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Review of University Sexual Assault/Misconduct policy
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Objective: Sexual violence within the collegiate environment is a pressing issue within American society. One way to address sexual violence is through the adaptation and implementation of a sexual assault policy by colleges and universities. The purpose of this study is to review sexual misconduct and assault policies of ten public universities as...
Context in source publication
Context 1
... sections provided the foundation for the analysis of the selected universities' policies. Table 1 describes the 10 universities regarding the size, number of reported sexual assault in 2012, number of sexual assault per enrollment, date of most recent policy revision, if they are under Title IX investigation, and the number of sections that comply with the Not Alone check-list out of the 10 sections possible. Although the Not Alone report has spurred changes within policies in many universities, not all have since responded proactively. ...
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Citations
... coordinator and to provide mandatory sexual violence prevention (SVP) education programs for all students and staff (Edelman, 2018;Streng & Kamimura, 2015). Since 2011, 502 university cases of SA case mishandling and breaking of Title IX laws have been investigated by the United States government, and 305 of those cases remain open (The Chronicle of Higher Education, 2021). ...
One in five college females will experience sexual assault (SA), and the athletic environment increases the risk of SA occurring. Athletic trainers (ATs) must be knowledgeable and competent to handle reports, but the effectiveness of the institutional sexual violence prevention (SVP) training ATs receive is unknown. The purpose of this study was to assess how ATs’ perceived knowledge and competence in managing student-athlete reports of SA differ across training formats and facilitators. Collegiate ATs (N = 283) completed a survey assessing formal psychosocial clinical education, institutional SVP training format and facilitator, and perceived knowledge and competence on SA policies and management. Two one-way MANOVAs compared perceived knowledge and competence by format and facilitator. Overall, any form of SVP training was associated with greater perceived knowledge and competence than no training. Regarding format, ATs who received face-to-face or a combination of face-to-face and online training felt most knowledgeable and competent. Regarding facilitators, ATs whose SVP training was led by an external, professional facilitator or multiple facilitators felt more knowledgeable than ATs whose program was self-guided or led by a staff member of the institution. Lastly, ATs who had been certified longer reported feeling more knowledgeable than recently certified ATs. A face-to-face format with an external or professional facilitator or a combination of formats and facilitators appears to be the optimal method for ATs’ SVP training. Whether this translates to improved care for the athlete who experiences SA is still unknown and requires further research.
... Pervasive body gaze measurement may also be used as an early risk marker for sexual assault propensity. Early intervention and education in high-risk settings, such as colleges, are considered critical in the prevention of sexual assault (Gidycz et al., 2011;Streng & Kamimura, 2015). The brevity of the pervasive body gaze scale lends itself well to inclusion within large scale screenings in settings such as colleges. ...
Deliberate and effortful attempts to gaze at the bodies of women is emerging as a valuable marker of sexual objectification in men. Some preliminary evidence suggests that pervasive body gaze behavior may also accompany insidious attitudes which can facilitate sexual assault. The present study aimed to further explore this potential by examining pervasive body gaze associations with explicit, implicit, and physiological sexual assault propensity measures. We presented 110 heterosexual male participants with images of fully and partially dressed women with and without injuries while measuring their skin conductance responses. We also captured implicit and explicit sexual assault measures in addition to self-reported pervasive body gaze behavior. Pervasive body gaze behavior was significantly correlated with rape myth acceptance attitudes, prior perpetration of sexual assault, a stronger implicit association between erotica and aggression, and lower physiological reactivity during exposure to partially dressed injured women. These findings suggest that body gaze towards women could be a behavioral marker for inclinations to victim blame, preferences for rough sexual conduct, and a physiological desensitization towards female victims. This study further validates a five item self-reported body gaze measure as a valuable tool for detecting deviant sexual objectification attitudes and affective states. As such, measurement and observation of body gaze behavior could be useful for developing risk assessments, estimating intervention efficacy, and enhancing public awareness.
... Sexual Violence Prevention on American campuses was adapted from violence prevention in schools, implementation of the adaptation was declared effective after each campus made policy development. The result was an increase in reporting, and a reduction in sexual violence (Streng & Kamimura, 2015). According to the Rape Prevention and Education (RPE) program in the United States, two recommended programmers for the prevention of sexual violence are "Safe Dates" and "Shifting Boundaries" (DeGue, 2014). ...
The government's task force for preventing and handling sexual violence (PPKS Task Force) is not evenly available in all Indonesian universities. This research used convenience sampling techniques; the sample comprised 1026 students from 157 universities in 28 provinces in Indonesia. An exploratory study was conducted from 2022–2023. Quantitative survey data was analyzed using descriptive statistics with an ex post facto approach. In more detail, the research will examine the impact and conflicting gaps of victims and bystanders in dealing with sexual harassment behavior in Indonesian universities based on gender and culture, including Gap Contradiction. This is considered important as a coping strategy for the need to handle sexual harassment among students in Indonesia. The data from this research can be a consideration for universities in Indonesia in the urgency of realizing the availability of a PPKS task force, developing an advocacy system for handling and empowerment services and regulations, and providing student assistance facilities.
