"They Don't See Us": Asian Students' Perceptions of Sexual Violence and Sexual Harassment on Three California Public University Campuses

Sexual violence and sexual harassment (SVSH) are prevalent among college and university students; however, the experiences of ethnic minority students, especially Asians, are understudied. This study aimed to reduce this gap by exploring Asian students' perceptions of SVSH on three public university campuses in Southern California. We examined their perceptions about the campus environment related to SVSH, attitudes, and behaviors toward help seeking, and utilization of on-campus resources. A total of 23 in-depth interviews were conducted with Asian students enrolled at the three University of California campuses. Thematic coding was conducted to generate main themes and subthemes. Five main themes emerged: (a) SVSH is considered a "taboo" topic in Asian culture and family systems, and Asian student survivors are often reluctant to disclose incidents or seek support services. (b) Students did not feel their campus environments were tailored to understand or meet the sociocultural realities and needs of Asian student survivors. (c) Campus SVSH services and reporting processes were seen as non-transparent. (d) Peers were the major source of support and SVSH information, as opposed to official campus-based resources and training. (e) Survivors often conduct an internal cost-benefit analysis evaluating their decision about whether to report. This study highlights the lack of conversation surrounding SVSH in Asian families, and how the cultural stigma of sex and sexual violence prevented Asian students from receiving knowledge and resources about these topics in their families. Instead of relying on formal campus resources (e.g., Title IX and confidential advocacy services, mental health services), many students turn to their peers for support. Thus, facilitating peer support groups, training university students to support each other through SVSH incidents, and tailoring campus services to the diverse cultural backgrounds of students are key considerations to foster a safe campus environment and prevent SVSH.

"I Don't Think a Broken Spirit Can Be Quantified": Perceptions of College Victimization and Its Consequences Among Students at a Hispanic-Serving Institution

This study investigated students' perceptions of victimization among college students (e.g., extent, location, consequences) through eight focus groups at a large, urban Hispanic-serving institution. Understanding students' perceptions of crime sheds light on the consequences of victimization as well as the cognitive, emotional, and behavioral impacts of the possibility of experiencing victimization. Our results yielded several key findings that warrant further discussion: (1) victimization-particularly sexual and property victimization-is an issue that many students thought about extensively and viewed as important; (2) the psychological impact of victimization and threatened sense of safety were perceived to be enduring consequences of victimization that can impact the college experience; (3) there was nuance to perceptions of "on-" versus "off-" campus victimization, with consequences carrying over to campus life even when incidents occur off campus; and (4) participants expressed both moral and conceptual issues with assigning a dollar amount to consequences of victimization. These results inform how perceptions of victimization risk and anticipated consequences shape student fears and behavior, while also highlighting key areas that universities may consider for prevention and intervention efforts.

Development and Usability of a Mobile Support Application for Sexual Violence Victims Connecting With Formal Support Organizations

The lack of awareness and accessibility about the support organizations for preventing sexual violence and assisting victims hampers the effectiveness of the social safety net. A mobile application based on a connection to support agencies was developed and evaluated for usability. A group of 15 experts and a group of 30 users evaluated usability. The developed mobile application focused on "Emergency Report," "Support Agencies and Services," and "Counseling for Support." The strength of the application was acknowledged in providing easy-to-find, reliable, useful, and necessary information, highlighting the positive usability and applicability of the mobile support application for sexual violence victims.

A Rapid Review on Complaint Mechanisms for Interpersonal Violence: Integrating Research-Based Recommendations from Multiple Sectors to Inform Sport Settings

Past studies have highlighted the lack of independent formal complaint mechanisms as one of the most significant barriers to reporting interpersonal violence (IV) in sport. Some countries have since implemented complaint mechanisms specific to sport settings. Evaluations of similar mechanisms in other sectors could inform the development and implementation of complaint mechanisms for IV in sport. This rapid review included studies inside and outside the sport context to document the characteristics of complaint mechanisms of IV, barriers or limitations related to such mechanisms, and recommendations resulting from their evaluation. Following the Cochrane Rapid Reviews Interim Guidance, six databases were searched for peer-reviewed references in English or French, published between 2012 and 2022, and pertaining to the evaluation of formal reporting mechanisms of IV. The 35 references covered mechanisms mainly targeting IV in general (any type) or sexual violence specifically. Complaint mechanisms varied in scope and as a function of their setting, including work, university, military, and medical. We identified barriers and limitations concerning fear of consequences, lack of knowledge, lack of efficiency, lack of trust, and unsupportive culture. Finally, we documented 18 recommendations to improve complaint mechanisms of IV, spanning four categories: (a) organizational accountability, (b) awareness and accessibility, (c) adapted process, and (d) ongoing evaluation. This rapid review draws recommendations from various research disciplines and types of mechanisms to offer a comprehensive portrait of best practices. The findings show that numerous aspects of complaint mechanisms at multiple levels should be considered when developing and implementing complaint mechanisms of IV.

