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Little information exists on the childhood sexual victimization of males as it occurs in nonclinical samples. Employing a broad funnel-type of questionnaire methodology, the current study examined childhood sexual victimization in two samples of college men consisting of 253 and 329 students from a large Midwestern and Southeastern university, respectively. There was general consistency between the two samples in the prevalence and descriptive features of the abuse. However, different definitions of abuse generated markedly different outcomes in the data. Depending on the definition utilized, prevalence rates varied from 4% to 24% of the samples being defined as “abused.” Moreover, the quality of experiences varied by definition. Using less restrictive definitions, the experiences reported by men were distinctively different from those reported in studies of college women or clinical samples of boys. This study identifies methodological and definitional issues as being critical to the study of childhood sexual victimization, particularly among males.

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This study explored the effects of respondent gender, gender combination (male teacher/female student versus female teacher/male student), and teacher age (24 versus 39-years-old) on the perception of a sexual relationship between a teacher and a 16-year-old student. Participants were 80 male and 80 female undergraduates. A MANOVA yielded significant main effects for respondent gender and gender combination. Subsequent ANOVAs indicated that men generally viewed the experience more positively and that the male teacher/female