... Across universities with medical schools, where sexual harassment is highly prevalent, our findings demonstrate variability in response timeliness and transparency, as well as staffing and investigation practices. 15 Only 9% of complaints were formally investigated, ech-oing previous studies with rates as low as 6%. 1 There were additional concerning differences in the proportion of complaints that were formally investigated between public and private universities (4% vs 11%) over the same period. ...
Background Sexual harassment pervades higher education and disproportionately impacts women in medicine. The Department of Education’s guidance related to Title IX, a federal civil rights law intended to protect against discrimination based on sex in educational programs or activities receiving federal financial assistance, was revised in 2020 to narrow the definition of sexual harassment and disallow a single investigator model. This added to the required tasks of already overburdened and under-resourced Title IX offices. Methods The current report documents characteristics of Title IX offices at leading universities with medical schools in the 2020-2021 academic year. Results Findings highlight a low number of staff managing sexual harassment complaints, with an average ratio of 2.99 staff per 10,000 people at the university. A small percentage of complaints were formally investigated, with only 4% at public universities and 11% at private universities. Findings also suggest a lack of transparency regarding the actual length of investigations, which was reported in only 20% of public reports. Conclusion Given the importance of trust that sexual harassment complaints will be handled in a timely and transparent manner, we suggest potential opportunities for universities to consider.
... In high-income countries, such as the United States, there are national policies that address SGBV at IHEs. Such policies, called Title IX policies, essentially prohibit any discrimination based on sex, including investigating incidents of sexual harassment and violence (McNair et al., 2018;Porter et al., 2022;Reynolds, 2019;Streng & Kamimura, 2015). In addition, the White House Task Force's Not Alone report under the Obama administration highlighted the issue of sexual assault on college campuses and recommended identifying climates that support sexual misconduct and strategies to respond to incidents of sexual misconduct with solutions (McNair et al., 2018;Streng & Kamimura, 2015;U.S. ...
... Such policies, called Title IX policies, essentially prohibit any discrimination based on sex, including investigating incidents of sexual harassment and violence (McNair et al., 2018;Porter et al., 2022;Reynolds, 2019;Streng & Kamimura, 2015). In addition, the White House Task Force's Not Alone report under the Obama administration highlighted the issue of sexual assault on college campuses and recommended identifying climates that support sexual misconduct and strategies to respond to incidents of sexual misconduct with solutions (McNair et al., 2018;Streng & Kamimura, 2015;U.S. Department of Justice, 2014). ...
Aims
Addressing sexual and gender-based violence (SGBV) in educational settings across the globe, particularly in institutions of higher education, requires strong institutional framework and policy guidelines. Most research about university SGBV policies has focused on high-income countries with little or no recourse to universities in low- and middle-income countries. This policy analysis aims to analyze existing policies related to SGBV from select sub-Saharan African universities to provide guidance on best practices toward addressing SGBV at universities in Africa.
Methods
Seven university policies and six national policies from six countries across sub-Saharan Africa (Ghana, Liberia, Nigeria, Rwanda, South Africa, and Zimbabwe) were reviewed using a standardized data extraction form. The policy analysis identified eight key elements of policies related to SGBV for sub-Saharan African universities, which were verified using a nominal group technique with five international experts in the field.
Results
Overall, policies varied significantly in accessibility, terminology, definitions, format, and inclusivity across the sites. Some of the policies were not readily accessible, and there was limited evidence provided in some of the policy documents.
Conclusions
Policies for universities in sub-Saharan Africa should (a) be evidence based, (b) be readily available in multiple formats, (c) define key terms broadly with gendered signifiers, (d) be succinct and concise, (e) incorporate broad definitions for all university stakeholders, (f) identify who created the policy and when, (g) address prevention, and (h) address response. Evidence-based policies addressing SGBV prevention, response, and justice are sorely needed at universities across the globe.
... Year 5 sport and health education (Penjaskes) (40b). Despite the available protection, children should have knowledge and skills on preventing sexual violence, including tips for partying, avoidance strategies, and crime prevention tips (59)(60)(61). Related to body-revealing cloth, several year 5 and 6 Sport and Health Education books reminded female students to wear 'decent' clothes as a preventive measure against sexual harassment. The information in these books implied a gender bias. ...