"In the End You Keep Silent": Help-Seeking Behavior Upon Sexual Victimization in Older Adults

Sexual violence is considered a prominent mental health problem. Exposure to sexual victimization during lifetime has been linked to mental health problems in old age. Research in adult victims has shown that they experience many barriers for disclosure and seeking professional help upon sexual victimization. However, information on help-seeking behavior in older victims of sexual violence is non-existent. With this study we aim for a better understanding of help-seeking behavior upon sexual violence in older adults. We used a mixed methods approach with an explanatory sequential design. Data were collected through structured face-to-face interviews with a random sample of 227 sexual violence victims of 70 years and older living in Belgium. Quantitative data were triangulated with qualitative data from 15 in-depth interviews with older victims. We found that up to 60% of older sexual violence victims never disclosed their experiences and 94% never sought professional help. Help-seeking is a complex process comprising several phases, which are affected by strong feelings of shame and self-blame, ageist premises and taboos about sexuality. In the end, most victims choose to cope on their own. Occasional disclosure only happens decades after the sexual violence took place. Older victims do not spontaneously disclose to healthcare workers but expect professionals to initiate the conversation. In conclusion, few older victims disclose or seek professional help upon sexual victimization. Healthcare professionals working with older adults need capacity building through training, screening tools, and care procedures to initiate conversation on sexual violence, and to detect signs, prevent, mitigate and respond to sexual victimization in older adults.

Trauma of the Shared Environment: A Qualitative Analysis of the Experiences of Survivors of College Campus Sexual Assault

Survivors of campus sexual assault are often tasked with healing while sharing an environment with their perpetrators. However, little is known about the effects of a shared environment on survivor well-being. A qualitative thematic analysis design was employed to address this gap. We conducted semi-structured interviews with nine female survivors who identified their perpetrators as fellow students at a large state university in the southeastern U.S. The five themes that emerged are situated within an ecological framework, which is also used to guide our recommendations for supporting survivors' well-being within higher education.

Disclosing and Reporting of Consent Violations Among Kink Practitioners in the United States

Kink practitioners are marginalized and experience adverse health and social outcomes, which are exacerbated by consent violations. This study aims to understand experiences of reporting consent violations within a kink context. Kink practitioners (N = 2,888) completed a survey focused on consent violations, reporting, and recommendations, with 767 (25.56%) of them reporting consent violations in the kink context. The type of consent violation (sexual assault or kink-related behaviors), disclosure, and reporting significantly differed based on gender, sexual orientation, and injury status, but not age. Additionally, recommended steps included avoidance of police and others in positions of power and increased accountability.

College Faculty Experiences With Student Disclosures of Victimization

Victimization of college students is widespread, and it is not uncommon for students to disclose these experiences to faculty. Given that how faculty respond to disclosures may have implications for students' psychosocial and academic outcomes, it is key to know more about disclosures to help faculty prepare a supportive response. This study used data from an online survey of members of two U.S.-based professional scholarly associations for criminal justice and criminology (N = 637) to look at the nature of student disclosure of victimization and which faculty are more likely to receive such disclosures. Disclosure to faculty was widespread (87% of faculty had received at least one disclosure of victimization from a student), and disclosures were mostly made in person. Over half the time (52.3%), participants thought the disclosure was prompted by an incident in class or another aspect of the course, and more than a quarter of the time (28.8%), the disclosure came from a student in a course that utilized trigger warnings. A faculty member's individual identities, such as gender or race and ethnicity, did not appear to render them more or less likely to receive student disclosures. However, faculty with victimization experiences who had links to victim services organizations, who were teaching in a Sociology department, or who had been teaching longer were more likely to have received a disclosure. Graduate student instructors were less likely to have received a disclosure, even controlling for years of teaching. This suggests widespread training of college-level instructors in how to respond to a student's disclosure of victimization may be warranted, at least for faculty teaching courses focusing on criminology and criminal justice.

