Graduate Students Are "Making a Big Fuss": Responding to Institutional Betrayal around Campus Sexual Violence and Sexual Harassment

Autor/inn/en	Bloom, Brittnie E.; Sorin, Cierra Raine; Oaks, Laury; Wagman, Jennifer A.
Titel	Graduate Students Are "Making a Big Fuss": Responding to Institutional Betrayal around Campus Sexual Violence and Sexual Harassment
Quelle	In: Journal of School Violence, 22 (2023) 1, S.44-60 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bloom, Brittnie E.) ORCID (Sorin, Cierra Raine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-8220
DOI	10.1080/15388220.2022.2130346
Schlagwörter	Graduate Students; Violence; Sexual Harassment; Sexual Abuse; Student Needs; College Role; Prevention; Intervention; School Safety; School Responsibility; Student Responsibility; Resources; School Policy; Training; California (Santa Barbara); California (San Diego); California (Los Angeles) + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Gewalt; Sexuelle Belästigung; Sexueller Missbrauch; Prävention; Vorbeugung; Betriebsmittel; Hilfsmittel; Schulpolitik; Ausbildung
Abstract	Research on sexual violence and sexual harassment (SVSH) in academia has grown since the 1980s; however, the needs of graduate student survivors have received comparably little attention, which contributes to forms of institutional betrayal that specifically impact graduate students. As part of a multi-campus study on experiences of SVSH and campus resources, graduate student researchers conducted in-depth interviews and focus group discussions with 43 fellow graduate students. Using thematic analysis, we identify three mechanisms that lead to graduate students' feelings of institutional betrayal: "passing the harasser;" shifting responsibilities for SVSH-related prevention and response onto graduate students; and inadequate resources for preventing and responding to SVSH. Building on combined analytical frameworks, the Socio-Ecological Model and Whole School Approach, we offer student-centered and evidence-based multi-level imperatives for combatting graduate student SVSH and reducing institutional betrayal. Finally, we share a flowchart we designed to model how individuals can respond to SVSH within university settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01