TY - JOUR
T1 - Teaching to Impact Sexual Violence? The Evaluation of a Curricular Intervention for First-Year College Students
AU - Johnson, Katherine M.
AU - Lederer, Alyssa M.
AU - Liddell, Jessica L.
AU - Sheffield, Sydney
AU - McCraw, Alicia
N1 - Publisher Copyright:
© The Author(s) 2020.
PY - 2021/3
Y1 - 2021/3
N2 - Purpose: To evaluate whether a semester-long course for first-year undergraduates influenced knowledge, attitudes, and behavioral intentions about gender, sexuality, and sexual violence. Design: Quasi-experimental survey design. Setting: A private university in the Southeastern US. Participants: Undergraduates enrolled in an intervention (n = 49) or comparison (n = 60) course in Fall 2018. Measures: Sociosexual Orientation Inventory, Sexual Conservatism, Heteronormative Attitudes and Beliefs, Illinois Rape Myth Acceptance Scale, Bystander Efficacy Scale, Consent Myths, Sexual Misconduct Apathy, Campus Resource Awareness Index. Analysis: A 2-way mixed-factorial ANOVA. Results: Relative to the comparison group, students in the intervention course had significantly greater rates of change in reducing heteronormative views, decreasing sexual misconduct apathy, and increasing awareness of campus resources for sexual violence. Conclusion: A semester-long course targeting first-year undergraduates can potentially influence knowledge, attitudes, and behavioral intentions regarding sexual violence and create a more positive campus climate.
AB - Purpose: To evaluate whether a semester-long course for first-year undergraduates influenced knowledge, attitudes, and behavioral intentions about gender, sexuality, and sexual violence. Design: Quasi-experimental survey design. Setting: A private university in the Southeastern US. Participants: Undergraduates enrolled in an intervention (n = 49) or comparison (n = 60) course in Fall 2018. Measures: Sociosexual Orientation Inventory, Sexual Conservatism, Heteronormative Attitudes and Beliefs, Illinois Rape Myth Acceptance Scale, Bystander Efficacy Scale, Consent Myths, Sexual Misconduct Apathy, Campus Resource Awareness Index. Analysis: A 2-way mixed-factorial ANOVA. Results: Relative to the comparison group, students in the intervention course had significantly greater rates of change in reducing heteronormative views, decreasing sexual misconduct apathy, and increasing awareness of campus resources for sexual violence. Conclusion: A semester-long course targeting first-year undergraduates can potentially influence knowledge, attitudes, and behavioral intentions regarding sexual violence and create a more positive campus climate.
KW - age specific
KW - awareness
KW - college age
KW - education/communications
KW - interventions
KW - sexual health
KW - specific populations
KW - strategies
KW - violence prevention
UR - http://www.scopus.com/inward/record.url?scp=85093861332&partnerID=8YFLogxK
U2 - 10.1177/0890117120967604
DO - 10.1177/0890117120967604
M3 - Article
C2 - 33084379
AN - SCOPUS:85093861332
SN - 0890-1171
VL - 35
SP - 438
EP - 441
JO - American Journal of Health Promotion
JF - American Journal of Health Promotion
IS - 3
ER -
