Evaluation of the Impact of a Coeducational Sexual Assault Prevention Program on College Students' Rape Myth Attitudes

Kress, Victoria E.; Shepherd, James B.; Anderson, Renee I.; Petuch, Aaron J.; Nolan, James Michael; Thiemeke, Darlene

doi:10.1002/j.2161-1882.2006.tb00101.x

Cited by 22 publications

(25 citation statements)

References 23 publications

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“…Again, it is likely that educational efforts aimed at reducing punitive attitudes toward criminals and rape myth acceptance have the potential to reduce adherence to prison rape-supportive beliefs. In fact, several educational and training programs have shown promise in diminishing rape myth acceptance among student populations (Currier & Carlson, 2009;Kress, Shepherd, Anderson, Petuch, Nolan, & Thiemeke, 2006;Proto-Campise, Belknap, & Wooldredge, 1998). What's more, some researchers have also identified an inverse relationship between education-level and punitiveness toward criminals (Cullen, Fischer, & Applegate, 2000).…”

Section: Discussionmentioning

confidence: 99%

University student beliefs about sexual violence in prison: rape myth acceptance, punitiveness, and empathy

King

Hanrahan

2013

Journal of Sexual Aggression

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Although prison rape has been recognised for years, it began to receive increased attention in the U. S. following the passage of the Prison Rape Elimination Act. In addition to prevalence and victimisation estimates, several researchers have examined the attitudes of correctional personnel toward prison rape. However, few have surveyed the opinions of those not currently working in the criminal justice system. Drawing from the body of research on rape myths, our goal was to examine prison rape myth acceptance among a university student sample to describe these beliefs, as well as examine attitudinal correlates. The findings indicated that prison rape-supportive beliefs were evident among a minority of the sample, and were predicted by general punitiveness and male and female rape myth acceptance. The acceptance of victim-blaming myths identified in this study warrants further investigation. It is possible that educational efforts would be successful in reducing these rape-supportive beliefs.

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Section: Discussionmentioning

confidence: 99%

University student beliefs about sexual violence in prison: rape myth acceptance, punitiveness, and empathy

King

Hanrahan

2013

Journal of Sexual Aggression

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“…Una forma de hacerlo es incluir en la docencia reglada programas educativos que tengan en cuenta la falta de conocimientos y la existencia de mitos respecto a éste y otros problemas en los futuros profesionales, dado el éxito obtenido en los estudios que han aplicado este tipo de intervenciones (Kress et al, 2006) y esperando, de este modo, que se incremente la detección de aquellos casos de abuso sexual que no cumplen con los estereotipos existentes, así como se implemente una correcta intervención, tanto con el abusador, como con la víctima y su familia.…”

Section: Conclusionesunclassified

Knowledge and beliefs on child sexual abuse by Spanish university students

et al. 2012

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Resumen: Objetivo: Este estudio pretende evaluar el nivel de conocimientos de una muestra de estudiantes universitarios españoles sobre el abuso sexual infantil, así como analizar las creencias y los mitos acerca de esta tipología de maltrato. Método: Se ha estudiado una muestra aleatoria (n = 200) de estudiantes matriculados en los estudios de psicología mediante un cuestionario de 21 ítems. Resultados: La mayoría de los estudiantes afirman que los abusos sexuales pueden producirse a cualquier edad (61.3%), sitúan estos actos en el ámbito familiar (86.9%) y creen que se producen en ambos sexos por igual (58.8%). Tan sólo el 13.1% de los estudiantes tiene conocimiento de métodos de evaluación del abuso sexual infantil y la mayoría de ellos no conoce sus consecuencias penales (73.9%). Si tuvieran la certeza de que el abuso se ha producido un 98.5% lo denunciaría, sin embargo, ante una sospecha, un 81.3% no comunicaría el hecho. Conclusiones: Los resultados obtenidos evidencian un conocimiento bastante acertado por parte de los estudiantes encuestados respecto al abuso sexual infantil, si bien persiste la existencia de falsas creencias que pueden comportar dificultades en el ejercicio práctico de la profesión. Palabras clave: abuso sexual; estudio descriptivo mediante encuesta; creencias; universitarios; España.Title: Knowledge and beliefs on child sexual abuse by Spanish university students Abstract: Objective: The aim of this study was two-fold: to assess the level of knowledge of a sample of Spanish university students about child sexual abuse and to analyze the beliefs and myths that the university population has concerning this kind of maltreatment. Method: A random sample (n = 200) of students enrolled in Psychology were surveyed with a 21 items questionnaire. Results: The students stated that sexual abuse can occur at any age (61.3%) and in both sexes (58.8%). Besides, they place these acts within the family context (86.9%). However, just the 13% of the students have some knowledge about assessment methods of child sexual abuse and the majority of them do not know its criminal consequences (73.9%). If they had the certainty that an abuse has occurred, 98.5% would report it to the authorities; nevertheless, if they had just suspected it, an 81.3% of them would not report the alleged abuse. Conclusions: The results obtained show that the students surveyed had a good knowledge regarding child sexual abuse. However, there are still false beliefs which can impair the proper development of the profession. Key words: sexual abuse; descriptive study by survey; myths; university students; Spain. IntroducciónEl abuso sexual infantil, su extensión y repercusiones, ha sido un problema escasamente estudiado en España, si bien en las últimas décadas han aparecido diversas publicaciones nacionales que han favorecido el avance del conocimiento sobre este problema (López, Carpintero, Hernández, Martín y Fuertes, 1995).A pesar del escaso interés en nuestro país por esta tipología de maltrato, los estudios de prevalencia llev...

