Fostering college students’ responsibility as prosocial bystanders to sexual violence prevention: A meta-analysis of the Bringing in the Bystander program

Bouchard, Jessica; Wong, Jennifer; Lee, Chelsey

doi:10.1080/07448481.2022.2162825

Cited by 4 publications

(6 citation statements)

References 60 publications

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“…We did see instances in our data of informal collective strategies such as sharing information about known perpetrators. In addition, initiatives such as 'Bringing in the Bystander Training' , which has been used in different industries (e.g., military, schools and colleges) and is designed to develop communities of responsibility, hold some promise (Banyard et al, 2004;Bouchard et al, 2022). However, whilst these strategies might de-atomize the experience through providing recognition and support, they are typically engaged in by those in positions of low power and are unlikely, therefore, to produce the cultural change called for.…”

Section: Discussionmentioning

confidence: 99%

“That’s just the way it is”: bullying and harassment in STEM academia

Corbett,

Barnett,

Yeomans

et al. 2024

IJ STEM Ed

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Background The under-representation of women and other minority group members in STEM (Science, Technology, Engineering, and Mathematics) academia is a problem internationally and is attributed in part to hostile workplace cultures. We draw on the social identity perspective to examine the dynamic inter and intragroup processes entailed in these experiences. In this paper, we report a reflexive thematic analysis of 219 responses to a free-text question on bullying and harassment embedded in a national survey of 40 STEM departments from across the United Kingdom. Most were women (53%) at an early, pre-lectureship career stage. Main findings Our analysis shows who is the perpetrator and who is the victim is not arbitrary, and neither is the form that it takes; majority group members draw on discourses that warrant the exclusion of minority group members (e.g., women are not smart; incompatibility with religious identity). In this ‘othering’, minority group members learn that one is not regarded as a bona fide STEM academic ingroup member and accordingly are constrained in being able to claim and act on that identity. Thus, it is not just the acts themselves that are problematic, but the ways in which being denied a shared STEM academic identity is consequential for a range of putative benefits and leads to a range of strategies that all confer costs. Conclusions/potential implications The solution must rest with senior STEM academics and with institutions. First, we need to challenge discourses and practices that narrowly define the boundaries and content of STEM academic identity. Second, all members of a community need to perceive an alignment between the purported values of an organisation for diversity, inclusion, and respect and how that organisation responds when those principles are violated. Formal processes of remedy need to recognise the dynamics entailed in status differences and remove the onus of complaint from isolated, low status individuals. In addition, there is a need to recognise the ways in which perpetrators are embedded in networks of support both within and without the university; and the importance, therefore, of widening the scope of evidence gathering and intervention.

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Section: Discussionmentioning

confidence: 99%

“That’s just the way it is”: bullying and harassment in STEM academia

Corbett,

Barnett,

Yeomans

et al. 2024

IJ STEM Ed

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show abstract

“…As in the previous evaluation, the Bringing in the Bystander program significantly impacted participants' attitudes towards bystander intervention and behavioral intentions but did not lead to the desired changes in actual bystander behavior. The intervention itself has also been the subject of an entire meta-analysis (Bouchard, Wong, & Lee, 2022) which reports an overall reduction in endorsement of rape myths, and increased self-efficacy beliefs and intentions to be an active bystander. Too few studies measured bystander behavior for analysis.…”

Section: Bringing In the Bystandermentioning

confidence: 99%

“…Bystander interventions like Bringing in the Bystander have, in effect, taken over the marketplace of ideas of how to prevent sexual violence. This is in large part due to its promising effects on rape myth acceptance and intentions to intervene, and its many evaluations (Bouchard et al, 2022). An additional lasting impact of Bringing in the Bystander are other bystander interventions like Green Dot (Coker et al, 2016), which was first evaluated by Coker et al (2011) and is currently recommended by the CDC alongside Bringing in the Bystander (Basile et al, 2016).…”

Section: Bringing In the Bystandermentioning

confidence: 99%

Preventing Sexual Violence —A Behavioral Problem Without a Behaviorally-Informed Solution

