Unwanted Sexual Contact: Students With Autism and Other Disabilities at Greater Risk

Brown, Kirsten R.; Peña, Edlyn V.; Rankin, Susan

doi:10.1353/csd.2017.0059

Cited by 53 publications

(30 citation statements)

References 15 publications

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“…Studies of adults with ASC have largely focused exclusively on sexual victimization. In a college sample, students with ASC were twice as likely to report unwanted sexual contact compared to students without ASC ( 10 ). In an online survey, 70% of adults with ASC reported experiencing some form of sexual victimization after age 14 and into adulthood, compared to 45% of those without ASC ( 5 ).…”

Section: Introductionmentioning

confidence: 99%

Victimization and Perpetration Experiences of Adults With Autism

2018

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This study aimed to describe the self-reported experiences of childhood and adult victimization and perpetration in adults with autism spectrum conditions (ASC) compared to a matched sample, and how victimization and perpetration are associated with autism-related difficulties. Forty-five adults with ASC and 42 adults without ASC completed questionnaires regarding violence victimization and perpetration, emotion regulation, and sociocommunicative competence. Participants with ASC reported experiencing, as children, more overall victimization; specifically, more property crime, maltreatment, teasing/emotional bullying, and sexual assault by peers, compared to participants without ASC. Participants with ASC also reported experiencing more teasing/emotional bullying in adulthood and greater sexual contact victimization. No significant differences were found between groups on perpetration. Sociocommunicative ability and emotion regulation deficits did not explain the heightened risk for victimization. Individuals with ASC have an increased vulnerability to violence victimization, which speaks to the need for interventions, and proactive prevention strategies.

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Section: Introductionmentioning

confidence: 99%

Victimization and Perpetration Experiences of Adults With Autism

2018

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“…In addition, although the NASEM report (2018) clearly makes recommendations to support women in academia, less attention has been given to research that investigates how best to support students of color, students who identify as members of the LGBTQ+ community, students who are diverse learners, and male students. Research suggests that these populations may encounter sexual harassment and sexually inappropriate behavior differently from women (Berdahl and Moore 2006; Blackmore et al 2016; Brown et al 2017; Clancy et al 2017; Gay-Antaki and Liverman 2018; Heath-Stout 2019). We need to consider and research a different set of recommendations to support students who identify with each of these groups.…”

Section: Discussionmentioning

confidence: 99%

“…Sexual harassment, assault, and violence are a documented, persistent issue faced by both women and men, historically marginalized individuals, those who are diverse learners, and members of the LGBTQ+ community in academia (Berdahl and Moore 2006; Brown et al 2017; Garvey et al 2017; Gay-Antaki and Liverman 2018; Kalof et al 2001; NASEM 2018; Rankin 2005; Settles et al 2016). Sexual harassment is a form of gender-based discrimination that is both a legal term (Dobbin and Kelly 2007; USEEOC 2019) and a term to describe a spectrum of verbal and nonverbal actions with negative psychological and health consequences to those subjected to these behaviors (NASEM 2018).…”

Section: The Context Of Sexual Harassment Assault and Violencementioning

confidence: 99%

“…Although recent research has been directed toward understanding how women experience sexual harassment (NASEM 2018), men, non-gender-conforming, and nonbinary individuals also are subjected to sexual harassment and assault. It is important to note that individuals of color, those who are diverse learners, and those who do not fit traditional heteronormative roles encounter harassing and violent sexualized behavior more frequently than do majority white individuals conforming to traditional views of gender and sexuality in both academia and nonacademic workplaces (Berdahl and Moore 2006; Brown et al 2017; Clancy et al 2017; Gay-Antaki and Liverman 2018).…”

Section: The Context Of Sexual Harassment Assault and Violencementioning

confidence: 99%

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Creating and Supporting a Harassment- and Assault-Free Field School

Quitmyer

Lambert

Beahm

et al. 2020

Adv. archaeol. pract.

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Given the hierarchical nature and structure of field schools, enrolled students are particularly susceptible to harassment and assault. In 2018, the National Academies of Sciences, Engineering, and Medicine (NASEM) released recommendations to help prevent sexual harassment and assault of women in academia. Although these recommendations are specific to higher education and exclusive to women, some can be modified and applied to the context of archaeological field schools. We review the NASEM's recommendations, with particular attention to those applicable to the field school setting, and provide suggestions for making field schools safer and more inclusive learning environments for all students. Although we present recommendations for practices that can be implemented at field schools, additional research is needed to understand how sexual harassment occurs at field schools and how the implementation of these recommendations can make learning safer.

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“…Furthermore, autistic individuals are more likely to identify as gay and lesbian in their sexual orientation and as transgender or genderqueer in their gender identity compared with neurotypical peers (Brown et al, 2017; Dewinter et al, 2017). Consistent with Erik’s experience at MVCC, Brown et al (2017) note that “students with ASD hold multiple identities that are often invisible and frequently marginalized” (p. 772). Davidson and Henderson (2010) explain that many individuals who identify as both autistic and gay are forced to “come out” in two different ways (p. 158).…”

Section: Teaching Notesmentioning

confidence: 99%

“Whose Liability Is It Anyway?” Cultivating an Inclusive College Climate for Autistic LGBTQ Students

Nachman

Miller

Peña

2020

Journal of Cases in Educational Leadership

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With one in 59 children diagnosed with autism, higher education institutions are experiencing increasing enrollments of autistic students. Furthermore, autistic students are disproportionately more likely to identify as gay and lesbian in their sexual orientation and as transgender or genderqueer in their gender identity compared with nondisabled peers. This case study challenges readers to consider the role that educational leaders can play in addressing the complexities of supporting a student named Erik, a gay, autistic student who is considering “coming out.” Readers are also challenged to consider implications about addressing campus climate issues for students with multiple, intersecting identities.

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Unwanted Sexual Contact: Students With Autism and Other Disabilities at Greater Risk

Cited by 53 publications

References 15 publications

Victimization and Perpetration Experiences of Adults With Autism

Victimization and Perpetration Experiences of Adults With Autism

Creating and Supporting a Harassment- and Assault-Free Field School

“Whose Liability Is It Anyway?” Cultivating an Inclusive College Climate for Autistic LGBTQ Students

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