Reducing Barriers to Reporting Campus Sexual Victimization: Exploration of Gender Microaggressions, Campus Climate, Institutional Betrayal and Institutional Courage

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Autor/in	Ellsworth, Rebecca S.
Titel	Reducing Barriers to Reporting Campus Sexual Victimization: Exploration of Gender Microaggressions, Campus Climate, Institutional Betrayal and Institutional Courage
Quelle	(2023), (184 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Duquesne University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-1935-3
Schlagwörter	Hochschulschrift; Dissertation; Rape; Disclosure; Gender Differences; Whites; Catholics; Religious Colleges; Females; Undergraduate Students; Aggression; Student Attitudes; Peer Relationship; College Faculty; Teacher Student Relationship; Antisocial Behavior; School Culture; Police; Sexual Harassment; Victims; Prevention; School Surveys + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Sexueller Missbrauch; Sexuelle Gewalt; Vergewaltigung; Geschlechterkonflikt; White; Weißer; Katholik; Weibliches Geschlecht; Schülerverhalten; Peer-Beziehungen; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulkultur; Schulleben; Sexuelle Belästigung; Victim; Opfer; Prävention; Vorbeugung
Abstract	The purpose of this quantitative study was to examine college cis-women's experiences with gender microaggressions and perceptions of campus climate, institutional betrayal, and institutional courage, how those experiences and perceptions are related, and how each predicts college students' likelihood of reporting sexual assault to the University. College cis-women (n = 483; 84.3% White) at a private predominantly-White Catholic university in the northeastern United States completed a 153-item survey, the data from which was analyzed using descriptive statistics, "t" tests, Pearson correlations, and linear regressions. Gender microaggressions were found to be prevalent at the University, with perpetration by peers more common than perpetration by University employees. Undergraduate college women reported significantly higher rates of gender microaggressions by both peers and University employees and higher levels of institutional betrayal than graduate college women. Undergraduate and graduate women had similar perceptions of campus climate and levels of institutional courage. Gender microaggressions by both peers and University employees had a significant positive relationship with institutional betrayal, and peer and employee gender microaggressions both also had a significant negative relationship with campus climate. A significant weak positive relationship was found between institutional courage and gender microaggressions by peers only; no significant relationship was identified between institutional courage and gender microaggressions by University employees. Through a series of regression analyses, five elements of campus climate--school connectedness, perceptions of campus police, sexual harassment/sexual assault prevention and response, school sexual assault policy and resources, and treatment of sexual assault victims--were found to explain 41% of the variance in college women's likelihood of reporting sexual assault to the University. The primary overarching recommendation from this study is that universities conduct an annual campus climate survey with their entire student population that includes questions about sexual victimization across the entire continuum (gender microaggressions, sexual harassment, and sexual assault) and institutional betrayal to better understand and strategically address the specific needs of their students and campus community. In addition, recommendations for future action, directions for further research, and limitations of the study are shared. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01