Stacy Ulbig’s research while affiliated with Sam Houston State University and other places

While scholars have extensively studied rape myth acceptance, less is known about these myths within hypermasculine environments and among women within these environments. One hypermasculine environment in which rape myth acceptance remains understudied is the United States Air Force Academy, which is characterized by the hypermasculinity that is often found in military environments and is an academic institution prone to high levels of sexual assault like most college campuses. Indeed, a top priority at the Air Force Academy is lowering sexual assault rates. This paper analyzes the hypermasculine environment found at the Air Force Academy and examines rape myth acceptance among female cadets. Specifically, this study investigates the impact of the Enhanced Access, Acknowledge, Act (EAAA) Sexual Assault Resistance training program in reducing acceptance of rape myths by female cadets. Using survey data from the Illinois Rape Myth Acceptance Scale and the Perceived Causes of Rape Scale, we find that the program was effective in reducing rape myth adherence overall, which is consistent with other studies measuring the effectiveness of the EAAA program. Further, a more granular examination of the surveys revealed changes to specific rape myth beliefs within the unique context of the military academy’s hypermasculine environment. Implications for sexual assault prevention programs in hypermasculine environments such as military settings are discussed.

Scholars and journalists alike have pointed out the poor state of political discourse in contemporary American politics. Younger generations echo these concerns, reporting that they choose to avoid engaging in political discussion because it is too partisan and riddled with rhetoric to be productive. While many offer little hope that the level of incivility evident across the nation will ebb anytime soon, we experimentally test a method for building political discourse skills that might serve to quell some of the coarseness that often pervades political discussions. The findings show that a relatively simple and short classroom intervention can affect both cognitive understanding of political discourse and improve the quality of discussion surrounding controversial issues.