With the increasing rate of violent criminal victimization, concerns about safety and prevention have begun to resonate across college campuses throughout the nation. Despite the efforts put forth by institutions of higher education to reduce fear of crime and criminal victimization, college students are subjected to coexist with the probability of crime victimization on campus. The main objective of this thesis was to explore new measures of crime prevention on college campuses. Specifically, the efforts put forth in this study were to focus on understanding the problem of property theft of personal belongings on college campuses. The findings based on Pearson correlations and multiple regression analyses indicate that students’ crime prevention awareness and behavior are highest amongst female and non- victimized students. Crime prevention behavior was best explained by awareness. Furthermore, expanded evaluation of contributing factors may lead to future crime preventive measures such as participation in crime prevention seminars. / Includes bibliography. / Thesis (M.S.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection

A research report submitted to the School of Human and Community Development, Faculty of Humanities in partial fulfilment of the requirements for the degree of Master’s in Community-Based Counselling Psychology, September 2017 / Crime on campus may threaten the sustainability of society. Literature states that a university has an ethos – good or bad – and that such moral criteria can transform students’ characters, defining them for future societies. This study reviewed literature to find evidence of a relationship between empathy and helping attitudes/prosocial behaviour, as well as the psychological impact of the fear of crime and victimisation on empathy and helping attitudes. The aim was to explore the existence of a relationship between the levels of empathy in South African students at the University of the Witwatersrand, and the helping attitudes of the same student cohort. A secondary aim was to determine whether empathy and helping attitudes were influenced by the fear of crime and victimisation at a specific South African. The research design was a non-experimental, cross-sectional survey designed to assess levels of empathy, victimisation, fear of crime, and helping attitudes in students who were willing to participate in the study. A university non-probability convenience population was chosen as an appropriate source of data, in accordance with previous research conducted. Firstly, a series of analysis was run; most of the scores on the independent sample t-tests had no statistically significant effect on the scores of helping attitudes, fear of crime on campus, and empathy. The MANOVA was determined to have had no statistically significant effect on the scores of helping attitudes, fear of crime on campus and empathy. Despite the MANOVA indicating no statistically significant results, further analysis was run, the hierarchical multiple regression scores indicated a statistically significant effect on the scores of helping attitudes, fear of crime, and empathy. The significance of current research is that it looks at the progression of factors that could lead to students’ fear of crime on campus. / XL2018

Previous researchers have recommended that universities should be deemed very safe places. However, reports of crime have dominated the news, including shootings and mass murders at schools and universities. The issue of reality versus perception is of foremost importance when student safety is at stake. In this paper, the researcher presents the findings from unique data collected from university students related to situational crime prevention, fear of crime, self-protective behaviors, and perceptions of crime prevention programs to better understand the antecedent variables relating to crime prevention. / Includes bibliography. / Thesis (M.S.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection

published_or_final_version / abstract / Geography / Master / Master of Geographic Information System

Fear of crime is argued to be a social problem that may lead to restriction of activities, increased security costs, and avoidance behaviors. Findings from research indicate that there are many demographic influences on the fear of crime. Specifically, gender has been found to be one of the most consistent predictors of crime, that is, females significantly fear crime more than males. Additionally, research suggests that a person's fear of crime or perceived risk to crime may increase their engagement in precautionary behaviors, such as carrying a weapon for protection. The current study examined these relationships using data collected from 588 students at the University of Central Florida in the fall of 2006. The results indicated that females reported significantly higher mean scores on the fear scale for all crimes except property crimes, as well as higher mean scores for most crimes on the perceived risk of victimization scale. Females also reported feeling less safe from crime in their neighborhood and at home. Furthermore, females were more likely to engage in precautionary behaviors, but less likely to engage in risky behaviors. Fear of crime was not a significant predictor of the use of precautionary behaviors. However, respondents with greater perceived risk were more likely to use a greater number of precautionary behaviors. Additionally, respondents who had a perceived lack of safety were more likely to use precautionary behaviors and engage in them more often. Risky lifestyle behaviors were not significant predictors of either fear or guardianship activities. Exposure to the media was only shown to increase fear, perceived risk, and perceived lack of safety at the bivariate level. And finally previous victimization was not a significant predictor of fear or perceived risk. Overall, the results were fairly consistent with previous literature. Implications for future research and policy are discussed.

