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Date: April 29, 2024 Mon
Time: 11:48 pm
Time: 11:48 pm
Results for campus rape
5 results foundAuthor: Tuerkheimer, Deborah Title: Consent Culture and the Forgotten Law of Rape Summary: The need for institutional reform to address the problem of sexual assault, particularly on college campuses, is widely acknowledged. Unnoticed is a profound disconnect between cultural norms around sex and the legal definition of rape. The Model Penal Code and a majority of states still retain a force requirement, effectively consigning most rape - that is, non-stranger rape - to a place beyond law's reach. Of particular concern, the dominant statutory approach misconceives or overlooks entirely the role of consent, which has come to dominate popular and political discourses around sexual assault. In the midst of increasing moves on campus to codify affirmative consent standards ("yes means yes"), rape law remains mired in an archaic view of consent as rather beside the point. This article explores the significance of law's preoccupation with force by introducing a taxonomy of cases in which force and non-consent tend to diverge. In these recurring categories - sleep, intoxication, and relational control - the statutory force requirement often presents an insurmountable doctrinal problem. Yet judges are not simply reversing rape convictions for want of force; rather, they are gratuitously opining on consent. Close examination of the case law exposes judicial tendencies to equate utter passivity with consent to intercourse, thus suggesting the importance of statutorily defining consent in ways that conform to contemporary understandings. The no-force/no-consent cases also raise a prior question critical to ongoing reform efforts: does the absence of consent make sex rape? Outside of law, this inquiry has for the most part been resolved; what remains is to reconcile competing interpretations of consent's meaning. In stark contrast, the legal treatment of non-stranger rape reflects a doctrine woefully out of step with modern conceptions of sex. Details: Chicago: Northwestern University, 2014. 82p. Source: Internet Resource: Northwestern Public Law Research Paper No. 14-53 : Accessed November 12, 2014 at: http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2515905 Year: 2014 Country: United States URL: http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2515905 Shelf Number: 134055 Keywords: Campus CrimesCampus RapeRape (.S.)Sexual Consent |
Author: MacNeela, Padraig Title: Young People, Alcohol and Sex: What's Consent Got To Do With It? Exploring How Attitudes to Alcohol Impact on Judgements about Consent to Sexual Activity: Judgements about Consent to Sexual Activity:Judgements about Consent to Sexual Activity: Summary: This qualitative study explores the intersection of university students attitudes to alcohol use and consent to engage in sexual activity. This report describes: - The background to the study - The two qualitative methodologies used to collect and analyse data - The findings that arose from student reactions to hypothetical scenarios of non-consenting sexual activity, and - Discusses the findings in respect of the scope to support change in attitudes to alcohol use and consent. One of the key findings in the extensive RCNI Rape and Justice in Ireland report (Hanley et al., 2009) was the high rate of co-occurrence of heavy drinking with rape, by perpetrators and / or victims. This finding led RCNI to develop a year-long campaign in 2012, titled Calling Time on Sexual Violence and Alcohol. The current study builds on this work to address the links that exist between sexual violence and alcohol use. Internationally, it is recognised that extreme intoxication is a component of how the public understand sexual coercion and rape. For instance, this link underpins a 'double standard' attitude, whereby victims are attributed more responsibility if they had been drinking while perpetrators are often perceived as less responsible (Abbey, 2008). Studies of university student attitudes to alcohol use and non-consenting sexual encounters are not available in the Irish context, so relevant work from other countries will be cited in introducing this study. One reference point in the existing research literature is that of stereotypical rape myths (Ryan, 2011). These myths rely on attitudes and social scripts that support a network of fixed, false beliefs about sexual violence. Such rape myths are linked to the stigmatisation of victims by others. They are also associated with self-stigma, as many women who have been forced to have sex do not label the experience of rape, due to their own internalized expectations for what rape entails (Littleton et al., 2006). Thus, a victim who has been drinking may be less likely to label sexual violence as rape, in the mistaken belief that he or she shares responsibility for