"I'm not going to do it alone": A qualitative study of barriers to sexual assault service-seeking among college students

Objective: To understand barriers to seeking post-sexual assault services for students of color and lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ+) students. Methods: Qualitative interviews about campus and community resources for sexual and relationship violence were conducted with 29 undergraduate and graduate students who held diverse sexual, gender, and racial identities (n = 15 disclosed violence-related service-seeking). Results: Organized within trauma-informed care pillars, thematic coding revealed aspects of campus environment/culture that prevent students from accessing support including challenges identifying experiences as violence; limited cultural and identity-affirming care; limited clarity about resources; confidentiality concerns; difficulty accessing resources; and navigating resources alone. Suggestions to address concerns included regular prevention training; better coordinated care and systems with increased accountability, increased survivor support and peer support, and heightened transparency on websites/trainings about processes and confidentiality. Conclusions: Findings suggest promising avenues to improve support, particularly for minoritized survivors of violence, at this campus.

Timing of Sexual Assault Disclosure: A Study of College Women

The present study examined correlates of immediate (within 48 h) and delayed (after 48 h) sexual assault disclosure among a sample of 83 college women who experienced sexual victimization since age 14. The use of physical resistance and experiencing a "freeze response" was positively associated with delayed disclosure. Identifying the perpetrator as a friend/acquaintance, compared to a was a romantic partner, increased the likelihood of immediate disclosure. Other individual characteristics (i.e., assault characteristics, a history of childhood sexual abuse, attitudes towards seeking help, and sexual assertiveness) and microsystem-level characteristics (i.e., perceived social support) did not impact the timing of disclosure.

The Influence of Deny, Attack, Reverse Victim and Offender and Insincere Apologies on Perceptions of Sexual Assault

DARVO (deny, attack, reverse victim and offender) is a response exhibited by perpetrators to deflect blame and responsibility. When using DARVO, perpetrators deny their involvement in wrongdoing, attack their victims' credibility, and argue that they are the real victims. The purpose of this study was to measure the influence of DARVO and another manipulative tactic-insincere perpetrator apologies-on observers' judgments of a victim and perpetrator in a fictional sexual violence scenario. Perpetrator DARVO was experimentally manipulated via fictional vignettes to measure their impact on perceived perpetrator and victim abusiveness, responsibility, and believability. Data from 230 undergraduate students revealed that participants who were exposed to perpetrator DARVO rated the perpetrator as less abusive (η p 2 = . 09 , 90% CI [0.04, 0.15]), less responsible for the sexual assault (η p 2 = . 02 , [0.001, 0.06]), and more believable compared (η p 2 = . 03 , [0.002, 0.07]) to participants who were exposed to a perpetrator who did not use DARVO. DARVO-exposed participants rated the victim as more abusive (η p 2 = . 09 , [0.04, 0.14]) and less believable (η p 2 = . 08 , [0.03, 0.14]), and also expressed less willingness to punish the perpetrator and greater willingness to punish the victim. Insincere apologies had minimal impact on ratings. By promoting distrust in victims and less punitive views of perpetrators, DARVO might contribute to rape-supporting outcomes such as victim blaming, greater victim distress, and low rates of rape reporting and perpetrator prosecution.

"Sometimes It Seems Easier to Push It Away": A Study Into the Barriers to Help-Seeking for Victims of Sexual Violence

Experiencing sexual violence may have serious long-term consequences for victims. Seeking help may decrease the chances of developing long-term physical and psychosocial problems. Still not every victim seeks help, and especially with victimization of sexual violence, there may be several reasons as to why. The barriers to help-seeking are diverse and may depend on several contextual factors. This study, as part of a larger research project, aimed to determine the barriers that victims of sexual violence experience in their decision to seek help in a non-college setting. This mixed-methods study included an online survey (N = 133) and open-ended survey (N = 207) amongst victims of 18 years and older. The online survey data were analyzed using chi-square tests for independence and t-tests; the open-ended survey data were analyzed using a descriptive approach. The online survey data showed that minimization of the incident was higher for non-help-seekers, whilst distrust toward support providers and issues with the accessibility of help were higher for help-seekers. No further significant associations were found between the decision to seek help and the barriers to help-seeking. From the open-ended survey data, three categories of barriers were distinguished: (a) individual barriers, such as feelings of shame, (b) interpersonal barriers, such as the fear of negative social reactions and (c) sociocultural barriers, such as societal stereotypes regarding sexual violence. The findings suggest that victims experience various, but primarily individual, barriers to help-seeking and that these barriers do not strongly differ between help-seekers and non-help-seekers. This study highlights the importance of addressing barriers to help-seeking on an organizational and societal level to encourage help-seeking.