Approximately one in four women experience sexual violence in college. Public institutions of higher education identify professionals specifically responsible for Title IX compliance, campus grievance processes, and survivor advocacy. Success in these roles depends upon a variety of institutional, legal, and procedural factors, and the ability to balance compliance, accountability, transparency, confidentiality, and care for students in pursuit of institutional justice. However, the literature has failed to acknowledge the complexities and individual cost of serving in these contentious roles. Moreover, facets of organizational culture can hinder grievance professionals' efficacy in fulfilling their duties, facilitating consistent and fair resolutions, and ensuring just outcomes. This exploratory, qualitative study sought to fill the literature gap and add insight into the experiences and perspectives of student conduct, Title IX, and advocacy professionals at multiple public institutions by seeking to understand individual actions, values, and responses in light of organizational structures, institutional policies, leadership, grievance models, and power dynamics. Data indicated that professionals involved in campus grievance endure severe emotional strain in their efforts to facilitate justice, especially if their own values and principles are misaligned with those of institutional leaders, policies, grievance processes, or outcomes. Moreover, the findings suggest that such misalignment diminishes professional efficacy, which increases stress, fatigue, and leads to burnout, thereby decreasing the likelihood of realizing justice. Recommendations include revisions to graduate education, reimagined compelled disclosure policies, the need for employee support programs, and a call for further accountability of institutional leaders. Finally, an alternative paradigm is explicated for moral and justice-centered resolutions of campus sexual assault.

College is usually thought of as a time where students, often living alone for their first time, are encouraged towards healthy risk-taking behavior, as well as social, intellectual, and vocational development. Unfortunately for female students, college becomes the time of their lives where they are exposed to the highest risk of sexual victimization. Many colleges across America have taken steps to address the significant problem of sexual assault on their campuses. However, even with rising concern about the sexual victimization of college students, there remains very little systematic information published about the content of sexual assault policies, protocols and programs that exist on college campuses. Focusing on the seven schools of the Oregon University System (OUS), this study sought to examine the schools' sexual assault policies, as well as their prevention and response efforts to sexual assault. Additionally schools' willingness for assistance and training from Oregon Sexual Assault Task Force (OSATF) was also studied. Specifically, official school sexual assault policies were content analysis and secondary survey data gathered by the OSATF was examined. Results demonstrated that, in most cases, policies of the OUS schools were vague in their definitions of what constituted a sexual assault, and lacked the additional information necessary for victims to respond to their sexual victimization. However, Universities also offered various forms of educational opportunities and awareness raising activities. While this proves promising, there is clearly room for improvement. OUS schools also appeared willing to work with the OSATF to improve the delivery of their sexual assault prevention services. The findings of this thesis are important in directing future actions of the OUS when developing and implementing sexual assault response and prevention strategies.

This thesis is based on research conducted at the University of the Western Cape, a previously &lsquo / coloured&rsquo / university with its beginnings rooted in the political tensions in South Africa. The university is geographically disadvantaged since it is situated on the Cape Flats, which is viewed as a potentially violent area with high crime rates. The study focuses on students who stay in in- and off-campus residences since they are exposed to potential violence when they move inside as well as outside the campus and residence vicinity. In addition to semi-structured interviews conducted with students from the university, I draw on my own experiences as a student having lived in on- and off-campus residences at the university.<br /> <br /> In this thesis I investigate the tactics students use to stay safe in the face of potential violence in student residences and also in the vicinity of the university. I refer to violence in the same way as Scheper-Hughes and Bourgois (2004) do - as falling on a continuum along with other forms of violence which include structural violence, torture, genocide, political violence, state violence, symbolic violence, sexual violence and colonial violence. When students move outside of campus and residences they fear being robbed, murdered or sexually violated. Students also felt that if this should happen to them, others present will not step in to help them. The tactics students use to stay safe outside and on campus include moving in numbers, staying away from deserted or specific places at certain times, walking fast with a serious facial expression, and greeting oncomers. In residences women particularly feared going to ablution areas at certain times of the day because of stories they heard<br /> about sexual violence taking place in showers. The tactics they used to stay safe from that involved taking showers during &lsquo / peak&rsquo / hours. However, a lack of trust which students have in residential administrators impedes the safety students experience in residences. I questioned how students can feel safe outside residences when residential organisation leaves their safety precarious. Overall I found that awareness of potentially dangerous spaces, through stories, the news media or witness, informed students&rsquo / tactics of safety.<br /> <br /> Furthermore, this thesis explores the relevance of formal campus services in response to violence in the everyday lives of students who live in in- and off-campus residences. I discuss the changes that have taken place in terms of campus security, and how the meanings of safety, play an important role in the ways the university as an institution responds to violence. The meanings of safety and security also translate into specific safety interventions, which I found to focus more on perpetrators of violence from &lsquo / outside&rsquo / , that on perpetrators of violence on the &lsquo / inside&rsquo / . In the institution&rsquo / s dealings with sexual violence I also explore how perceptions of sexual violence and relationship dynamics influence the infection of HIV/AIDS, and the university&rsquo / s approach to dealing with this threat to students&rsquo / safety.

