“Why Should I, the One Who Was Raped, Be Forced to Take Training in What Sexual Assault Is?” Sexual Assault Survivors’ and Those Who Know Survivors’ Responses to a Campus Sexual Assault Education Program

Abstract

This study critically examines sexual assault survivors’ (people with histories of sexual assault) and those who know survivors’ (those who know and/or who are close to people with histories of sexual assault) responses to a mandatory online campus sexual assault education program using both quantitative survey data ( N = 1,899) and qualitative narratives ( n = 41) from a sample of students at a large southern university with special attention to gender, sexual identity, race, ethnicity, college group affiliations (student athletics, fraternities/sororities, LGBTQ [lesbian, gay, bisexual, and transgender, queer] ally programs), and the intersections between these identities and affiliations. The quantitative findings show that knowing/being a woman survivor is positively related to supportive attitudes toward the sexual assault education program and inversely, knowing/being a man survivor is negatively related to support of the program. In addition, being a woman, being gay/lesbian, being Black/African American, Asian/Pacific Islander, Native American/Alaskan Native, or another race, and being a sorority member are all significantly related to supportive attitudes toward the sexual assault education program. Furthermore, qualitative analyses revealed that the majority of personal survivors’ narratives indicated traumatic/triggering responses whereas most of those who provided narratives about knowing survivors(s) indicated praiseworthy reactions. Overall, the current study offers empirically driven sexual assault education program implications that acknowledge survivors’ and those who know survivors’ experiences with the ultimate goal of determining how to best meet students’ needs.

Rape Myth Acceptance Among Lesbian, Gay, Bisexual, and Mostly Heterosexual College Students

“…In contrast, in the models using exclusive heterosexuals as the reference category, knowing a man survivor approached a significant positive relationship to RMA in Model 6 ( p = .10). Previous studies demonstrate differences in perspectives toward men victims and women victims (Davies et al, 2012; Struckman-Johnson & Struckman-Johnson, 1992) and in the effects of knowing a woman and man survivor (Worthen & Wallace, under review). The findings here demonstrate that knowing a man survivor is related to the support of rape-of-women-by-men myths and demonstrate the need for further research to investigate these relationships in order to develop sexual assault education efforts that work toward dispelling this complicated constellation of perspectives about rape, gender, and sexual identities.…”

“…There may also be important distinctions between knowing a man sexual assault survivor and knowing a woman sexual assault survivor. In the only study to date that could be located that specifically examined the effects of knowing a man sexual assault survivor, Worthen and Wallace (under review) found that knowing a man survivor is significantly less common than knowing a woman sexual assault survivor among college students. Furthermore, among those who knew man survivors, 37% were LGB.…”

“…Additional research shows that men sexual assault victims are treated very differently than women sexual assault victims and endure unique stigmatizing experiences that can relate to perceived or actual gay identities associated with men victims (Davies et al, 2012; Struckman-Johnson & Struckman-Johnson, 1992). Moreover, compared with knowing a woman sexual assault survivor, knowing a man sexual assault survivor has been found to have different effects on perspectives about rape and sexual assault (Worthen & Wallace, under review). Thus, knowing a man survivor may be an indicator of more heightened awareness about the complexities of rape and sexual assault.…”

Women of Color Student Survivors’ Perceptions of Campus Sexual Assault Prevention Programming

“…Research with predominantly white samples often eclipses scholars’ and practitioners’ ability to explore Students of Color's perceptions of prevention, which may diverge from the perceptions of white students. For instance, students who identify as women (Jozkowski et al, 2015; Worthen & Wallace, 2021), gay or lesbian (Worthen & Wallace, 2021), or People of Color (Worthen & Wallace, 2017, 2021) perceived prevention education in a more positive, or supportive, light. Men students were less likely than women students to consider sexual assault education important (Jozkowski et al, 2015; Worthen & Wallace, 2021).…”

“…For instance, students who identify as women (Jozkowski et al, 2015; Worthen & Wallace, 2021), gay or lesbian (Worthen & Wallace, 2021), or People of Color (Worthen & Wallace, 2017, 2021) perceived prevention education in a more positive, or supportive, light. Men students were less likely than women students to consider sexual assault education important (Jozkowski et al, 2015; Worthen & Wallace, 2021). Being younger, having experiences of sexual violence, and involvement in a student organization were also predictors of students perceiving prevention education as important (Jozkowski et al, 2015).…”