Understanding the Disclosure of Sexual Violence among College Women Pubblico
Krause, Kathleen Helen (Spring 2018)
Abstract
Chapter 2: Measuring campus sexual assault and culture: A systematic review of Campus Climate Surveys ©American Psychological Association, 2018. This paper is not the copy of record and may not exactly replicate the authoritative document published in the APA journal. Please do not copy or cite without author's permission. The final article is available, upon publication, at: http://dx.doi.org/10.1037/vio0000209
Background
Surveying students about sexual violence became a national priority in 2014 when President Obama established a White House Task Force to Protect Students from Sexual Assault, which recommended that U.S. colleges and universities administer Campus Climate Surveys to understand the prevalence of sexual assault on campus.
Purpose
We conducted a grey literature systematic review of Campus Climate Survey reports to compare the measurement of sexual assault and the degree to which colleges and universities followed Task Force guidance on how to implement these surveys. We operationalized the concept of “social support” to test the effects of mode (face-to-face interview, FTFI, versus computer-assisted self-interview, CASI) of administration and introductory language (supportive, SL, versus neutral, NL) on disclosure of sexual violence among college women. We investigated which factors would result in the highest rate of sexual violence disclosure, how provision of social support in a measurement environment effects reactions to survey participation, and how social support in everyday life affects disclosure via survey and reactions to survey participation.
Findings
One-third of schools reported on all six Task Force recommended survey topic areas. One-quarter of schools used the Task Force definition of sexual assault. In our factorial experiment, more than one in four women disclosed any sexual violence since coming to college. No significant difference in rates of sexual violence disclosure were observed by either mode of administration or introductory language. Survivors reported higher scores of personal benefits and emotional reactions to participation than those who did not disclose. Campus connectedness has a direct effect on most reactions to survey participation and is negatively associated with disclosure. Disclosure mediates the effect of campus connectedness on emotional reactions to survey participation.
Conclusions
The U.S. needs a national mechanism to systematically identify survey reports and to standardize measures and reporting for Campus Climate Surveys. FTFI and CASI elicited similar rates of sexual violence disclosure, suggesting that colleges and universities can conduct robust assessments via CASI. Nonsignificant findings that FTFI elicited more disclosures warrants further study. Colleges and universities need to foster inclusive campus culture for students while implementing Campus Climate Surveys.
Table of Contents
Table of Contents
CHAPTER 1: Introduction 1
A Brief History of Policy to Measure Sexual Violence 2
The Measurement of Campus Sexual Violence 5
Reactions to Participation in Surveys about Violence 10
Survivor Disclosure Behavior and Health 12
Gaps and Limitations of Current Research 13
Aims of this Research 13
Expected Contribution of the Research Aims 15
References 18
CHAPTER 2: Measuring campus sexual assault and culture: A systematic
review of Campus Climate Surveys 47
Introduction 47
Methods 52
Results 59
Discussion 61
Research Implications 65
Policy Implications 67
References 79
CHAPTER 3: Disclosure of campus sexual violence among college women:
A survey experiment to provide social support in measurement 90
Introduction 90
Methods 94
Results 99
Discussion 100
Implications 103
References 110
CHAPTER 4: The relationship between social support, sexual violence
disclosure, and reactions to survey participation among college women 118
Introduction 118
Methods 122
Results 130
Discussion 132
Implications 136
References 144
CHAPTER 5: Summary and conclusion 154
Evaluation of the Dissertation Research 155
Implications for research, policy, and practice 159
Conclusion 162
References 164
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