An Examination of Strategies for the Prevention of Gender-Based Violence at Four-Year Institutions of Higher Education

Autor/inn/en	Kafonek, Katherine; Richards, Tara N.
Titel	An Examination of Strategies for the Prevention of Gender-Based Violence at Four-Year Institutions of Higher Education
Quelle	In: Journal of School Violence, 16 (2017) 3, S.271-285 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-8220
DOI	10.1080/15388220.2017.1318576
Schlagwörter	Gender Differences; Violence; Educational Environment; Prevention; Program Content; Incidence; Federal Legislation; Comparative Analysis; Higher Education; Web Sites; Best Practices; Crime; Statistical Analysis; Educational Legislation; Gender Discrimination; Sex Fairness; Institutional Characteristics; Teaching Methods; Cultural Relevance + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Gewalt; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Prävention; Vorbeugung; Programmgestaltung; Vorkommen; Bundesrecht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Web-Design; Crimes; Delict; Delicts; Delikt; Statistische Analyse; Bildungsrecht; Schulgesetz; Sexualaufklärung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Although gender-based violence prevention programs at institutions of higher education (IHEs) are mandated by federal legislation, research focusing on the prevalence or content of programming is limited. The present exploratory research examines campus websites for a nationally representative sample of Title IX eligible IHEs that offer at least a four-year degree (n = 389), assessing whether IHEs offer prevention programs and whether programs include information cited in federal legislation or adhere to best practices. Differences in programming are also examined across IHE types. Results demonstrate that most IHEs report offering prevention pro- grams (86%), but that differences do exist across IHE type: 97% of public nonprofit IHEs report programming compared to 46% of tribal institutions. Disparities also exist across IHE types regarding the content of programming. Results highlight the need to advance prevention programming to better align with "what works" in prevention science or what is expected by federal legislation. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01