the assault. It is not just through rape-specific expectations that preconceptions and stereotypes inform attitudes to nonconsenting sex. Berntson et al. (2013) take a broader view on how college students use scripts and pre-existing expectations to make sense of their relationship experiences. For them, relationships and sexual activity are interpreted through interpersonal sexual scripts that are shared among peers. Berntson et al. suggest that women are more likely to view their sexual activity within a communicative, relationship-based script. They contrast this with the traditional male preference for a recreational script for 'no strings' sex. This picture reflects long-standing cultural norms, in which men and women may be pursuing different, potentially conflicting objectives through sexual activity. It should be noted that gender role differences in expectations for sexual activity may now be changing. According to U.S. research, recreational sexual scripts have gained traction among young adults as an acceptable option for both sexes. This has been seen in the emergence of the 'hook up' culture. Hooking up refers to engaging in sexual behaviours without a pre-existing romantic relationship (Downing-Matibag & Geisinger, 2009). This might include sexual intercourse, but a hook up can also include or be restricted to oral sex, sexual touching, or masturbation. It is at this point that it becomes essential to consider the intersection between attitudes to sex and the impact that alcohol use has for sexual expression among young adults. Alcohol use has been identified as a critical issue for the well-being of young adults who take part in hook ups. In one recent survey of U.S. students, Thomson Ross et al. (2011) found that non-consenting sex was strongly associated with binge drinking and reports of harms arising from alcohol consumption. The link between drinking and non-consenting sex is especially relevant in an Irish context, as, quite apart from the emergence of a hook up culture, alcohol use is a dominant feature of socialising among young adults. For instance, a comparative study of 21 countries established that Irish university students exhibited one of the highest rate of drinking internationally (94%) (Dantzer et al., 2006). Dantzer et al. found no gender difference in the rate of non-drinking among Irish students, whereas in most countries rates of non-drinking are substantially higher among females than males. Ireland is one of several European countries with particularly high rates of alcohol consumption, along with Denmark, England, Scotland, Wales, and the Netherlands (Dantzer et al., 2006). All of these countries have high rates of binge drinking as well, a style of drinking that involves the consumption of large amounts of alcohol within a short period. There is by now little doubt that binge drinking is associated with considerably elevated risks of exposure to alcohol-related harms. These span the physical domain (e.g., injury, blackouts), psychological harms (e.g., lower quality of life, alcohol dependence), and social harms (e.g., higher rates of public disorder convictions, lower academic performance) (Kypri et al., 2009). Following repeated exposure to harms among peer networks, negative events such as a memory blackout or interpersonal conflict may become normalised. It may be the case that these adverse outcomes become accepted as the cost of accommodating heavy drinking as an integral part of the university experience. The degree to which alcohol-related harms such as non-consenting sex, rape, and sexual assault have been normalised is as yet unstudied in the Irish context. Details: Galway: Rape Crisis Network Ireland, 2014. 84p. Source: Internet Resource: Accessed April 12, 2016 at: http://www.rcni.ie/wp-content/uploads/Whats-Consent-Full-A41.pdf Year: 2014 Country: Ireland URL: http://www.rcni.ie/wp-content/uploads/Whats-Consent-Full-A41.pdf Shelf Number: 138638 Keywords: Alcohol Related CrimeBinge DrinkingCampus RapeColleges and UniversitiesSexual AssaultSexual Violence |
Author: End Rape on Campus Australia Title: Connecting the dots: Understanding sexual assault in university communities Summary: The following report is the result of End Rape on Campus Australia's extensive experience working with and advocating for student survivors of sexual assault. We believe that everyone has a right to an education free from sexual violence and that educational institutions have the responsibility of addressing sexual assault within their communities, both at the level of primary prevention, as well as through providing quality, trauma-informed services and pathways for reporting incidents of sexual assault. In this submission, we provide an overview of the problem of sexual assault at tertiary educational institutions in Australia, including the nature and extent of the issue, the obstacles a survivor may face when reporting and