Thesis advisor: Paul Gray / The prevalence of sexual assaults on college campuses has been gaining more attention in recent years. Through 16 undergraduate interviews with both male and female students, college students’ attitudes about hookup culture, the role of sexual consent, and issues that they see surrounding college campus sexual assault were explored. Students felt as though they were not responsible for their own decisions; failed to empathize with, and often objectified, fellow students; expressed a problematic distinction between sexual assault and rape; and voiced a pressure to act in accordance with traditional gender norms. There needs to be a shift in the way college students are introduced to college including frank conversation among students about the impact their actions can have on their peers and themselves. / Thesis (BA) — Boston College, 2016. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: Departmental Honors. / Discipline: Sociology.

Thesis advisor: Heather T. Rowan-Kenyon / The purpose of this study on university handling of Campus Sexual Assault (CSA) was to understand the experiences of Title IX Coordinators as key administrators in this work. CSA continues to be a pervasive problem, and the dialogue on campuses and externally is highly contentious. Guidance from the federal government, combined with a recent surge in lawsuits against universities, have created a precarious legal context for CSA that is exceedingly difficult for universities to manage. How institutions handle the array of moving parts with CSA is largely absent from the current literature. This study interviewed university Title IX Coordinators, who are responsible for overseeing the institutional response to CSA and therefore are uniquely positioned to offer insight into how universities are handling the problem and the internal and external factors that are playing a role. Sixteen interviews were conducted of Title IX Coordinators responsible for overseeing student CSA matters at NCAA Division I institutions. The research questions guiding this study included: (a) how do Title IX Coordinators handle and carry out their responsibilities related to CSA; what shapes the ways in which Title IX Coordinators handle their responsibilities related to CSA, and (b) how does university culture influence Title IX Coordinators’ work related to CSA? The theory that emerged from the data indicates that Title IX Coordinators have an array of complexities to navigate in their CSA work, stemming from an interplay of both internal and external pressures and factors, that can lead to a range of outcomes that are most often negative. Using grounded theory methodological procedures, a theory and visual model were generated to explain the interactions among the following components: Title IX Coordinator values and priorities; processes involved in CSA work; university culture and structure; collaboration with and management of university partners; the legal landscape and external context; and case outcomes and Title IX Coordinator impact. The theory has implications for policy, for Title IX Coordinators and universities, and for future research. / Thesis (PhD) — Boston College, 2019. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Research relating to campus sexual assault has traditionally focused on its prevalence and factors that serve to influence risk of victimization. Less attention has been directed toward the presence and effectiveness of campus sexual assault resources. In addition, few studies have explored the role that culture and other geographical factors may play in this process. The current study seeks to address this limitation in two unique ways: (1) determining whether an Appalachian upbringing influences knowledge of and willingness to utilize campus sexual assault resources and (2) exploring its impact on adherence to common rape myths. Survey data are gathered from students at a public university located in the heart of the Appalachian Region, with results serving to improve our understanding of how culture affects students’ knowledge and perceptions of campus sexual assault resources.

Sexual victimization is a pervasive mental and physical health issue with overarching implications for university campuses and victim service providers alike. While a large expanse of research exists on sexual violence and the factors associated with victimization, less is known about the potentially unique experiences faced by Black college women in particular. Utilizing data collected by the National Longitudinal Study of Adolescent to Adult Health, this study examines the prevalence of college sexual victimization, levels of social support for victims and non-victims, intimate partner sexual victimization (IPSV), and the predictability of self-esteem on sexual victimization. In addition, comparisons are made between Black college women and their White counterparts. After conducting multiple t-tests and logistic regression analyses, results indicated that Black college women were more likely to experience IPSV than White college women, and Black college women received less social support following sexual victimization than Black non-victims. These findings can help in establishing more efficient and accessible assistance for victims.

