Effects of Group Status and Victim Sex on Male Bystanders’ Responses to a Potential Party Rape

Katz, Jennifer

doi:10.1080/10926771.2015.1029184

Cited by 15 publications

(10 citation statements)

References 33 publications

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“…These results extend past research on the bystander effect with college students (Howard & Crano, 1974;Katz, 2015) by demonstrating the role of individual differences in responses by lone bystanders. In the current study, not all lone bystanders reported that they were likely to confront a perpetrator of antigay bullying.…”

Section: Discussionsupporting

confidence: 86%

“…Fur thermore, the bystander effect has been observed in research on how college students respond to witnessing different types of problem situations. For example, compared to those who are alone, college students who are in a group show greater reluctance to intervene in response to witnessing a theft (Howard & Crano, 1974) or a potential sexual assault (Katz, 2015). Given the prevalence of antigay bullying on college campuses, research is needed to examine whether and under what conditions the bystander effect inhibits advocacy for students who are bullied because they are perceived to be gay.…”

Section: Effects Of Group Status and Implicit Theories Of Personalitymentioning

confidence: 99%

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Scholar Identity Development: A Book Writing Journey and Tips for Undergraduate Mentors

Cabrera¹,

Gilmour²,

Lovell³

2019

PsiChiJournal

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Through her leadership and commitment to diversity, she has made the Journal and Psi Chi an even better organization. Following her lead, Psi Chi Journal has implemented a diversity statement and is committed to supporting this statement and standards. Dr. Domenech Rodríguez has left a long lasting impact on Psi Chi-one that we can all be proud of. ABOUT PSI CHI Psi Chi is the International Honor So ci ety in Psychology, found ed in 1929. Its mission: "recognizing and promoting excellence in the science and application of psy chol ogy." (Note. Our new mission statement is available at http://www.psichi.org/?page=purpose) Mem ber ship is open to undergraduates, graduate students, faculty, and alumni mak ing the study of psy chol ogy one of their major interests and who meet Psi Chi's min i mum qual i fi ca tions. Psi Chi is a member of the As so cia tion of Col lege Honor So ci et ies (ACHS), and is an affiliate of the Ameri can Psy cho logi cal As so cia tion (APA) and the Association for Psy cho log i cal Science (APS). Psi Chi's sister honor society is Psi Beta, the na tion al honor society in psychology for com mu nity and junior colleges. Psi Chi functions as a federation of chap ters located at over 1,150 senior col leg es and universities around the world. The Psi Chi Central Office is lo cat ed in Chatta nooga, Ten nessee. A Board of Directors, com posed of psy chol o gy faculty who are Psi Chi members and who are elect ed by the chapters, guides the affairs of the Or ga ni za tion and sets pol i cy with the ap prov al of the chap ters. Psi Chi membership provides two major opportunities. The first of these is ac a dem ic rec og ni tion to all in duc tees by the mere fact of mem ber ship. The sec ond is the opportunity of each of the Society's local chapters to nourish and stim u late the pro fes sion al growth of all members through fellowship and activities de signed to augment and en hance the reg u lar cur ric u lum. In addition, the Or ga ni za tion provides programs to help achieve these goals including con ven tions, research awards and grants competitions, and publication opportunities. JOURNAL PURPOSE STATEMENT The twofold purpose of the Psi Chi Journal of Psychological Research is to foster and reward the scholarly efforts of Psi Chi members, whether students or faculty, as well as to provide them with a valuable learning experience. The articles pub lished in the Journal represent the work of under graduates, graduate students, and faculty; the Journal is dedicated to increas ing its scope and relevance by accepting and involving diverse people of varied racial, ethnic, gender identity, sexual orientation, religious, and social class backgrounds, among many others. To further support authors and enhance Journal visibility, articles are now available in the PsycINFO ® , EBSCO ® , Crossref ® , and Google Scholar databases. In 2016, the Journal also became open access (i.e., free online to all readers and authors) to broad en the dissemination of research across the psychological science community.

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Section: Discussionsupporting

confidence: 86%

Section: Effects Of Group Status and Implicit Theories Of Personalitymentioning

confidence: 99%

Scholar Identity Development: A Book Writing Journey and Tips for Undergraduate Mentors

Cabrera¹,

Gilmour²,

Lovell³

2019

PsiChiJournal

View full text Add to dashboard Cite

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“…Although there is no empirical examination of the different effects of these programs, there are theoretical reasons to believe that each has the potential to be successful under certain conditions. Namely, gendered approaches to bystander education programs may be better suited to target socio‐cultural facilitators of sexual assault against women and address different patterns of bystander behaviors exhibited by males and females (Banyard, 2008 ; Burn, 2009 ; Exner & Cummings, 2011 ; Katz, Heisterkamp, & Fleming, 2011 ; [Jennifer] Katz, 2015 ; [Jennifer] Katz, Colbert, & Colangelo, 2015 ; McCauley et al, 2013 ; McMahon, 2010 ; Messner, 2015 ). On the other hand, gender‐neutral programs may have the benefit of deflecting the criticism that prevention programs utilizing a gendered approach are inherently anti‐male (Katz et al, 2011 ; Messner, 2015 ).…”

Section: Introductionmentioning

confidence: 99%

Effects of bystander programs on the prevention of sexual assault among adolescents and college students: A systematic review