accessing support, and the historical context of universities' failure to respond to this issue. We have made a number of recommendations for change both at individual universities, and at the level of State and Federal Governments, to address the ongoing problem of sexual assault in university communities. The nature and extent of sexual assault within university communities At present, there is little reliable data on sexual assault prevalence rates at Australian universities, however national statistics show that young women in general are at a significantly greater risk of experiencing sexual assault than any other group of people. Recent media cases and data obtained through FOI investigations indicate that sexual assault and harassment is occurring at concerning rates at Australian universities and colleges. Attitudes which minimise sexual assault, shift blame onto victims or normalise non-consensual activity create a climate in which sexual assault is both more likely to occur, and less likely to be recognised and reported. We note that the perpetrators of sexual assault are overwhelmingly male, reflecting the gendered nature of sexual assault as a crime of power and control. In many instances, rape occurs off campus, in domestic settings such as share-houses, apartments, house parties, and so on. Although many universities restrict their attention to incidents which have occurred on campus, EROC Australia believes that this distinction is artificial. All instances of sexual assault experienced by a student have the potential to affect their ability to study and to participate in the university community regardless of where the assault took place. In this section, we also outline the role of witnesses and responders to acts of sexual assault, including friends of the victim, tutors, Residential Advisors and student representatives. There is an overarching lack of training and support for these supporters, creating a real risk of vicarious trauma. We provide several de-identified case studies from our work, illustrating common responses to sexual assault in university communities. The aftermath of rape: survivor needs in the wake of sexual assault Survivors often have a range of complex needs after experiencing sexual assault. In many cases, these needs are not met by the systems in place at universities for responding to requests for support. Part of the problem is the lack of a holistic approach to supporting survivors. Sexual assault can cause not only psychological and medical issues, but also financial stress, difficulty with academic tasks, the need for legal support, and housing issues, amongst others. In many cases, universities fail to make the connection between these needs and a student's experience of sexual assault. Even whereuniversities do endeavour to provide for some of these needs - for example, by referring students to oncampus counselling services - these services are often inaccessible and not specialised for responding to trauma. In particular, survivors have faced difficulties accessing the support they need with academic tasks, such as extensions or special considerations for assignments, time off from lectures or class, and changes to timetabling arrangements. Strict requirements for particular documentation, or automated systems that frequently reject applications, can cause significant anxiety for survivors. On-campus counselling services pose another problem. These services are often understaffed or underfunded, and many lack counselling staff with trauma specialist training, leading to some survivors receiving improper, and at times dangerous, treatment. Understanding the history and context of responses to sexual assault at Australian universities Sexual assault is not a new issue at Australian universities - student activists have been urging universities to address sexual violence for many decades. However, little progress has been made in improving policies, services and structures for reporting sexual violence. The overarching problem with universities' collective failure to address sexual violence is the conceptualisation of the problem as primarily a private concern or a woman's responsibility. Incidents of sexual assault are treated as rare, disconnected and random, rather than the inevitable product of a social context with deep-rooted and persistent gender inequality. This attitude leads to university campaigns that perpetuate various rape myths - for example, the misleading 'stranger danger' narrative leads to suggestions that better lighting on campus would reduce sexual assault. In many cases, universities seem to believe an adequate response to the prevalence of sexual assault is to publish 'safety tips' that urge women to modify their behaviour to avoid being sexually assaulted and perpetuate the idea that women hold responsibility for their own safety. Notably, such strategies fail to make perpetrators accountable