Research indicates nearly one-fourth of college women fall victim to sexual assault (Cantor et. al., 2015). Two predictors of high proclivity to rape are endorsement of rape myths and adherence to traditional gender norms (King & Roberts, 2011). Additionally, research shows school-based sex education in the United States presents gender and sexual norms in troubling ways that disproportionately harm women (Kendall, 2013). However, research on sexual assault and rape myths have not examined the impact school-based sex education has on rape supportive attitudes. This study aimed to bridge that gap by using original survey data from undergraduate students at a large public university. Analyses indicate sex education has an inconsistent impact on rape myth acceptance; additionally, seeking sexual health information online was found to significantly lower endorsement of rape myths. Study outcomes suggest that further research is needed to explore the relationship between sex education curricula and rape supportive attitudes.

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This three-paper dissertation quantitatively identifies and examines three different substantive areas using data from the American College Health Association’s Fall of 2016 National College Health Assessment (ACHA-NCHA). Specific areas of inquiry include, marginalized populations and college campus sexual assault, intersectional analyses of risk factors for college campus sexual assault, and drinking protective behavioral strategies as prevention tools for college campus sexual assault. Paper one, titled, “College Campus Sexual Assault and Students with Disabilities,” explores a particular marginalized group of students that have been largely left out of college campus sexual assault studies: female college students with disabilities. The logistic regression analyses find that having any disability increases risk for any type of college campus sexual assault more than other commonly cited risk factors such as binge drinking, or Greek affiliation. Moreover, the study indicates that odds for female students with disabilities are varied depending on the type of assault, completed, attempted, or relationship, as well as the specific type of disability. Results are discussed, and policy implications, limitations, and opportunities for future research are delineated. Paper two, titled, “College Campus Sexual Assault: Moving Toward a More Intersectional Quantitative Analysis,” is guided by an intersectional theoretical framework. The study employs classification and regression tree analyses (CART) to identify more specific groups of students that are at disproportionate risk for sexual assault beyond singular variables or even interaction effects. Unlike traditional regression techniques, CART does not assume a linear relationship, and can simultaneously account for independent variables relationship to one another while determining which variables have the most explanatory power for the dependent variable and for which unique groups of students. The study discusses results of analyses in relationship to intersectional research both theoretically and methodologically, as well as future research, and policy implications. Alcohol consumption, particularly binge drinking, has been consistently linked to greater risk for college campus sexual assault victimization. However, there is a lack of college campus violence prevention and intervention programming that addresses alcohol consumption in relation to campus sexual assault. As such, paper three, titled, “Drinking Protective Behavioral Strategies and College Campus Sexual Assault,” uses logistic regression to explore whether or not the use of drinking protective behavioral strategies (PBS) lowers risk for sexual assault in female college students that drink alcohol. The study examines both the main effects of drinking PBS on sexual assault risk, as well as whether or not the use of drinking PBS moderates the risk of frequent alcohol consumption, and binge drinking on college campus sexual assault. The paper discusses findings, limitations, policy implications, and avenues for future research.

On April 4, 2011, the U.S. Department of Education issued a Dear Colleague Letter on campus sexual assault reaffirming the intent of Title IX, the 1972 law that prohibits discrimination sex-based under any education program or activity receiving federal financial assistance. In response to growing concern over due process rights for defendants, in September 2017 the guidance was rescinded. Public policy continues to evolve, leading to potentially lasting institutional changes on many college campuses. These developments include the formalization of campus investigations and adjudications, the development of campus coordinating committees and expanded support mechanisms for victims. In Virginia, laws passed in 2015 require transcript notations and notification to law enforcement prosecutors’ offices of certain sexual assault offenses reported to colleges and universities. To date, no research exists on how prosecutors, as the presumed gateway to justice, make sense of and navigate these emerging developments when making decisions about cases. The present study helps to fill that void by using inductive qualitative methods through a symbolic interactionism theoretical framework. The findings are based on in-depth interviews with prosecutors across Virginia to examine how they create meaning based on case elements in campus sexual assault cases including legal considerations and victim and offender characteristics, as well as their perceptions of the influence of internal and external relationships on their decision-making. A modified grounded theory approach informed data coding and analysis, which yielded the development of a theory that explains the ways various factors and interactions with campus officials, and survivors that influence prosecutors’ action including decisions to charge, to take a case to trial and to collaborate. Results of the study inform the development of public policy to ultimately improve practice, collaboration and information sharing processes in both campus and criminal justice-prosecution systems.

