttest, and 3-month follow-up data from 509 university student participants. Results suggested that the interACT performance was successful in increasing participants' beliefs about the effectiveness of bystander interventions and the self-rated likelihood that participants would engage in bystander interventions in the future. Differences in both overall ratings and rates of change were noted. Implications of these results for research and practice are discussed.
Multicultural discussions in the classroom are often weak and diffident, as if the participants fear divulging their true feelings. But when students are pressed on the subject of race, the conversation otten boils over into anger and frustration. Social drama oil'ers a way to breach the silence about race. Following this approach in a social change class. students kept a journal of their reactions to course discussions and gave anonymous written comments so they could share their feelings without awkwardness. A recursive-loop strategy of feeding the journal entries into the classroom discussion created opportunities for dialogue and allowed Euro American students to see how race matters, leading to a reconsideration of white identity. White identity transformation, as the ultimate goal, means the development of intercultural conimunication competence and transformation through "mindfulness" of alternative realities. (29 ref)-
Although scholars have argued that sexual assault is a growing crisis on college campuses, there are few studies that highlight the ways in which college men communicate their feelings about sexual assault education. This pilot study fills that void by highlighting college male students' voices. Using open-ended questions and thematic analysis, the authors noted how respondents confirmed and contradicted earlier findings. The authors conclude by offering future directions for prevention educators and gender studies teacher-scholars.
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