for sexual assault. Universities also tend to conceptualise sexual assault as always, and only, a police matter. Many university websites urge survivors to report their experiences to police. Commonly, survivors are told that the university cannot take action unless the incident has been reported to police, or until a criminal conviction is secured. However, universities do in fact have disciplinary and misconduct procedures, which give university officials the power to investigate student misconduct, make findings, and deliver penalties. These procedures can provide important pathways of restitution for survivors, and can ideally deliver practical outcomes to support a survivor's welfare, such as removing the perpetrator from a class or from campus. Contrary to much university rhetoric, most university decision-making procedures are also supported by longstanding principles of administrative law, which acknowledge and regulate decision-making by nonjudicial bodies and provide protections for both survivors and alleged perpetrators. Barriers and challenges to reporting sexual assault within university communities There are many reasons that survivors may not choose to disclose their assault, whether informally, to friends and family, or formally, to professional support services, to the police or to their university. Barriers to informal reporting include emotional barriers, such as the fear of not being believed, as well as social, cultural, linguistic and structural barriers. There are also many obstacles to formally reporting instances of sexual assault - for example, inaccessible or poorly publicised reporting systems or a lack of trust in institutional procedures. Details: s.l.: End Rape on Campus Australia, 2017. 69p. Source: Internet Resource: Accessed March 5, 2018 at: https://static1.squarespace.com/static/5762fc04f5e231826f09afae/t/58b3d08ddb29d6e7a2b8271d/1488179368580/Connecting+the+dots.pdf Year: 2017 Country: Australia URL: https://static1.squarespace.com/static/5762fc04f5e231826f09afae/t/58b3d08ddb29d6e7a2b8271d/1488179368580/Connecting+the+dots.pdf Shelf Number: 149314 Keywords: Campus CrimeCampus RapeColleges and UniversitiesRapeSexual AssaultSexual ViolenceVictim ServicesVictims of Crime |
Author: National Council on Disability Title: Not on the Radar: Sexual Assault of College Students with Disabilities Summary: Sexual assault can be devastating to victims and cause long term physical, psychological, and emotional effects, including depression, post-traumatic stress, thoughts of suicide, flashbacks, and sleep disorders. The issue of sexual assault on college campuses has received increased attention since the 2007 publication of the federally funded College Sexual Assault study, which found that 19 percent of female undergraduates were victims of sexual assault during their time in college. Another recent federally funded study surveyed 23,000 students across nine colleges and universities and found that the prevalence of sexual assault averaged 21 percent for females across the schools. Neither of these studies included disability status as a demographic and, as such, no data was gathered on the prevalence of sexual assault on students with disabilities. However, a recent large-scale study on campus sexual assault by the Association of American Universities revealed that college students with disabilities were victims of sexual violence at higher rates than students without disabilities - 31.6 percent of undergraduate females with disabilities reported nonconsensual sexual contact involving physical force or incapacitation, compared to 18.4 percent of undergraduate females without a disability. This means one out of every three undergraduate students with a disability was a victim of sexual violence on campus. As campuses across the United States work to prevent assaults, educate students on assault prevention, and provide supports for survivors, little is known about how colleges address the accessibility needs of students with disabilities who have suffered a sexual assault, or about the inclusivity of college programs, services, and policies to victims of assault with disabilities. This study set out to investigate the current state of campus sexual assault programs and policies and uncovered multiple barriers to students with disabilities, from reporting crime to receiving needed assistance afterward. The report includes recommendations for Congress, federal agencies, and colleges to improve reporting requirements, training, and policies and procedures to better serve students with disabilities who have experienced sexual assault on campus. Details: Washington, DC: The Council, 2018. 79p. Source: Internet Resource: Accessed April 11, 2018 at: https://ncd.gov/sites/default/files/NCD_Not_on_the_Radar_Accessible_01292018.pdf Year: 2018 Country: United States URL: https://ncd.gov/sites/default/files/NCD_Not_on_the_Radar_Accessible_01292018.pdf Shelf Number: 149758 Keywords: Campus CrimeCampus RapeColleges and UniversitiesDisabilitiesDisabled PersonsSexual Assault |