本研究採用質性研究方法，運用深入訪談方法來訪談14位處理兒童及少年校園性侵害案件具有實務工作經驗超過5年的警察人員、教職人員、社工員，從中探討社工員在介入校園性侵害案件服務工作的角色扮演及其與警政、學校一同處理案件的衝突，並從中探究社工員本身的工作困境與因應之道，期能作為社工員介入校園性侵害案件服務工作經驗整理的開始，進而可做為社工員在性侵害防治工作領域專業角色扮演，及與他專業合作分工的參考。本研究發現如下: 一、社工員主觀認知的角色功能，與法定職責相似，且社工 員角色在處理性侵害案件與一般兒少保護案件是有所差異的。另警政與教育人員對性侵害業務社工員角色扮演的看法，彷彿停留在社工員可以協助其業務面向或是被害人面對司法問題上。總之，似乎校園性侵害案件真要進入司法程序，社工員的角色功能才得以有所發揮。 二、警察人員最期待社工員能夠先了解案情，且請社工員不要在當事人面前「指揮」警察該如何偵辦案件。又教職人員最期待社工員能夠提供訪談資訊，以協助性平會調查。 三、社工員服務困境主要來自社政體制本身，與對個案及其家屬服務過程的衝突。前者如依法規定24小時訪案沒有彈性、新案影響提供舊案的服務、夜間陪同偵訊問題、與應對司法制度產生之角色衝突困境。後者如被害人拒絕配合調查程序、與家長對案情認定不一致，以及面臨處理兩情相悅案件的複雜性。 四、而專業間對彼此的抱怨，呈現了警察人員最在意社工員過度干涉筆錄製作事項，社工員反覺得警察人員不清楚兒童及少年被害人的情緒反應狀態與行為模式，卻未積極偵辦之情。另一方面，學校教職人員覺得社工員透漏學校通報之情，而破壞學校師生的信任關係，甚至覺得社工員可以不要再重複訪談被害學生了。相對的，社工員對於學校教職人員忽略被害人感受 與對被害人標籤、未能滿足家長期待、不清楚處理流程等等事項有所抱怨。 五、為因應上述之困境，且促進專業間的合作關係，也為個案提供專業服務，社工員對學校性平調查持一定配合程度。另為避免破壞與警政的合作關係，社工員全力協助被害人配合製作筆錄事宜。且為維護被害人的法定權益，社工員應接納被害人的個別差異性，並協調各專業之差異認定與判斷。更重要的是社工員需進行自我心態調整，清楚社工員職責角色的界線，同時接納與了解不同專業的工作內容。 六、綜合受訪者想法、意見，在目前實務工作場域中的情境，發現專業間可以分別辦理共同訓練、整合調查工作、建立跨單位組織、修訂法規等不同方式來建立以被害人為中心的團隊工作模式。 依上述研究發現，從處理兒少校園性侵害案件的制度面與從社工員實務工作面提出建議。首先在制度面上，中央機關可從法令規章的修訂與建立中央跨部會機關間的協調機制來著手，而縣市政府教育局處可成立跨校專責小組以專責處理性平案件調查業務，並結合警政、社政之性侵害業務專責小組成跨專業團隊來專責處理校園性侵害事件。在實務面上，建議社政主管機關要落實性侵害防治業務社工員之在職教育、建立緊急保護社工員的服務體制與倡導社工員的職責角色，且社工員要了解與運用性侵害防治業務相關法律規定，並開放自我與其他專業對話。 / This paper adopts the qualitative research method to have in-depth interviews with fourteen police officers, school faculties and social workers who have the experience of dealing with campus sexual assault cases of children and youth for more than five years. With the conducted interviews, this paper will discuss the role social workers play when involving in the cases of sexual assault on campus and the conflicts aroused among social workers, the police and school faculty. This paper aims to investigate the dilemma that social workers face in their job and the possible solutions to these problems. In hope that these data can serve as an initial record for social workers who work in this disciplinary; a reference for the role social workers play in sexual assault prevention; and a guide for the collaboration with other professions. This paper has thus reached the following findings: I. The subjective perception of social workers’ function is similar to their statutory duty and that their role in dealing with sexual assault cases differs from that handling general child protection cases. Nevertheless, the police and school faculty still have the impression that social workers who handle sexual assault cases can assist them with their respective duties or provide help for the victim’s confrontation with the judicial problems. Ultimately, it seems like it is only when the campus sexual assault case reaches its judicial stage, then social workers can play their part. II. The police expect social workers to understand the case and meanwhile, they do not want social workers to interfere with their investigation, especially in front of the victim or victimizer. On the other hand, the school faculty expects social workers to provide them with the interview information, so as to assist the investigation of the Gender Equality Committee. III. The problems that social workers face are mainly from the rigidity of the social affair system and the conflicts aroused when communicating with the victim, the victimizer, and their relatives. The former problems are such as the inflexibility of the regulation of the law to attend the case in 24 hours; the past cases are affected by the current cases; the problems of accompanied night interrogation; and the conflicts