A Systematic Review of Campus Characteristics Associated With Sexual Violence and Other Forms of Victimization

Can I Say "No"? How Power Dynamics Hinder Consent in University Settings

Teaching assertive sexual consent has been emphasized to combat gender-based and sexual violence in higher education (GBSVHE). However, the relationship between sexual consent and GBSVHE is complex, and teaching "say no" seems insufficient to eradicate these issues. This article examines 52 accounts of individuals who were victims of GBSVHE. The qualitative analysis revealed that power dynamics significantly hindered the acknowledgment of nonconsent in university settings, especially through gendered dynamics, social norms, and authority relationships. These findings support the need to raise awareness of the influence of power dynamics, foster ethical conduct, and promote respectful and egalitarian relationships.

"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.

Sexual Violence Against University Students in Sub-Saharan Africa: A Scoping Review

Sexual violence (SV) is pervasive on university campuses worldwide, with alarmingly high reported rates in sub-Saharan Africa (SSA). Despite the high reported rates of SV victimization on campuses, existing evidence has not been critically synthesized to give a comprehensive picture of the problem's extent, common forms, risk factors, and (knowledge about) victims and perpetrators in SSA countries. We aimed to map the existing literature on SV prevalence, types, risk factors, victims, perpetrators, and consequences among university students on campuses in SSA. We included articles focusing on university students from SSA countries published in English or French language from 2014 to 2023. We identified 543 records from nine databases; Academic Search Premier; CINAHL; EMBASE; MEDLINE; PsychINFO; PubMed; Scopus; SocINDEX; and Web of Science, 82 of which met our inclusion criteria. Retrieved articles covered only one-third of the sub-Saharan region, mostly focusing on female students and victims. Prevalence of different forms of SV varied among countries; authors attributed these variations to differences in time frame, forms of SV, how they were defined, and the tools used. Young female students were identified as common victims, while male teachers and students were common perpetrators. We used the socio-ecological model to summarize risk and protective factors associated with SV victimization and listed the health, social, and economic consequences of SV victimization. Despite these consequences, victims rarely seek help, whether from informal sources or authorities. We call for comprehensive studies in SSA that include both genders and focusing on victims and perpetrators, and address service access barriers.

The Clery Act's transparency purpose & campus sexual misconduct: A longitudinal analysis

Objective: Campus sexual misconduct causes adverse physical, mental, behavioral, reproductive, and financial consequences. Informing prevention efforts at federal, state, and institution levels requires valid data. We assessed the appropriateness of Clery Act Campus Crime Statistics data for evaluating campus sexual misconduct. Participants: We sampled 40 institutions within the American Association of Universities (AAU) from 2014 to 2020. Methods: We determined annual differences between rates of sexual misconduct reported in public Clery Act data and those reported by institutional Title IX coordinator offices (which are not required to be public). Results: Clery Act data offer a considerable undercount relative to Title IX Office sexual misconduct data. The magnitude of the differences was similar in both the institutions that published Title IX data and those that did not. Conclusions: Clery Act data are not appropriate for evaluating campus sexual misconduct, necessitating policy steps that require standardization and publication of Title IX Office data.

Drinking, Diversity, and Discrimination: Campus-Level Factors that Influence Students' Risk of Experiencing Sexual Assault

College students' individual-level risk factors for sexual assault victimization have been studied for decades, but fewer studies have looked at whether and how campus-level factors, such as campus-level rates of discrimination and campus diversity, might also influence student victimization risk. Identifying these broader factors can inform efforts to develop more effective campus-level sexual assault preventive interventions. We conducted a secondary analysis of data from a large, multi-campus health and well-being survey (N = 309,171 students across 474 US campuses) to explore how campus-level factors shape students' risk of experiencing sexual assault after accounting for students' individual-level risk factors. Using mixed-effects logistic regression, we examined the influence of campus-level factors (e.g., campus sexual orientation demographics and gender diversity) on students' odds of experiencing sexual assault, after accounting for individual risk factors (e.g., sexual and gender minority status). Although some campus characteristics, such as enrollment size, had small significant effects on students' odds of experiencing sexual assault, we found larger significant effects from aggregated campus-level rates of binge drinking, campus diversity (particularly regarding sexual orientation and gender), and discrimination. These findings suggest that comprehensive campus sexual violence prevention would benefit from strategies that promote safe and inclusive campuses, especially for students with marginalized sexual and gender identities.