Although studies examining sexual assault among college students are vast, the literature is somewhat lacking in discussions of contextualized sexual assault predictors and their relationship with sexual assault prevention. The purpose of this study is to examine whether demographic factors, contextual factors, and behavioral factors effect sexual victimization on college campuses. In this examination, I hope to show that the presence of these factors may be related to sexual victimization; however their existence does not necessitate the use of victim blame. By reviewing sexual assault prevention programming on college and university campuses across the United States, I provide alternate explanations and possible solutions to the sexual victimization of students in higher education. This study used data from the American College Health Association Fall 2011 survey. In addition, a comparison is made to these data from an Executive Summary for Mississippi State University from the Spring 2013 ACHA survey period.

Doctor of Philosophy / Department of Special Education, Counseling and Student Affairs / Linda Thurston / Previous research examined various factors of program design, specific program curriculum, and student and faculty attitudes, but repeated studies and methodology questions have been raised with some of the research. Much of the research in the field has examined specific program effectiveness where the researcher is the author of the program or curriculum being used. This study examines the effects of programs designed to reduce school violence and the impact they have on reducing out of school suspensions (injury and non-injury). The three programs examined are bully prevention programs, peer mediation programs, and conflict resolution programs used in middle schools. This study does not focus on a specific curriculum, but has chosen independent measures that have been identified to reduce out of school suspensions. The independent variables for this study are: 1) type of programming, 2) number of lessons being taught, 3) administration, 4) counselor to student ratio, and 5) interaction effects. The research questions guiding this study were: 1) Which, if any, violence prevention programs are used in middle schools in the state of Kansas? 2) Is there a main effect for violence reduction program on violent incidents resulting in out of school suspensions (injury and non-injury) reported? 3) Is there a main effect for the number of counselors to students on the number of violent incidents resulting in out of school suspensions (injury and non-injury) reported? 4) Are there main effects or interaction effects for number of lessons and method of administration on the number of violent incidents resulting in out of school suspensions (injury and non-injury) reported? 5) Are there interaction effects for violence reduction program and each of the following variables: counselor to student ratio, number of lessons, and method of administration? All 231 middle schools in the State were surveyed to obtain information regarding type of prevention programs being offered and how these programs are administered. The return of 129 surveys resulted in a data set of 122 schools participating once incomplete surveys were eliminated. State Department of Education data from the Discipline Incident System provided the dependent variable data on school suspensions (injury and non-injury) for a three year period from 2008-2011. The only significant finding related to schools that had a counselor to student ratio of less than 1:500. These schools reported significantly fewer out-of-school suspensions (injury and non-injury) than those schools with a counselor to student ratio of more than 1:500. The findings from this study will provide middle schools with data to improve violence prevention programming.

Sexual assault is a growing concern across college campuses in the United States. According to the Sexual Victimization of College Women study, the victimization rate is 27.7 rapes per 1,000 ­­­­women students (Fisher, Cullen, & Turner, 2000). In response to the high prevalence of sexual assault, college campuses are now mandated to implement various forms of sexual assault prevention programming. Sexual assault prevention programming is intended to promote awareness of sexual assault and reduce the prevalence of sexual assault on college campuses. Numerous studies have examined the short term effectiveness of sexual assault prevention programs (e.g., Anderson & Whiston, 2005). However, few studies have explored the effectiveness of repeated, annual prevention program participation on rape supportive beliefs. In addition, studies that have explored the efficacy of prevention programs have tended to rely exclusively on self-report measures and some have only focused on outcomes among men or women groups only. The purpose of the present study was to examine the impact of level of participation and gender in sexual assault prevention training on rape myth acceptance (RMA) and response latency to a hypothetical date rape scenario among a sample of Western college students. Results revealed no significant relationships between higher levels of sexual assault prevention programming participation and RMA scores and latency times. Additionally, there were no gender differences on IRMA scores or response latency. Findings have important implications for future sexual assault prevention programming efforts on college campuses and community settings.