scholarly journals “Culture-Bearer, Culture-Sharer, Culture-Changer”

2020 ◽  
Vol 20 (1) ◽  
pp. 45-60
Author(s):  
Sarah R. Robinson ◽  
Nada Elias-Lambert ◽  
Abdel Casiano ◽  
Lauren Ward
Keyword(s):  
Focus Groups ◽  
Sexual Violence ◽  
Faculty Members ◽  
Bystander Intervention ◽  
Intervention Programs ◽  
Cultural Norms ◽  
University Campuses ◽  
Social Work Faculty ◽  
Integral Role ◽  
The University

Sexual violence is a prevalent issue on university campuses today. Bystander intervention programs, which frame violence as a community problem, are a possible solution to address the issue of sexual violence on campus. As members of the university community, faculty can play an integral role in preventing sexual violence on campus. However, little research has assessed faculty members’ perceptions of their role on campus in the prevention of sexual violence. In this study, three focus groups were conducted with ten faculty members who had participated in a faculty-focused bystander intervention workshop. Researchers coded the narrative data from the focus groups and three themes emerged about faculty members’ perceptions of their role on campus: 1) modeling bystander behavior, 2) ally to students, and 3) changing cultural norms. The study findings reveal that faculty see themselves as having varied roles in the prevention of sexual violence on campus. Social work faculty can use their unique skillset to raise awareness among their faculty colleagues about the need for bystander intervention training for all faculty. The findings also reveal important implications about including faculty in bystander intervention programs in order to change cultural norms around sexual violence on university campuses.

Sexual Violence in the University Campuses of Delhi, India, and Therapeutic Jurisprudence for Justice to Victims

2017 ◽  
pp. 198-212
Author(s):  
Hina Kousar
Keyword(s):  
Young Adults ◽  
Sexual Harassment ◽  
Sexual Violence ◽  
College Campuses ◽  
Therapeutic Jurisprudence ◽  
University Campus ◽  
University Campuses ◽  
The University

This chapter explores the existence of therapeutic jurisprudential approach in the present laws and guidelines that may address sexual harassment in the university campuses in Delhi, India. It has been seen that sexual harassment in the college campuses has often been overlooked as courtship problems between young adults. In this course, the trauma and victimization of women had also been overlooked. This chapter suggests that university campus sexual harassment may be exhaustive and it may include various forms of harassment including physical touching, verbal sexual bullying to even graver offences like molestation. This chapter researches on several forms of sexual harassments which are prevalent in the university campuses and which may defy the existing regulations due to the patriarchal social setup. It further researches on needs of therapeutic jurisprudence to deal with such problems.

scholarly journals Sexual Violence on University Campuses: Differences and Similarities in the Experiences of Students, Professors and Employees

2020 ◽  
Vol 49 (3) ◽  
pp. 88-103
Author(s):  
Manon Bergeron ◽  
Marie-France Goyer ◽  
Martine Hébert ◽  
Sandrine Ricci
Keyword(s):  
Sexual Violence ◽  
Significant Proportion ◽  
Psychological Support ◽  
Process Information ◽  
University Campuses ◽  
The University ◽  
Hierarchical Status

This article presents a portrait of sexual violence on university campuses (SVUC) at six universities in Québec (Canada) and explores differences and similarities in the experiences of students, professors and employees. Data are drawn from the Enquête Sexualité, Sécurité et Interactions en Milieu Universitaire (ESSIMU). They reveal disturbing rates of SVUC among students (36.2%), professors (38.8%) and employees (38.7%). The results show that the hierarchical status of perpetrators was higher than that of victims for a significant proportion of professors (33%) and employees (50.7%). When asked about the type of assistance they would want in the event of SVUC, the majority of students, professors and employees affirmed they would want support during the reporting/complaint process, information about available recourse within the university to report the incident, and psychological support provided by a resource outside the university.

Beyond the Situational Model: Bystander Action Consequences to Intervening in Situations Involving Sexual Violence

2016 ◽  
Vol 33 (20) ◽  
pp. 3211-3231 ◽  
Author(s):  
Elizabeth A. Moschella ◽  
Sidney Bennett ◽  
Victoria L. Banyard
Keyword(s):  
Sexual Violence ◽  
Bystander Intervention ◽  
Intervention Programs ◽  
Future Research ◽  
Costs And Benefits ◽  
Bystander Behavior ◽  
The Past ◽  
Situational Model ◽  
Different Types ◽  
Perceived Outcomes