Porat,

Gantman,

Green

et al. 2024

Preprint

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What solutions can we find in the research literature for preventing sexual violence, and what psychological theories have guided these efforts? We gather all primary prevention efforts to reduce sexual violence from 1985-2018 and provide a birds-eye view of the literature. We first review predominant theoretical approaches to sexual violence perpetration prevention by highlighting three interventions that exemplify the zeitgeist of primary prevention efforts at various points during this time period. We find a throughline in primary prevention interventions: They aim to change attitudes, beliefs, and knowledge (i.e. ideas) in order to reduce sexual violence perpetration and victimization. Our meta-analysis of these studies tests the efficacy of this approach directly, and finds that while many interventions are successful at changing ideas, behavior change does not follow. There is little to no relationship between changing attitudes, beliefs, and knowledge and reducing victimization or perpetration. We also observe trends over time, including a shift from targeting a reduction in perpetration to targeting an increase in bystander intervention. We conclude by highlighting promising new strategies for measuring victimization and perpetration and calling for interventions that are informed by theories of behavior change and that center sexually violent behavior as the key outcome of interest.

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“…As in the previous evaluation, the Bringing in the Bystander program significantly impacted participants’ attitudes toward bystander intervention and behavioral intentions but did not lead to the desired changes in actual bystander behavior. The intervention itself has also been the subject of an entire meta-analysis ( Bouchard et al, 2023 ) that reported an overall reduction in endorsement of rape myths and increased self-efficacy beliefs and intentions to be an active bystander. Too few studies measured bystander behavior for analysis.…”

Section: The Leading Approach To Reducing Sexual Violencementioning

confidence: 99%

“…Bystander interventions such as Bringing in the Bystander have, in effect, taken over the marketplace of ideas of how to prevent sexual violence. This is in large part due to its promising effects on rape myth acceptance and intentions to intervene and its many evaluations ( Bouchard et al, 2023 ). An additional lasting impact of Bringing in the Bystander are other bystander interventions such as Green Dot ( Coker et al, 2016 ), which was first evaluated by Coker et al (2011) and is currently recommended by the CDC alongside Bringing in the Bystander ( Basile et al, 2016 ).…”

Section: The Leading Approach To Reducing Sexual Violencementioning

confidence: 99%

Preventing Sexual Violence: A Behavioral Problem Without a Behaviorally Informed Solution

Porat,

Gantman,

Green

et al. 2024

Psychol Sci Public Interest

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What solutions can we find in the research literature for preventing sexual violence, and what psychological theories have guided these efforts? We gather all primary prevention efforts to reduce sexual violence from 1985 to 2018 and provide a bird’s-eye view of the literature. We first review predominant theoretical approaches to sexual-violence perpetration prevention by highlighting three interventions that exemplify the zeitgeist of primary prevention efforts at various points during this time period. We find a throughline in primary prevention interventions: They aim to change attitudes, beliefs, and knowledge (i.e., ideas) to reduce sexual-violence perpetration and victimization. Our meta-analysis of these studies tests the efficacy of this approach directly and finds that although many interventions are successful at changing ideas, behavior change does not follow. There is little to no relationship between changing attitudes, beliefs, and knowledge and reducing victimization or perpetration. We also observe trends over time, including a shift from targeting a reduction in perpetration to targeting an increase in bystander intervention. We conclude by highlighting promising new strategies for measuring victimization and perpetration and calling for interventions that are informed by theories of behavior change and that center sexually violent behavior as the key outcome of interest.

show abstract

Fostering college students’ responsibility as prosocial bystanders to sexual violence prevention: A meta-analysis of the Bringing in the Bystander program

Cited by 4 publications

References 60 publications

“That’s just the way it is”: bullying and harassment in STEM academia

“That’s just the way it is”: bullying and harassment in STEM academia

Preventing Sexual Violence —A Behavioral Problem Without a Behaviorally-Informed Solution

Preventing Sexual Violence: A Behavioral Problem Without a Behaviorally Informed Solution

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