The current provision for equipping young Indonesians with a comprehensive knowledge of reproductive health is inadequate. In Indonesian primary and secondary schools, reproductive health education is integrated into various subjects, including Science, Biology, Sport, and Health Education. In this paper, we compared the accuracy of the material related to reproductive health education to scientific evidence published in medical scientific journals or medical textbooks. Even though the schoolbooks were used in Indonesia's 2006 minimum standard requirements of subject matter (KTSP) curriculum, we found much inaccurate information that is not based on the scientific literature and unnecessarily detailed information on therapy and technology. Schoolbooks should emphasize promoting a healthy lifestyle, preventing high-risk sexual behaviors, encouraging openness and discussion about reproductive health in the family, improving self-confidence to refuse and avoid sexual harassment, encouraging positive sexual behaviors, and increasing awareness for treatment-seeking behavior.
... In reckoning with the mounting empirical evidence that sexual violence is widespread in the nation's colleges and universities, administrators have responded by taking up prevention education (Katz & Moore, 2015;Streng & Kamimura, 2015;Zapp et al., 2021). Much of this prevention education, however, has focused on women's behaviors or, to a lesser extent, that of bystanders. ...
The purpose of this analysis is to develop a scale to better capture the campus climate with regard to attitudes supportive of sexual assault and rape. Using a 29-item questionnaire, this study examines principal dimensions within student attitudes to a broad set of issues related to rape and sexual assault. Our findings point to a factorial structure comprised of four main underlying constructs, each of which is related to one or more elements of campus rape and sexual assault, and, thus, should be captured by any instrument used to measure campus climate. Additional validation of the factor solution and the questionnaire is needed, including comparisons with other representative campus samples.
... In addition, many US institutional policies focus primarily or solely on student-student misconduct, exacerbating uncertainty about how and where to report FASSM. Title IX and Title VII thus serve as a strong foundation, yet one analyses of 10 university policies found that few were clear about the processes of reporting and availability of specialist support for student victim-survivors (Streng & Kamimura, 2015). ...
This article maps and compares four universities’ policies and procedures for addressing faculty and staff sexual misconduct in higher education in the UK and US. While universities have engaged in significant work to grapple with student-student sexual misconduct, attention to misconduct perpetrated, and experienced, by higher education employees is relatively nascent. In this paper, we explore the maze of institutional processes and actors that victim-survivors of FASSM might encounter. We describe what is known about prevalence of FASSM in the US and UK and offer an overview of the policy landscape in both settings. Inspired by Patricia Yancey Martin, we analyze publicly available policy documents on FASSM from two US and two UK universities and map out visually the range of investigative, reporting, and sanctioning processes. We introduce an analytic distinction between an actor and a practitioner within the FASSM context, whereby actors are those tasked with administrative duties in handling sexual misconduct reports, while practitioners are those with specialized knowledge and training that enables them to prioritize victim-survivor needs. These illustrative diagrams suggest that while university employees are tasked to act on reports and disclosures of sexual misconduct, it is difficult to identify specialist practitioners with expertise to support victim-survivors of FASSM. Ultimately, this work provides a deeper understanding of what practice looks like in relation to higher education FASSM, and we outline implications for future research directions.
... In addition to complying with federal mandates, reporting is important to hold perpetrators accountable and ensure survivors receive proper assistance. One study found among 10, large (15,000 or more students), flagship universities, the number of reported assaults in 2012 ranged from 9 to 64 (Streng & Kamimura, 2015), indicating that reports to officials do not correspond to the number of students who are victimized annually. Multicampus studies and reviews of such show sexual assault prevalence rates of 13% among all participants, regardless of gender identity (Cantor et al., 2020), and 20% of women, specifically (Fedina et al., 2018). ...
The purpose of this study was to examine and compare sexual violence (SV) victimization among sorority women and unaffiliated counterparts. Results showed sorority women were more likely than unaffiliated women to report experiencing some types of SV, consuming alcohol prior to victimization, and to identify their perpetrator as a hookup/casual partner. More women, regardless of affiliation, informally disclosed their victimization compared to formally reporting; many did not tell anyone because they did not think it was serious enough. The findings point to implications for harm reduction, bystander intervention, and primary prevention programming, as well as institutional policy to address SV.
... Other studies demonstrated that survivors often did not reach out to campus support services, with reporting rates as low as 6.9 to 11% (Fisher et al., 2016;Holland & Cortina, 2018), but gave conflicting answers on what deterred survivors from reporting. Other researchers looked at inconsistencies in sexual assault policies from institution to institution and how schools and school staff talked to their students about sexual assault prevention (Bedera & Nordmeyer, 2015;Holland & Bedera, 2020;Streng & Kamimura, 2015), but generally without talking to students who were not complainants in Title IX processes. ...
Students at United States colleges and universities increasingly turn to campus Title IX processes to address sexual violence, but little research exists on the emotional fallout of Title IX processes and student perceptions of process bias. This paper presents an analysis of 72 responses to a 2021 survey of Title IX process complainants and respondents at higher education institutions. While students on both sides of Title IX processes experienced negative emotions, complainants often minimized these experiences while respondents emphasized them. This form of comparative secondary victimization risks further marginalizing complainant voices at higher education institutions.