Sexual violence is a widely reported problem in college communities. To date, research has largely focused on bystander intervention as one way to help prevent this problem. Although perceived consequences of bystander intervention, such as the weighting of costs and benefits, have been examined, little research has explored what happens after a bystander intervenes. The current study investigated what bystanders report as perceived outcomes and actual consequences of their bystander actions in response to risk for sexual assault. Of the 545 surveyed, 150 reported having taking bystander action in the past month and qualitatively described their bystander behavior and the responses of those parties involved. A range of behavioral responses and intervention methods were identified. The most frequent responses reported by participants were victims conveying positive and perpetrators conveying negative responses. Different types of helping were associated with bystanders reporting different types of responses to their actions. Future research should incorporate additional measures of consequences of bystander intervention. Implications for policy and bystander intervention programs are discussed, stressing the need for bystander intervention programs to address a range of bystander behaviors and explain the potential consequences and risks of intervening.

Toward a Pervasive Understanding of Rape Culture: The Extent of its Existence on the University Campuses

2020 ◽  
Vol 20 (2) ◽  
pp. 387-394
Author(s):  
Sazelo Michael Mkhize ◽  
Khanyisile Berlinda Majola ◽  
Sogo Angel Olofinbiyi
Keyword(s):  
Sexual Violence ◽  
Peer Group ◽  
High Rate ◽  
Rape Culture ◽  
Social Responses ◽  
Tertiary Institutions ◽  
University Campuses ◽  
Rape Survivors ◽  
Gender Based ◽  
The University

Sexual violence has been highlighted as a global scourge. Rape culture being a phenomenon derived from the plight of sexual violence injustices, has addressed the normalization of actions which produce the issues surrounding sexual violence. Rape culture is an old concept, which, however, has been newly campaigned today as the crisis of sexual violence has risen. Women are at the forefront of this issue as they are the most affected; however, this is not to say that men do not fall victim. Experiencing sexual violence can demonstrate physical and genuine harm to survivors. Furthermore, academic performance and social interactions can be contrarily affected by a rape understanding, particularly when survivors face negative social responses and lack of help from college assets. University culprits of sexual assault seem to impart a few attributes to one another (e.g., psychopathic propensities, explicit compulsion strategies, and rape-supportive attitudes), proposing that some male understudies are bound to commit rape against one another. The propagation of rape culture crosswise over campus grounds eventually prompts an extreme underreporting of assault episodes and far-reaching falsehood with respect to rape. University institutions ought to require observer mediation preparing to teach understudies about rape, increment attention to college systems in regard to rape examinations, and change the present demeanor toward rape survivors and culprits. Tertiary institutions in South Africa have made many pledges that fight against violence that is gender-based, especially sexual violations. The findings indicate that rape culture is prevalent at a considerably high rate on university premises. Based on the findings obtained, the normalization of rape culture is a concept that students learn through home-indoctrinated practices, peer-group pressure, as well as through the influence of social media.

Sexual Violence in the University Campuses of Delhi, India, and Therapeutic Jurisprudence for Justice to Victims

2019 ◽  
pp. 175-189
Author(s):  
Hina Kousar
Keyword(s):  
Young Adults ◽  
Sexual Harassment ◽  
Sexual Violence ◽  
College Campuses ◽  
Therapeutic Jurisprudence ◽  
University Campus ◽  
University Campuses ◽  
The University

This chapter explores the existence of therapeutic jurisprudential approach in the present laws and guidelines that may address sexual harassment in the university campuses in Delhi, India. It has been seen that sexual harassment in the college campuses has often been overlooked as courtship problems between young adults. In this course, the trauma and victimization of women had also been overlooked. This chapter suggests that university campus sexual harassment may be exhaustive and it may include various forms of harassment including physical touching, verbal sexual bullying to even graver offences like molestation. This chapter researches on several forms of sexual harassments which are prevalent in the university campuses and which may defy the existing regulations due to the patriarchal social setup. It further researches on needs of therapeutic jurisprudence to deal with such problems.

