Teaching to Impact Sexual Violence? The Evaluation of a Curricular Intervention for First-Year College Students

Katherine M. Johnson; Alyssa M. Lederer; Jessica L. Liddell; Sydney Sheffield; Alicia McCraw

doi:10.1177/0890117120967604

Teaching to Impact Sexual Violence? The Evaluation of a Curricular Intervention for First-Year College Students

Katherine M. Johnson
, Alyssa M. Lederer
, Jessica L. Liddell
, Sydney Sheffield
, Alicia McCraw

Tulane University

Research output: Contribution to journal › Article › peer-review

14 Scopus citations

Abstract

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.

Original language	English
Pages (from-to)	438-441
Number of pages	4
Journal	American Journal of Health Promotion
Volume	35
Issue number	3
DOIs	https://doi.org/10.1177/0890117120967604
State	Published - Mar 2021

Funding

The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Newcomb Institute Faculty Research Grant, Carol Lavin Bernick Faculty Grant Program, Gender and Sexuality Studies Program Yorn Fund, and the Donna and Richard Esteves Fund for Women’s Reproductive Rights and Reproductive Health Internships.

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 3 Good Health and Well-being
SDG 5 Gender Equality
SDG 13 Climate Action
SDG 16 Peace, Justice and Strong Institutions

Keywords

age specific
awareness
college age
education/communications
interventions
sexual health
specific populations
strategies
violence prevention

Access to Document

10.1177/0890117120967604

Cite this

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title = "Teaching to Impact Sexual Violence? The Evaluation of a Curricular Intervention for First-Year College Students",

abstract = "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.",

keywords = "age specific, awareness, college age, education/communications, interventions, sexual health, specific populations, strategies, violence prevention",

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AU - Liddell, Jessica L.

AU - Sheffield, Sydney

AU - McCraw, Alicia

N1 - Publisher Copyright: © The Author(s) 2020.

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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.

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Teaching to Impact Sexual Violence? The Evaluation of a Curricular Intervention for First-Year College Students

Abstract

Funding

UN SDGs

Keywords

Access to Document

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