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“…given corrective information about the rates of cross-race rape, our intervention was not significant in increasing agreement that white women are more likely to be raped by white men than by Black men" (p. 117 Where racial identity does become more prominent within the college sexual assault prevention program literature is in the limitations and future recommendation sections (Anderson & Whiston, 2005;Bradley et al, 2009;Foubert & Newberry, 2006;Foubert et al, 2010;Frazier et al,1994;Heppner et al, 1999;Kress et al, 2006;Milhausen et al, 2006). Most commonly race is identified as a factor in need of further exploration as relates to sexual and gender-based violence.…”

Section: Racial and Ethnic Identitiesmentioning

confidence: 99%

“…Rape myths are beliefs used to justify a person's victimization and/or excuse a perpetrator's responsibility (Burt, 1980). As noted by Kress et al (2006), "because rape myth acceptance attitudes are believed to be related to eventual completed rapes, a decrease in rape myth acceptance attitudes is a desirable objective of a sexual assault prevention program" (p. 150).…”

Section: College Campus Sexual Assault Prevention Program Literaturementioning

confidence: 99%

“…This question is: should sexual assault prevention programs be designed to serve separate female and male audiences, mixed gender audiences, or a combination of both? Of the literature reviewed, the majority of programs used a mixed gender format (Ahrens et al, 2011;Banyard et al, 2009;Black et al, 2000;Borden et al, 1988;Bradley et al, 2009;Coker et al, 2011;Fonow et al, 1992;Frazier et al,1994;Milhausen et al, 2006;Rothman & Silverman, 2007); some used or evaluated a combination of mixed and segregated formats (Anderson & Whiston, 2005;Earle, 2009;Kress et al, 2006;Lafrance et al, 2012); some used men only, gender segregated formats (Choate, 2003;Foubert & Newberry, 2006;Foubert et al, 2010;Heppner et al, 1999); and some used some used women only, gender segregated formats (Gidycz et al, 2001;Breitenbecher & Gidycz, 1998 (Bradley et al, 2009). …”

Section: College Campus Sexual Assault Prevention Program Literaturementioning

confidence: 99%

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Making visible : an exploration of trainer conceptualization of program content related to gender, racial, and sexual identity within college sexual assault prevention programs

Gauchel¹

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While research makes clear that individuals' gender, racial, and sexual identities and their intersections impact experiences of and responses to sexual and gender-based violence, the literature on college sexual assault prevention programs reflects an overwhelming absence of this type of identity-based program content. This Interpretative Phenomenological Analysis (IPA) study explored the experience of sexual assault prevention program trainers for college campuses conceptualizing their program content related to gender, racial, and sexual identity. Through the theoretical framework of Socialization Theory (Hart, 1991), focused attention was given to understanding how trainers' professional and organizational socialization impact this phenomenon. This study's findings make visible the significance of sexual assault prevention program content that focuses on the intersections of sexism, racism, and queerphobia and the challenges and rewards trainers experience in conceptualizing this program content's inclusion and/or exclusion. This study found that while it might appear on the surface that trainers are making simplistic, binary decisions about the inclusion or exclusion of identity-based content, that trainers actually grapple with the complexity of this content and seek nuanced ways to address marginalized and privileged student experiences. This study concludes with contributions to theory and research, and provides implications for practice.

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Evaluation of the Impact of a Coeducational Sexual Assault Prevention Program on College Students' Rape Myth Attitudes

Cited by 22 publications

References 23 publications

University student beliefs about sexual violence in prison: rape myth acceptance, punitiveness, and empathy

University student beliefs about sexual violence in prison: rape myth acceptance, punitiveness, and empathy

Knowledge and beliefs on child sexual abuse by Spanish university students

Making visible : an exploration of trainer conceptualization of program content related to gender, racial, and sexual identity within college sexual assault prevention programs

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