Contesting sexual violence policies in higher education: the case of Rhodes University

2018 ◽  
Vol 10 (2) ◽  
pp. 83-92
Author(s):  
Catriona Ida Macleod ◽  
Werner Böhmke ◽  
Jabulile Mavuso ◽  
Kim Barker ◽  
Malvern Chiweshe
Keyword(s):  
Sexual Violence ◽  
Sexual Offences ◽  
Content Type ◽  
University Campuses ◽  
Road Map ◽  
Policies And Procedures ◽  
Task Team ◽  
The University

Purpose In April 2016, students at Rhodes University brought the institution to a standstill as they protested the University’s sexual violence policies and procedures, as well as the “rape culture” that pervades social structures. In response, a Sexual Violence Task Team (SVTT) was formed in an open, participatory, and transparent process. Members of the University community were invited to comment on drafts of the SVTT document. The purpose of this paper is to outline the contestations – arising from both the establishment of the task team and the inputs from University members to drafts of the document – that surfaced concerning managing sexual violence on campuses and sexual offences policies. Design/methodology/approach These contestations are outlined in the form of a case study of Rhodes University. Findings The case study of Rhodes University draws attention to two rifts: fissures between student and management; and the role of universities in prosecuting alleged rapists. Originality/value In light of increased concern about sexual violence on campuses, the rifts highlighted require careful attention in considering sexual violence on university campuses. In addition, the process engaged in by the SVTT may provide a road map for participatory processes for other such task teams.

scholarly journals Sexual Violence on University Campuses: Differences and Similarities in the Experiences of Students, Professors and Employees

2019 ◽  
Vol 49 (3) ◽  
pp. 88-103
Author(s):  
Manon Bergeron ◽  
Marie-France Goyer ◽  
Martine Hébert ◽  
Sandrine Ricci
Keyword(s):  
Sexual Violence ◽  
Significant Proportion ◽  
Psychological Support ◽  
Process Information ◽  
University Campuses ◽  
The University ◽  
Hierarchical Status

This article presents a portrait of sexual violence on university campuses (SVUC) at six universities in Québec (Canada) and explores differences and similarities in the experiences of students, professors and employees. Data are drawn from the Enquête Sexualité, Sécurité et Interactions en Milieu Universitaire (ESSIMU). They reveal disturbing rates of SVUC among students (36.2%), professors (38.8%) and employees (38.7%). The results show that the hierarchical status of perpetrators was higher than that of victims for a significant proportion of professors (33%) and employees (50.7%). When asked about the type of assistance they would want in the event of SVUC, the majority of students, professors and employees affirmed they would want support during the reporting/complaint process, information about available recourse within the university to report the incident, and psychological support provided by a resource outside the university.

scholarly journals Strategies for Facilitating Success of First Nations Students

2002 ◽  
Vol 32 (3) ◽  
pp. 1-28
Author(s):  
Mary Hampton ◽  
Joan Roy
Keyword(s):  
Focus Groups ◽  
First Nations ◽  
Effective Teachers ◽  
Teaching Style ◽  
Faculty Members ◽  
College Instructors ◽  
Culturally Appropriate ◽  
Written Narratives ◽  
Student Relationship ◽  
The University

This research suggests guidelines for college instructors which could help them facilitate success of First Nations students based on written narratives and data from four focus groups: (1) two groups of First Nations students; (2) two Faculty of Arts focus groups consisting of professors from the Saskatchewan Indian Federated College and the University of Regina who were identified as effective teachers of First Nations students. Data analysis revealed five themes that identify strategies that individual faculty members, as well as university program groups can use to create more positive learning environments for First Nations students: (1 ) enhancing the professor-student relationship; (2) including relevant First Nations content in curriculum; (3) using flexible teaching methods; (4) adopting a more culturally-appropriate teaching style; and (5) gaining an understand- ing of the unique life of a postsecondary First Nations student.

Terca, pero no pendeja: Terquedad as Theory and Praxis of Transformative Gestures in Higher Education

2020 ◽  
Vol 14 (2) ◽  
pp. 23-43
Author(s):  
Omi S. Salas-SantaCruz
Keyword(s):  
Higher Education ◽  
Sexual Violence ◽  
Doctoral Student ◽  
Power Structures ◽  
The University

In this article, the author explores the concept of terquedad or waywardness as a blueprint towards gender/queer justice in education. Using María Lugones’s (2003) theorizing resistance against multiple oppressions, the author presents Gloria Anzaldúa’s' writings in Borderlands/La Frontera (1987) and This Bridge Called My Back (1981/2015) as a project of storying the plurality of terquedad. In doing so, the author calls for a theory and praxis of terquedad as a framework to understand the embodied resistances queer and trans-Latinx/e students deploy as textual inconveniences to push back and resist the “institutional grammars” of U.S. universities (Crawford & Ostrom, 1995; Bonilla-Silva, 2012). Through a plática methodology (Fierros & Delgado Bernal, 2016), the author introduces Quiahuitl, a doctoral student engaging with a praxis of terquedad when confronted with institutional and sexual violence as she moves within and against the geographies and power structures of the university.

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