Factors Influencing College Students' Perceptions of Sexual Violence on Campus: An Exploratory Study

The aim of this study was to examine how participant, aggressor, and survivor variables as well as form of aggression influence college students' perception of sexual aggression in terms of seriousness, responsibility, and appropriate reporting behaviors, actions to protect the survivor and enforce consequences for the aggressor. Previous research indicates that the majority of reported sexual assault cases on college campuses involved alcohol use by either the victim, the perpetrator, or in some cases, both. In this study, four different scenarios were created, consisting of four different forms of aggression wherein both aggressor and survivor were consuming alcohol. These four scenarios were then combined with images, in which the race of the aggressor and race of the target were varied to create 16 different scenarios. The results indicated that the form of aggression and the race of the victim and aggressor did not influence students' perceptions of the seriousness of the aggression. However, there were significant differences into whom students recommended reporting, strategies to protect the survivor and consequences for the aggressor. Findings indicated both gender differences and racial biases in terms of recommended consequences for the aggressor. Implications for program development and improvement as well as future research recommendations are discussed.

Sexual violence prevalence and disclosure patterns among college undergraduates: exploring types of sexual violence and incident-specific characteristics

Objective: Study explores the role of well-documented individual-level correlates of a range of types of sexual violence among undergraduates and examines both individual-level and incident-level correlates of disclosure patterns to formal and informal sources. Participants: The current study involves the analysis of campus climate data collected in 2018 from 2,271 undergraduate participants. Methods: Descriptive and bivariate analyses are conducted to examine correlates of sexual violence, and a logistic regression model is estimated to examine disclosure by both individual and incident-level correlates. Results: 19% of students experience at least one incident of sexual violence since coming to campus, with many reporting multiple victimizations which differs by race, gender, and sexual orientation. Significant differences found in disclosure based on gender and relationship to who committed the sexual violence. Conclusions: Overall, findings from this study highlight the importance of using a nuanced approach to examining college students' experiences of sexual violence.

Student-Athlete Preferences for Sexual Violence Reporting: A Discrete Choice Experiment

BACKGROUND

Sexual violence (SV) is prevalent among US college athletes, but formal reports are rare. Little is known about adaptations to institution-level reporting policies and procedures that could facilitate reporting.

METHODS

We conducted a discrete choice experiment (DCE) survey with 1004 student-athletes at ten Division I NCAA member institutions to examine how attributes of the reporting system influence the decision to formally report SV to their institution. Changes in utility values were estimated using multinomial logistic regression and mixed multinomial logistic regression. Importance scores were compared to understand student-athlete preferences.

RESULTS

In order of relative importance, the two attributes most preferred by student-athletes were higher probabilities of students perpetrating SV being found in violation of code of conduct policies (relative importance score = 33), and the availability of substance use amnesty policies (relative importance score = 24). Student-athletes with prior SV experiences were more likely to opt out of formally reporting in the DCE paired choice, had lower estimated utility values for all attributes, and had less between-person heterogeneity. While anonymous reporting and survivor-initiated investigations were preferred by student-athletes on average, there was considerable valuation heterogeneity between student-athletes (sizeable deviations from mean estimated utilities). These two attributes also varied in relative importance; anonymous reporting had higher relative importance after interacting levels with prior SV experiences and competitive status, but lower relative importance after interacting levels with whether a student-athlete played on men's or women's sports teams.

CONCLUSIONS

Changes to reporting policies and procedures (e.g., transparency about SV reporting outcomes, implementing substance use amnesty policies) may be promising institution-level interventions to increase formal reporting of SV among student-athletes. More research is needed to understand preference heterogeneity between students and generalize these findings to broader student populations.

Understanding College Students' Perceived Help-Seeking Knowledge and Awareness about Sexual Misconduct Policies and Procedures

Institutions of higher education have attempted to respond to students' experiences of sexual victimization by developing resources and processes for addressing sexual misconduct. However, extant research suggests that students rarely use campus-based resources and many students lack knowledge about campus services and the processes that institutions of higher education take to respond to sexual misconduct. This study uses data from a campus climate survey at one midsized southeast university to examine students' perceived and actual knowledge about help-seeking and policies and procedures (i.e., mandatory reporting, investigation mandates, confidential resources, accommodations for survivors) at their university. Additionally, we explore gaps in their knowledge of these measures (N = 2261). We also consider the factors that predict these outcomes. On average, students report moderate perceived knowledge about help-seeking on campus. However, roughly 67% did not have a fully comprehensive and accurate understanding of policies and procedures to address sexual misconduct at the university. These findings are problematic, as institutions of higher education rely on survivors coming forward to report their experiences and participate in investigative processes when detecting and elevating complaints. We highlight implications for institutions of higher education.

