Health and Academic Consequences of Sexual Victimization Experiences among Students in a University Setting

"Hardly Able to Move, Much Less Open a Book": A Systematic Review of the Impact of Sexual and Gender-Based Violence Victimization on Educational Trajectories

Sexual and gender-based violence (SGBV) is a highly prevalent issue, both in North America and globally, with well-recognized adverse impact on survivors' physical, emotional, and economic well-being. The objective of this systematic review is to collect and synthesize empirical work on the effects of SGBV victimization on educational trajectories, goals, attainment, and outcomes. The review summarizes what is known about factors associated with victimization that affect survivors' educational trajectories and highlights gaps in the literature pertaining to the effects of victimization on education. Five databases were searched for this review: Web of Science, Sociological Abstracts, PubMed, APA PsycInfo, and ERIC. For inclusion, the articles must present research on the academic impact of any form of SGBV experienced in higher education and must have been conducted in the United States or Canada. The 68 studies that met these criteria presented research on six key areas of educational outcomes: impacts on academic performance and motivation; attendance, dropout, and avoidance; changes in major/field of study; academic disengagement; educational attitudes and satisfaction; and academic climate and institutional relationships. Research also revealed factors mediating the relationship between SGBV exposure and educational outcomes such as mental health, physical health, social support, socioeconomic status, and resiliency, which we summarize in a pathway model. The research reviewed had significant limitations, including weak study designs, limited generalizability, and diversity concerns. We offer recommendations for future research on this topic.

Online sexual violence prevention on a female college campus in India: Evaluation of the RISE-ON program

Background

Sexual violence represents a severe problem for young Indian women and requires effective prevention. Since face-to-face prevention programs are limited in reach, we developed the online sexual violence prevention program RISE-ON consisting of three modules, namely Gender, Sexual Violence, and Bystander Education. The study's objective is to investigate the short-term effects of the RISE-ON modules on participants' knowledge and attitudes.

Method

A total of N = 244 female college students from Delhi aged 17 to 22 were randomly assigned to 1 of 3 groups with two of the three modules. By design, each group functions as a treatment group for the two included modules and as a control group for the third, missing module.

Results

From pre- to posttest, there were significantly larger increases of participants' knowledge on gender, sexual violence, and bystander education in the treatment than in the control group. Concerning attitudes, we found significant increases for gender awareness and bystander attitudes across all groups.

Conclusions

This study demonstrates that the RISE-ON modules are effective in terms of increasing knowledge, but there were no module-specific changes of attitudes. Thus, future online prevention programs need to focus increasingly on attitudes, especially attitudes about sexual violence, and behavior change.

Factors Correlated With Sexual Assault Victimization Among College Students in the United States: A Meta-Analysis

Sexual assault (SA) continues to be a serious problem on college campuses in the United States. This meta-analysis sought to identify correlates for SA victimization on college campuses, as well as examine if there were any differences in correlates for men and women. Database searches utilizing Boolean search terms were used to identify studies to be included in the meta-analysis. Studies were included if they provided quantitative data on correlates for SA victimization among college students. A total of 118 studies yielding 405 unique effect sizes were included in this study. The strongest correlates for SA victimization among college students were physical intimate partner violence (IPV) perpetration, physical IPV victimization, emotional IPV victimization, and prior SA victimization. Other significant correlates were related to mental health (e.g., hopelessness, suicidal ideation, trauma symptoms, anxiety symptoms, depressive symptoms), and factors related to a campus party culture (e.g., binge drinking, alcohol use, drug use, Greek membership). We were able to compare seven correlates between men and women. Results of the meta-analysis also highlight the need for future research to examine additional correlates for SA victimization, as well as examine race/ethnicity and gender as separate categories when trying to further understand correlates for SA victimization.

Evaluating a Theory-Based Online Program for Preventing Sexual Aggression: An Experimental-Longitudinal Study With German University Students

This pre-registered study evaluated an intervention designed to reduce sexual aggression perpetration and victimization by changing risky scripts for consensual sexual interactions and corresponding risky sexual behavior, and by improving sexual self-esteem, refusal assertiveness, and initiation assertiveness. In a four-wave longitudinal study covering 23 months, 1181 university students in Germany (762 female) were randomly assigned to an intervention and a no-intervention control group. The intervention group completed six weekly modules addressing the targeted theory-based risk and vulnerability factors of sexual aggression perpetration and victimization. Controlling for baseline levels (T1), the intervention group showed less risky sexual scripts one week post-intervention (T2), which predicted less risky sexual behavior nine months later (T3), which predicted lower odds of sexual aggression perpetration and victimization 12 months later (T4). No direct intervention effects on rates of sexual aggression perpetration and victimization at T3 and T4 were found. No indirect intervention effect on sexual aggression was found via sexual self-esteem and sexual assertiveness. However, sexual self-esteem at T2, which was higher in the intervention group, predicted lower odds of sexual aggression victimization at T3 via higher initiation assertiveness at T3. Implications for reducing sexual aggression and conceptualizing risk and vulnerability factors of sexual aggression are discussed.