Author: Kettrey, Heather Hensman Title: Effects of bystander programs on the prevention of sexual assault among adolescents and college students: a systematic review Summary: Sexual assault among adolescents and college students Sexual assault is a significant problem among adolescents and college students in the United States and globally. Findings from the Campus Sexual Assault study estimated that 15.9% of college women had experienced attempted or completed sexual assault (i.e., unwanted sexual contact that could include sexual touching, oral sex, intercourse, anal sex, or penetration with a finger or object) prior to entering college and 19% had experienced attempted or completed sexual assault since entering college (Krebs, Lindquist, Warner, Fisher, & Martin, 2009). Similar rates have been reported in Australia (Australian Human Rights Commission, 2017), Chile (Lehrer, Lehrer, & Koss, 2013), China (Su, Hao, Huang, Xiao, & Tao, 2011), Finland (Bjorklund, Hakkanen-Nyholm, Huttunen, & Kunttu, 2010), Poland (Tomaszewska & Krahe, 2015), Rwanda (Van Decraen, Michielsen, Herbots, Rossem, & Temmerman, 2012), Spain (Vazquez, Torres, Otero, 2012) and in a global survey of countries in Africa, Asia, and the Americas (Pengpid & Peltzer, 2016). The bystander approach -- One promising strategy for preventing sexual assault among adolescents and young adults is the implementation of bystander programs, which encourage young people to intervene when witnessing incidents or warning signs of sexual assault. Bystander programs seek to sensitize young people to warning signs of sexual assault, create attitudinal changes that foster bystander responsibility for intervening (e.g., creating empathy for victims), and build requisite skills and knowledge of tactics for taking action (Banyard, 2011; Banyard, Plante, & Moynihan, 2004; Burn, 2009; McMahon & Banyard, 2012). Many of these programs are implemented with large groups of adolescents or college students in the format of a single training/education session (e.g., as part of college orientation). However, some programs use broader implementation strategies, such as advertising campaigns that post signs across college campuses to encourage students to act when witnessing signs of violence. By treating young people as potential allies in preventing sexual assault, bystander programs have the capacity to be less threatening than traditional sexual assault prevention programs, which tend to address young people as either potential perpetrators or victims of sexual violence (Burn, 2009; Messner, 2015; [Jackson] Katz, 1995). Instead of placing emphasis on how young people may modify their individual behavior to either respect the sexual boundaries of others or reduce their personal risk for being sexually assaulted, bystander programs aim to foster prerequisite knowledge and skills for intervening on behalf of potential victims. Thus, by treating young people as part of the solution to sexual assault, rather than part of the problem, bystander programs may limit the risk of defensiveness or backlash among participants (e.g., decreased empathy for victims, increased rape myth acceptance) (Banyard et al., 2004; Katz, 1995). Objectives The overall objective of this systematic review and meta-analysis was to examine what effects bystander programs have on preventing sexual assault among adolescents and college students. More specifically, this review addressed three objectives. 1. The first objective was to assess the overall effects (including adverse effects), and the variability of the effects, of bystander programs on adolescents' and college students' attitudes and behaviors regarding sexual assault. 2. The second objective was to explore the comparative effectiveness of bystander programs for different profiles of participants (e.g., mean age of the sample, education level of the sample, proportion of males/females in the sample, proportion of fraternity/sorority members in the sample, proportion of athletic team members in the sample). 3. The third objective was to explore the comparative effectiveness of different bystander programs in terms of gendered content and approach (e.g., conceptualizing sexual assault as a gendered or gender-neutral problem, mixed- or single-sex group implementation). Details: Oslo: Campbell Collaboration, 2019. 159p. Source: Internet Resource: Campbell Systematic Reviews 2019:1: Accessed February 13, 2019 at: https://campbellcollaboration.org/library/bystander-programs-sexual-assault-adolescents-college-students.html Year: 2019 Country: International URL: https://campbellcollaboration.org/library/bystander-programs-sexual-assault-adolescents-college-students.html Shelf Number: 154551 Keywords: Bystander InterventionsCampus CrimesCampus RapeRapeSexual Assault |