aroused in confrontation with the judicial system. The latter problems are such as the victimizer’s refusal to cooperate in the investigation, the disagreement on the case with the parents, and the complexity to handle the case involving sexual gratification in mutuality. IV. There are complaints between different professions. For instance, the police concern the most about social workers’ excessive intervention when they are making a report of the case. However, social workers feel that the police are insensitive to the child or youth victim’s emotions and behaviors, and therefore they did not carry out the investigation actively. Moreover, the school faculty feels that social workers’ disclosure of the case would damage the trust between students and teachers. Also, they feel that social workers should not interview the victimized student repeatedly. On the other hand, social workers have complaints about the school faculty. For example, their negligence of the victim’s feelings; their tendency to label the victim; their inability to fulfill the expectations of the parents and their ignorance of the procedure of the case. V. To solve the above problems; to initiate the cooperative relations among different professions; and to provide the case with professional service, social workers will definitely coordinate with the school’s investigation on the gender equality cases. Also, in order not to damage the cooperative relation with the police, social workers will provide full assistance while the police are making a report of the case with the victim. Moreover, social workers should safeguard the legal rights of the victim by accepting the victim’s individual difference and coordinating the difference in judgments between various professions. Most importantly, social workers should undergo an adjustment in mentality to understand their role and the borderline of their duty by accepting and understanding the tasks of various professions. VI. By summing up the interviewees’ ideas and opinions, there comes to a discovery that in the practical practices, it is possible for different professions to conduct trainings together, to synthesize the investigation, to establish a cross-unit organization, to revise regulations and many other ways in order to create a victim-centered working team mode. From the above studies, suggestions can be made on two aspects, the system itself and the practical practices of social workers, while dealing with sexual assault cases on campus. First on the system, the central authority can start with the revision of the laws and regulations and the establishment of the coordination from the central to the other departments. For instance, the County Municipal Bureau of Education Department can set up a cross-school team that deals mainly with gender equality cases, and which is able to synthesize the sexual assault investigative teams from the police and social workers. Next, on the practical practices of social workers, it is suggested that the social affairs authority should implement the in-service education of social workers involving in sexual assault preventive project. Also, it is necessary for the establishment of a service system that protects social workers’ safety in case of emergency and the need to advocate the responsibility of their role. Furthermore, social workers are required to understand and exercise the laws and regulations related to sexual assault preventive cases, and to have an open-mind so that the dialogues with other professions can be made possible.