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Date: November 22, 2024 Fri
Time: 12:10 pm
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Results for campus crimes
6 results foundAuthor: White House Task Force to Protect Students From Sexual Assault Title: Not Alone: The First Report of the White House Task Force to Protect Students From Sexual Assault Summary: One in five women is sexually assaulted in college. Most often, it's by someone she knows - and also most often, she does not report what happened. Many survivors are left feeling isolated, ashamed or to blame. Although it happens less often, men, too, are victims of these crimes. The President created the Task Force to Protect Students From Sexual Assault to turn this tide. As the name of our new website - NotAlone.gov - indicates, we are here to tell sexual assault survivors that they are not alone. And we're also here to help schools live up to their obligation to protect students from sexual violence. Over the last three months, we have had a national conversation with thousands of people who care about this issue. Today, we offer our first set of action steps and recommendations. Details: Washington, DC: White House Task Force to Protect Students From Sexual Assault, 2014. 32p. Source: Internet Resource: Accessed May 3, 2014 at: http://www.whitehouse.gov/sites/default/files/docs/report_0.pdf Year: 2014 Country: United States URL: http://www.whitehouse.gov/sites/default/files/docs/report_0.pdf Shelf Number: 132216 Keywords: Campus CrimesDate RapeSchool CrimesSexual AssaultSexual Violence |
Author: 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: Cantor, David Title: Report on the AAU Campus Climate Survey on Sexual Assault and Sexual Misconduct Summary: Members of the Association of American Universities (AAU) are working to combat sexual assault and misconduct on their campuses. As an association of research universities, AAU decided in 2014 that the best way to help its members address this issue was to develop and implement a scientific survey to better understand the attitudes and experiences of their students with respect to sexual assault and sexual misconduct. The survey's primary goal was to provide participating institutions of higher education (IHEs) with information to inform their policies to prevent and respond to sexual assault and misconduct. In addition, members hoped that the survey would provide useful information to policymakers as well as make a significant contribution to the body of academic research on this complex issue. In the fall of 2014, AAU contracted with Westat, a research firm, to work with a university team of researchers and administrators to design and implement the survey, entitled the AAU Campus Climate Survey on Sexual Assault and Sexual Misconduct. The survey was administered at the end of the spring 2015 semester on the campuses of 27 IHEs, 26 of which are AAU member universities. This report provides a description of the survey methodology and key results. The survey was designed to assess the incidence, prevalence and characteristics of incidents of sexual assault and misconduct. It also assessed the overall campus climate with respect to perceptions of risk, knowledge of resources available to victims, and perceived reactions to an incident of sexual assault or misconduct. The report provides selected results for five questions: - How extensive is nonconsensual sexual contact? - How extensive is sexual harassment, stalking and intimate partner violence? - Who are the victims? - To whom do students report or talk about the incidents? - What is the campus climate around sexual assault and sexual misconduct? This study is one of the first to provide an empirical assessment of these questions across a wide range of IHEs. Prior studies of campus sexual assault and misconduct have been implemented for a small number of IHEs or for a national sample of students with relatively small samples for any particular IHE. To date, comparisons across surveys have been problematic because of different methodologies and different definitions. The AAU study is one of the first to implement a uniform methodology across multiple IHEs and to produce statistically reliable estimates for each IHE. It was designed to provide separate estimates for incidents involving two types of sexual contact (penetration and sexual touching) and four tactics (physical force, drugs and alcohol, coercion, absence of affirmative consent), as well as behaviors such as sexual harassment, stalking, and intimate partner violence. Providing this level of detail allows campus administrators to tailor policies by these very different types of sexual assault and misconduct. Details: Rockville, MD: Westat, 2015. 288p. Source: Internet Resource: Prepared for: The Association of American Universities: Accessed September 21, 2015 at: https://www.aau.edu/uploadedFiles/AAU_Publications/AAU_Reports/Sexual_Assault_Campus_Survey/Report%20on%20the%20AAU%20Campus%20Climate%20Survey%20on%20Sexual%20Assault%20and%20Sexual%20Misconduct.pdf Year: 2015 Country: United States URL: https://www.aau.edu/uploadedFiles/AAU_Publications/AAU_Reports/Sexual_Assault_Campus_Survey/Report%20on%20the%20AAU%20Campus%20Climate%20Survey%20on%20Sexual%20Assault%20and%20Sexual%20Misconduct.pdf Shelf Number: 136848 Keywords: Campus CrimesColleges and UniversitiesIntimate Partner ViolenceRapeSexual AssaultsSexual HarassmentSexual MisconductStalking |
Author: California State Auditor, Bureau of State Audits Title: Sexual Harassment and Sexual Violence. California Universities Must Better Protect Students by Doing More to Prevent, Respond to, and Resolve Incidents Summary: Sexual harassment and sexual violence against university students is an issue of critical importance. In May 2014 the U.S. Department of Education published a list of 55 universities, including the University of California, Berkeley (UC Berkeley), that it is investigating for their handling of sexual violence complaints. Further, according to a report prepared in 2007 for the National Institute of Justice, one-in-five women is sexually assaulted while in college. The federal government recognizes that sexual harassment of students, which includes sexual violence, interferes with students' rights to receive an education free from discrimination and, in the case of sexual violence, is a crime. Sexual harassment and sexual violence are forms of discrimination prohibited by Title IX of the Education Amendments of 1972 (Title IX). The issue of sexual violence was highlighted in January 2014 when the president of the United States announced the creation of a White House task force to develop a coordinated federal response to campus rape and sexual assault. The task force issued its initial report in April 2014. Th e universities we reviewed - UC Berkeley; University of California, Los Angeles (UCLA); California State University, Chico (Chico State); and San Diego State University (San Diego State) - do not ensure that all faculty and staff are sufficiently trained on responding to and reporting student incidents of sexual harassment and sexual violence to appropriate officials. In addition, although the Title IX coordinators and staff involved in key roles of the incident-reporting process receive adequate training, certain other university employees who are likely to be the first point of contact, such as resident advisors and athletic coaches, are not sufficiently trained on responding to and reporting these incidents. By not ensuring