This thesis is based on research conducted at the University of the Western Cape, a previously &lsquo / coloured&rsquo / university with its beginnings rooted in the political tensions in South Africa. The university is geographically disadvantaged since it is situated on the Cape Flats, which is viewed as a potentially violent area with high crime rates. The study focuses on students who stay in in- and off-campus residences since they are exposed to potential violence when they move inside as well as outside the campus and residence vicinity. In addition to semi-structured interviews conducted with students from the university, I draw on my own experiences as a student having lived in on- and off-campus residences at the university.<br /> <br /> In this thesis I investigate the tactics students use to stay safe in the face of potential violence in student residences and also in the vicinity of the university. I refer to violence in the same way as Scheper-Hughes and Bourgois (2004) do - as falling on a continuum along with other forms of violence which include structural violence, torture, genocide, political violence, state violence, symbolic violence, sexual violence and colonial violence. When students move outside of campus and residences they fear being robbed, murdered or sexually violated. Students also felt that if this should happen to them, others present will not step in to help them. The tactics students use to stay safe outside and on campus include moving in numbers, staying away from deserted or specific places at certain times, walking fast with a serious facial expression, and greeting oncomers. In residences women particularly feared going to ablution areas at certain times of the day because of stories they heard<br /> about sexual violence taking place in showers. The tactics they used to stay safe from that involved taking showers during &lsquo / peak&rsquo / hours. However, a lack of trust which students have in residential administrators impedes the safety students experience in residences. I questioned how students can feel safe outside residences when residential organisation leaves their safety precarious. Overall I found that awareness of potentially dangerous spaces, through stories, the news media or witness, informed students&rsquo / tactics of safety.<br /> <br /> Furthermore, this thesis explores the relevance of formal campus services in response to violence in the everyday lives of students who live in in- and off-campus residences. I discuss the changes that have taken place in terms of campus security, and how the meanings of safety, play an important role in the ways the university as an institution responds to violence. The meanings of safety and security also translate into specific safety interventions, which I found to focus more on perpetrators of violence from &lsquo / outside&rsquo / , that on perpetrators of violence on the &lsquo / inside&rsquo / . In the institution&rsquo / s dealings with sexual violence I also explore how perceptions of sexual violence and relationship dynamics influence the infection of HIV/AIDS, and the university&rsquo / s approach to dealing with this threat to students&rsquo / safety.

The problem this study addressed is the relationship between Clery Act crime data and student recruitment at private colleges and universities. For this quantitative study, I used secondary data from the Department of Education and the Delta Cost Project (2013) to conduct ordinary least squares regression analyses to determine the predictive ability of institutional characteristics, specifically the total number of crime incidents reported in compliance with the Clery Act, on the variance in number of applications and applicant yield rate at private four-year institutions in the United States. Findings showed that the total number of reported incidents was a significant positive predictor of the total number of applications. Conversely, findings also showed that the total number of incidents had a significant negative impact on institutional yield rates. An implication of this study is that although crime statistics required by the Clery Act may not serve as variables used in the student application process, they are part of numerous variables used in the student's decision to enroll at a particular school. The findings highlight the importance of prioritizing and investing in safety and security measures designed to reduce rates of crime; especially for private, enrollment-driven institutions of higher education.