The aim of this article is to propose a theoretical framework for studying digital resignation, the condition produced when people desire to control the information digital entities have about them but feel unable to do so. We build on the growing body of research that identifies feelings of futility regarding companies’ respect for consumer privacy by suggesting a link between these feelings and the activities of the companies they benefit. We conceptualize digital resignation as a rational response to consumer surveillance. We further argue that routine corporate practices encourage this sense of helplessness. Illuminating the dynamics of this sociopolitical phenomenon creates a template for addressing important questions about the forces that shape uneven power relationships between companies and publics in the digital age.

Hampshire. Her research examines the complexities of authenticity, privacy, identity, and reputation in the digital era through frames of cultural theory, critical institutionalism, and public policy. Her work explores how identity, particularly gender, race, class, and sexuality, shape experiences of privacy, surveillance, and visibility in a digital environment. Her work has been published in the International

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Recently, much research has been dedicated to understanding how to prevent and address the aftermath of sexual assault (SA) on traditional 4-year college and university campuses in the United States. However, less scholarly attention has been paid to 2-year institutions, commonly known as community colleges. This review illuminates the different situational contexts faced by community college students, compared with students at 4-year colleges. These differences are shaped by community college characteristics, student demographics, and geographic location of their students. Community colleges enroll a higher percentage of women, first-generation students, and low-income students than 4-year colleges. Furthermore, community colleges are academic homes to the most racially and ethnically diverse student population, with higher numbers of African Americans, Latinos, immigrants, and nonnative English speakers. These populations (e.g., women, racial minorities, first-generation, low-income) are at a greater risk for SA; yet, 2-year institutions have less funding and resources available to address SA on their campuses. Thus, this article reviews the problem of campus SA on community colleges and highlights the challenges that 2-year institutions face in comparison with those that 4-year institutions face when implementing SA prevention and response strategies. Then, a case study of a 3-year project on one nonresidential and seven community colleges is presented, which illustrates how 2-year institutions can forge relationships with community professionals to address SA on their campuses.