Kettrey

Marx

Tanner‐Smith

2019

Campbell Systematic Reviews

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1 | PLAIN LANGUAGE SUMMARY 1.1 | Bystander programs increase bystander intervention but no effect on perpetrating sexual assault Bystander sexual assault prevention programs have beneficial effects on bystander intervention but there is no evidence of effects on sexual assault perpetration. Effects on knowledge and attitudes are inconsistent across outcomes. | What is this review about?Sexual assault is a significant problem among adolescents and college students across the world. One promising strategy for preventing these assaults is the implementation of bystander sexual assault prevention programs, which encourage young people to intervene when witnessing incidents or warning signs of sexual assault. This review examines the effects bystander programs have on knowledge and attitudes concerning sexual assault and bystander behavior, bystander intervention when witnessing sexual assault or its warning signs, and participants' rates of perpetration of sexual assault. What is the aim of this review?This Campbell systematic review examines the effects of bystander programs on knowledge and attitudes concerning sexual assault and bystander intervention, bystander intervention when witnessing sexual assault or its warning signs, and the perpetration of sexual assault. The review summarizes evidence from 27 high-quality studies, including 21 randomized controlled trials. 2 | WHAT ARE THE MAIN FINDINGS OF THIS REVIEW? 2.1 | What studies are included? This review includes studies that evaluate the effects of bystander programs for young people on (a) knowledge and attitudes concerning sexual assault and bystander intervention, (b) bystander intervention behavior when witnessing sexual assault or its warning signs, and (c) perpetration of sexual assault. Twenty-seven studies met the inclusion criteria. These included studies span the period from 1997 to 2017 and ---This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.were primarily conducted in the USA (one study was conducted in Canada and one in India). Twenty-one studies were randomized controlled trials and six were high quality quasi-experimental studies. | Do bystander programs have an effect on knowledge/attitudes, on bystander intervention, or on sexual assault perpetration?Bystander programs have an effect on knowledge and attitudes for some outcomes. The most pronounced beneficial effects are on rape myth acceptance and bystander efficacy outcomes. There are also delayed effects (i.e., 1 to 4 months after the intervention) on taking responsibility for intervening/acting, knowing strategies for intervening, and intentions to intervene outcomes. There is little or no evidence of effects on gender attitudes, victim empathy, date rape attitudes, and on noticing sexual assault outcomes. Bystander programs have a beneficial effect on bystanderintervention. There is no evidence that bystander programs have an effect on pa...

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“…Although there is no empirical examination of the different effects of these programs, there are theoretical reasons to believe that each has the potential to be successful under certain conditions. Specifically, gendered approaches to bystander education programs may be better suited to target socio‐cultural facilitators of sexual assault against women and address different patterns of bystander behaviors exhibited by males and females (Banyard, 2008; Burn, 2009; Exner & Cummings, 2011; Katz et al, 2011; [Jennifer] Katz, 2015; [Jennifer] Katz, Colbert, & Colangelo, 2015; McCauley et al, 2013; McMahon, 2010; Messner, 2015). On the other hand, gender‐neutral programs have the benefit of deflecting the criticism that prevention programs utilizing a gendered approach are inherently anti‐male (Katz et al, 2011; Messner, 2015).…”

Section: Introductionmentioning

confidence: 99%

PROTOCOL: Effects of bystander programs on the prevention of sexual assault among adolescents and college students

Kettrey

Tanner‐Smith

2017

Campbell Systematic Reviews

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Importantly, there is evidence indicating experiences of sexual assault during these two life phases are related, as victimization and perpetration during adolescence are, respectively, associated with increased risk of victimization and perpetration during young adulthood (Cui, Ueno, Gordon, & Fincham, 2013). Thus, early prevention efforts are of paramount importance. Reviews of research on the effectiveness of programs designed to prevent sexual assault among adolescents and college students have noted both a dearth of high-quality studies, such as randomized controlled trials (RCTs), and minimal evidence that these prevention programs have meaningful effects on young people's behavior (DeGue, Valle, Holt, Massetti, Matjasko, & Tharp, 2014; De Koker, Mathews, Zuch, Bastien, & Mason-Jones, 2014). Concerning the latter point, evaluations of such programs tend to measure attitudinal outcomes (e.g., rape supportive attitudes, rape myth acceptance) more frequently than behavioral outcomes (e.g., perpetration or victimization) (Anderson & Whiston, 2005; Cornelius & Resseguie, 2007; DeGue et al., 2014). Additionally, findings from a metaanalysis of studies assessing outcomes of college sexual assault prevention programs suggested that effects are larger for attitudinal outcomes than for the actual incidence of sexual assault (Anderson & Whiston, 2005). The Bystander Approach Given this paucity of evidence of behavior change, it is imperative that researchers identify effective strategies for preventing sexual assault among adolescents and young adults. One promising strategy is the implementation of bystander programs, which encourage young people to intervene when witnessing incidents or warning signs of sexual assault. The strength of the bystander model lies in its emphasis on the role of peers in the prevention of violence. Peers are a salient influence on young people's intimate relationships (Adelman & Kil, 2007; Giordano, 2003). In some respects, this can be detrimental, as having friends involved in violent intimate relationships (i.e., characterized by sexual or physical violence)

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Effects of Group Status and Victim Sex on Male Bystanders’ Responses to a Potential Party Rape

Cited by 15 publications

References 33 publications

Scholar Identity Development: A Book Writing Journey and Tips for Undergraduate Mentors

Scholar Identity Development: A Book Writing Journey and Tips for Undergraduate Mentors

Effects of bystander programs on the prevention of sexual assault among adolescents and college students: A systematic review

PROTOCOL: Effects of bystander programs on the prevention of sexual assault among adolescents and college students

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