that all university employees are adequately and routinely trained on responding to and reporting incidents of sexual harassment and sexual violence, and by not providing practical information on how to identify incidents, universities risk having their employees mishandle student reports of the incidents. Further, when they are not sufficiently trained, employees may not know how to interact appropriately with students in these situations and may do something that would discourage students from engaging in the reporting process. In addition, the universities must do more to appropriately educate students on sexual harassment and sexual violence. State law requires universities within the California State University (CSU)system and requests those within the University of California (UC) system to provide educational and preventive information about sexual violence to all incoming students as part of established campus orientations, although it does not specify exactly when new student orientations must occur. We believe that the universities should provide this education to incoming students near the time that they arrive on campus, as they may be the most vulnerable to experiencing an incident of sexual harassment or sexual violence in their first weeks on campus. Additionally, universities should ensure that all continuing students receive periodic refresher training, at least annually, on this subject. We also noted that the content of the education did not always cover the topics outlined in statute. Further, the universities must review and modify as needed their incoming student and employee educational programs because of recent changes to federal law and federal guidance. The four universities did not always comply with requirements in state law for distribution of relevant policies. The distribution of these policies is important to inform students and university employees of how to appropriately handle and respond to incidents. In addition, the universities did not post their policies in certain places on campus where they might be seen by large numbers of students. To ensure that students are informed and reminded of the policies, it is important for the universities to prominently post them in locations frequented by students. Further, it is important that the Legislature amend state law to require universities to provide such information in certain prominent locations that are not currently specified in law, such as residence halls and other university housing and athletic facilities. Our review determined that all four universities maintain adequate information at each department involved in the reporting process in the form of brochures and flyers describing the resources available to students who have experienced an incident of sexual harassment or sexual violence, in addition to resources listed online. However, 46 of the 208 students who participated in a survey we conducted, or 22 percent, stated that they were not aware of resources available on campus should they or someone they know experience sexual harassment or sexual violence, indicating that the brochures and flyers, by themselves, may not always be effective in informing students of available resources. The survey also revealed that from 2009 through early March 2014, 73 of the 208 students, or 35 percent, reported experiencing 85 incidents of sexual harassment or sexual violence by another member of the campus community. The students reported that they did not file a Title IX complaint for 74, or 87 percent, of the 85 incidents. Each university we reviewed has an adequate overall process for responding to incidents of sexual harassment and sexual violence. However, our review of 80 case files at the four universities revealed that the universities need to improve these processes in some key areas. Specifically, the universities should do more to demonstrate that a student who may have experienced sexual harassment or sexual violence is informed of his or her reporting options and what to expect regarding the university's subsequent actions. The universities then need to better inform students who file a complaint of the status of the investigation and to notify them of the eventual outcome. Additionally, the universities need to evaluate summary data related to incidents of sexual harassment and sexual violence. Evaluation of these data would allow them to identify trends, such as the timing and location of incidents, that could then inform their outreach and protection efforts. The four universities have created or are in the process of creating multidisciplinary committees, which is recognized as a best practice, to address sexual harassment and sexual violence prevention. These multidisciplinary committees can evaluate data on the number and types of incidents of sexual harassment and sexual violence and aid in the discussion of potential solutions. Details: Sacramento: California State Auditor, 2014. 113p. Source: Internet Resource: Accessed February 8, 2016 at: http://auditor.ca.gov/pdfs/reports/2013-124.pdf Year: 2014 Country: United States URL: http://auditor.ca.gov/pdfs/reports/2013-124.pdf Shelf Number: 137788 Keywords: Campus CrimesColleges and UniversitiesRapeSexual HarassmentSexual Violence |
Author: Ward, Cynthia V. Title: Fair Process and Sexual Misconduct on Campus Summary: Pressured by directives from the Obama Administration's Department of Education, colleges and universities across the country scrambled to revamp their processes of adjudicating sexual assault on campus. Critics of the new campus sexual misconduct codes charge that the rules are now unfairly biased against those charged with offenses. Two recent developments - the election of Donald Trump, and the arrival of the #MeToo movement - have substantially shifted the political and social ground upon which the new sex misconduct codes were created. Pressed now from advocates of due process, schools must give careful thought to the question of what fairness means in the context of adjudicating sexual misconduct in the campus setting. In deciding their response, colleges and universities should not reflexively defend misconduct codes which were themselves hastily assembled in response to controversial mandates from the government. Instead, they should acknowledge that sanctions imposed on offenders in these cases operate as punishment, and look to the Criminal Law - the law of individual punishment - as a model for mediating the competing claims of justice which fight for dominance in these cases. Campus sexual assault adjudications are not criminal trials, and criminal procedure cannot be wholly imported into such adjudications. But campus proceedings should be motivated by the core principles - of Harm, Proportionality, and Parsimony - which have produced our social system of punishment. College sexual misconduct codes lack a coherent set of principles upon which to ground the structure of sexual assault adjudications; such principles do ground the criminal process and should serve as a model for other forms of institutional punishment. Details: Williamsburg, VA: William and Mary Law School, 2018. 71p. Source: Internet Resource: Accessed May 8, 2018 at: https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3160207 Year: 2018 Country: United States URL: https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3160207 Shelf Number: 150101 Keywords: Campus CrimesCampus Sexual AssaultColleges and UniversitiesSexual 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 |