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The objective of this study was to investigate attitudes towards individuals who commit different types of sex offence, with subsidiary aims of exploring the influence of respondent sex and the influence of personal experience of sexual abuse. The sample comprised 139 participants (49 students and 90 forensic staff). All were provided with a vignette depicting a specific type of sex offence, and asked to complete a scale assessing attitudes towards sex offenders (Hogue, 1993). Forensic staff were more likely than students to view sex offenders in positive terms, viewing them as individuals who could be rehabilitated. Participants who reported being victims of sexual abuse, or that someone close to them had been abused, viewed sex offenders less negatively than non‐victims. Men demonstrated less positive attitudes towards child incest and child indecent assault offenders than to stranger rapists. Women held more positive views towards sex offenders than men, and this was consistent across offence type.

Purpose – This chapter highlights the general direction that Australian Universities are headed in Broadening Participation, including the impact of The Bradley Review of Higher Education (2008). More specifically, the chapter explains how La Trobe University has interpreted the review and set about a whole of university approach to delivering equality of opportunity.

Approach – Social justice and equity have always been core values of La Trobe University. The University aims to increase the diversity of the student cohort by engaging with communities through outreach and promoting collaboration which facilitates the increased participation of under-represented groups in higher education. The University also supports successful academic outcomes through the effective provision of services and a broad student experience.

La Trobe University promotes and maintains a learning environment which provides opportunities for engagement, is inclusive, healthy, socially vibrant, accessible and free from discrimination.

Practical implications – This chapter demonstrates how policy, training and small programmes and projects in various departments throughout the University add to the emerging larger picture of success in creating an environment that embraces diversity and the successful participation of students from disadvantaged backgrounds.

Value of paper – Australian universities are cognisant of the global issues faced by the higher education sector and believe that some of our experiences in addressing the issues may be of value to the wider international community of tertiary education.

The current study aims to report on the development of a self‐report measure of disclosure strategies in adult male prisoners (violent and acquisitive offences) and its association with personality and self‐esteem.

The study employed an adapted version of the Delphi technique to develop initial items for inclusion in the new disclosure measure (Disclosure Management Questionnaire: DMQ). This element of the study utilised an “expert sample” of forensic psychologists. A total of 94 prisoners then completed the developed measure. Factor analysis was utilised to explore the structure of the measure, which subsequently allowed associations between disclosure strategies, personality and self‐esteem to be identified.

Analysis revealed a measure of disclosure (the DMQ) comprising four subscales: Exploratory Engagement, Placatory/Evasive Engagement, Passive Resistance and Active Resistance. Significant correlations were identified between the personality trait Neuroticism and higher levels of Placatory/Evasive Engagement and Active Resistance of forensic clients during the disclosure process. Self‐esteem was also found to correlate with disclosure, in that high trait self‐esteem was found to be associated with higher exploratory engagement, whereas low trait self‐esteem was associated with higher levels of active resistance of the disclosure process.

Developing an understanding of the nature and function of disclosure and how these relate to individual factors such as personality (including trait self‐esteem) provides valuable knowledge and alternative ways of supporting forensic clients in discussing difficult issues related to their offending.

The aim of this study is to investigate the influence of binge drinking behaviour and ambivalent sexism on attitudes towards hypothetical victims and perpetrators of acquaintance rape.

The research sample comprised 189 students. All were provided with a fictional rape scenario, depicting varying levels of perpetrator intoxication or varying extents to which an intoxicated victim was able to recall providing consent. Participants were then asked to rate their opinions of victim and perpetrator responsibility. They also completed the Ambivalent Sexism Inventory (ASI), the Attitudes towards Rape Victim Scale (ARVS), and a measure to assess respondent binge drinking behaviour.

Respondents attributed more responsibility to intoxicated victims of acquaintance rape than victims who were not intoxicated. Respondents classified as non‐sexist had more victim empathy than respondents classified as ambivalent sexists. Respondents' binge drinking behaviour did not impact on attributions of victim responsibility.

Fictional rape scenarios are utilised in the current research. The research literature highlights the difficulties posed by the presence of uncontrolled variables (such as the description of the victim) within hypothetical scenarios. The findings reported here should therefore be generalised with caution. Recommendations for future research are suggested.

The study has practical implications in developing an understanding of legal decision making and factors influencing the potential secondary victimisation of victims.

The paper adds to the current literature in attempting to explore the influence of respondents' binge drinking behaviour on attitudes towards intoxicated victims.

Rashidah N. Andrews is an academic advisor in the College of Liberal Arts at Temple University, Philadelphia, Pennsylvania. She earned an Ed.M. in higher education at Harvard University's Graduate School of Education and is currently a doctoral student in educational administration at temple. Before arrival at Temple, Rashidah spent three years as project manager for the Ethnic Minorities Student Achievement Grant (EMSAG) at Halesowen College in England, one year as director of College Retention at a non-profit in Philadelphia and two years as admission counselor at her alma mater. Her research interests include access, retention and persistence of low-income, first-generation students.