Dating Abuse and Harassment Among Sexual and Gender Minority U.S. College Students

Purpose: Sexual and relationship violence has devasting effects on the health and well-being of college students. This study assessed the prevalence of dating abuse victimization and harassment among sexual and gender minority (SGM) college students within the first 3 months of college enrollment and identified potential demographic differences in exposure. Methods: Data are from the 2020 to 2021 Sexual Assault Prevention for Undergraduates digital sexual assault prevention program (N = 250,359). Descriptive statistics were used to determine 3-month prevalence of dating abuse victimization and harassment among gender identity and sexual orientation subgroups and to examine within-group differences based on race and ethnicity. Results: Dating abuse victimization during college was reported by 6.5% of transgender women, 5.0% of transgender men, 5.0% of genderqueer/nonconforming students, 2.0% of "women," and 1.0% of "men." Harassment during college was reported by 13.7% of genderqueer/nonconforming students, 11.2% of transgender women, 8.9% of transgender men, 8.7% of "women," and 1.6% of "men." Students who identified with more than one sexual orientation identity reported the highest rates of dating abuse (3.9%) and harassment (14.9%) during college. SGM students with particular racial/ethnic identities (i.e., Indigenous, multiracial) reported disproportionately higher rates, particularly American Indian/Alaska Native/Native Hawaiian/Pacific Islander students who identified as transgender men (42.9%), transgender women (41.7%), genderqueer/nonconforming students (26.1%), queer/pansexual/questioning students (20%), and students with multiple sexual orientation identities (36.4%). Conclusion: Targeted intervention strategies and resources are needed on college campuses to support the needs and experiences of SGM students, including students who identify as Indigenous, multiracial, and other persons of color.

Reassessing the Confluence Model of Men's Risk for Sexual Aggression

Reassessing the confluence model of men's risk for sexual aggression-the confluence model of sexual aggression has been widely used to study men's risk for perpetrating sexual violence. Over time, researchers have attempted to expand this model to improve its predictive utility. Unfortunately, this work has continued to produce similar results with only slight improvements in prediction at best. One explanation for the inability to enhance the model could be due to changes in the dating landscape and shifts in beliefs about gender roles. Therefore, the current study aims to reassess the confluence model using a more contemporary construct, hostile sexism, in an effort to improve the predictive utility of the confluence model of sexual aggression. Participants were 258 college men recruited from a medium-sized public university in the northeastern United States, using an online participant pool of students who volunteered to participate as part of a requirement for a psychology course. Structural equation modeling using mean- and variance-adjusted weighted least squares estimation indicated that the confluence of hostile sexism and impersonal sex appears to be a better predictor of sexual aggression in comparison to the confluence of hostile masculinity and impersonal sex. The results suggest that replacing hostile masculinity with hostile sexism may produce a model that is better able to predict men's risk for perpetrating sexual aggression. These results can provide insight for future iterations of the confluence model, which may include hostile sexism as a core construct. Attitudes that stem from hostile sexism may be a beneficial target for future interventions designed to decrease the frequency of perpetration.

Sexual Assault as a Contributor to Academic Outcomes in University: A Systematic Review

Sexual assault continues to be a prevalent and consequential experience for university students. The aim of this systematic review was to synthesize the literature on the academic consequences of the sexual assault for university students. There is currently no comprehensive review of the literature focusing on the academic consequences for university students who experienced sexual assault. This review was conducted based on searches from five databases including Academic Search Complete, Education Search Complete, Education Resources Information Center (ERIC), PsycINFO, and Google Scholar. We identified 13 articles that examined academic consequences of sexual assault during university. Across all studies, sexual assault was associated with more academic problems including lower grade point average, dropping out of university, and self-regulated learning problems. Although the number of articles is small, the results are consistent. Practically, this means that universities, those providing psychological services, and victims themselves need to understand that the consequences are not just physical and psychological but can also negatively impact academic achievement. Our review also identifies limitations in the literature regarding this topic such as methodological concerns, diversity and inclusion concerns, and the need for future work to investigate mediators of the relationship between sexual assault and academic outcomes. We offer recommendations for future research to combat the concerns identified. Development of interventions to support those who experience sexual assault during university necessitates overcoming the limitations identified.

Order Effects of Presenting Coercive Tactics on Young Adults' Reports of Sexual Victimization

Measures designed to collect prevalence reports of sexual victimization need to be robust against variations of question context to yield valid findings. Previous research has examined variations in the order in which questions about unwanted sexual acts and questions about coercive tactics are presented. The current study examined potential effects of the order in which coercive tactics are presented on self-reported prevalence rates of sexual victimization. The following two versions of the Sexual Aggression and Victimization Scale (SAV-S), a validated measure for studying sexual aggression victimization and perpetration in college students, were used: (a) the standard version in which the physical-force items were presented first and the items referring to the use of verbal pressure were presented last, and (b) a reversed order in which the verbal-pressure items were presented first and the physical-force items were presented last. Items referring to the exploitation of the victim's inability to resist were placed in the middle in both versions. In a sample of 856 participants from Germany (475 female, 381 male, mean age of 24 years), most of whom were university students, 80.4% of women and 55.3% of men reported at least one experience of sexual victimization since the age of 14. No order effects on overall victimization rates were found. For both genders, the victimization rate through verbal pressure was higher when this tactic was presented first. Victimization rates through the threat or use of force were higher in the force-first than in the force-last condition for women, but could not be tested for men due to small cell sizes. No order effects were found for both men and women on reports of victimization through exploiting the inability to resist. The implications of the results for the reliable measurement of sexual aggression are discussed.

Myths about Intimate Partner Violence and Moral Disengagement: An Analysis of Sociocultural Dimensions Sustaining Violence against Women

Intimate partner violence (IPV) is a public health issue worldwide and a serious violation of human rights. Recognizing IPV as a form of violence is essential for both victims who need help and offenders who can join treatment programs. Furthermore, only a society able to identify violence can effectively deal with IPV. The present study is aimed at investigating the role of sociocultural dimensions (i.e., ambivalent sexism toward women, ambivalence toward men, and lay theories about gender differences) in sustaining myths about IPV and moral disengagement. The participants were 359 university students (76.5% female). The results show that hostile sexism toward women plays a key role in sustaining both myths and moral disengagement. Moreover, benevolence toward men and biological lay gender theories (i.e., “naïve” theories assuming that sex differences are a product of biology and genetics) significantly affected the endorsement of IPV myths. The implications are discussed.