Who do They Tell? College Students' Formal and Informal Disclosure of Sexual Violence, Sexual Harassment, Stalking, and Dating Violence by Gender, Sexual Identity, and Race

Disclosure of interpersonal violence (i.e., sexual violence, sexual harassment, dating violence, and stalking) is often the first step toward receiving social and systemic support. Research demonstrates that sexual assault and dating violence survivors on college campuses are more likely to disclosure to informal sources (i.e., friends and family) than formal sources (e.g., police, Title IX, counseling centers). However, there is limited research examining disclosure rates after other forms of violence (i.e., stalking, sexual harassment), and little is known about the impact of the survivors' identities on disclosure. Utilizing four academic years (2016-2019) of aggregated campus climate data from a large Southeastern university, the current study examined rates of disclosure across experiences of sexual violence, sexual harassment, dating violence, and stalking while identifying whether the prevalence and type of disclosure (formal versus informal-only) differed by gender, sexual orientation, and/or race/ethnicity. Of 8,017 participants, 4.6% reported sexual violence, 18.9% reported sexual harassment, 12.3% reported dating violence, and 11.3% reported stalking in the past academic year. Results of multinomial logistic regression indicated that, across all four types of violence, men (as compared to women) had lower odds of disclosing both informally-only and formally. Bisexual as compared to heterosexual students had higher odds of formal disclosure of sexual harassment and stalking while gay/lesbian students had higher odds of formally disclosing sexual harassment. Individuals of another race/ethnicity (compared to White students) had lower odds of informal-only disclosure of dating violence. Findings underscore the need to implement programs to improve the social reactions of friends and family members receiving disclosures, and to increase culturally-tailored service provision.

Correlates of Support Utilization After Experiencing a Sexual Assault Among College Women and Men

Though previous research has examined survivors' use of formal and informal services, less research has looked at whether sexual orientation, race, and different sexual assault types (e.g., coercive) are associated with seeking support services. The purpose of this study is to examine factors associated with utilizing services or support from informal sources (e.g., telling a friend) and formal sources (e.g., psychological counseling) following a sexual assault. Data were gathered in Fall and Spring of 2019-2020 from undergraduate students at a Midwestern university. Logistic regression results showed that heterosexual students had 56% lower odds of using informal supports, while females were 2.05 times more likely to have used informal supports compared to their counterparts. Students who reported more heavy drinking had 37% lower odds of using informal supports compared to their counterparts. Those who experienced physical and incapacitated sexual assault were 2.09 times and 3.60 times more likely to have used informal supports, respectively. Additionally, older students were 1.35 times more likely to have used formal supports compared to younger students, whereas heterosexual students had 67% lower odds of using formal supports compared to sexual minority students. Those with greater PTSD symptoms were 1.07 times more likely to access formal services. Finally, students with greater depressive symptoms had 8% lower odds of using formal supports. Identifying college students who are less likely to access support services following a sexual assault has important implications for targeted prevention and intervention.

Gender-based violence and its socio-cultural implications in South West Ethiopia secondary schools

The present study aimed to examine the determinant factors of school-related gender-based violence and its socio-cultural implications for female academic fulfillment in Wolkite town secondary schools. In terms of the research approach, sequential mixed explanatory methods were used. This study took Wolkite secondary schools students and respondents (n = 215). The study results have shown that the most significant socio-cultural determinant factors for school-related gender-based violence resulted from a lack of societal motives to address the problem and gender discriminatory norms bitterly blamed. From this finding, the researcher concluded that the sociocultural practices of the patriarchal ideology that society entertains have a tremendous impact on female students being victimized by gender-based violence and their educational attainment. Policymakers should therefore have significant involvement in school-related gender-based violence.

Campus Service Use Among Students With Disabilities Who Have Experienced Sexual Violence: A Conceptual Model

Students with disabilities are one student group with elevated risk of sexual violence. Although they would benefit from streamlined access to campus support, little is known about their patterns of campus service use. This qualitative analysis includes data from semi-structured interviews with 51 students with disabilities who experienced sexual violence focused on service use across campus. The resultant conceptual model shows that greater accessibility is associated with positive experiences, and lower accessibility is associated with negative experiences. Students with disabilities who experienced or expected negative reactions (e.g., judgment) were less likely to use services and were less satisfied. Advocacy and support in connecting students with disability or sexual violence services was associated with positive experiences and increased accessibility. These findings highlight key facilitators and barriers to campus service use for students with disabilities with sexual violence histories and suggest key intervention points for increasing accessibility, reducing stigma, and improving student experiences with campus providers, staff, and faculty.