Search results
1 – 10 of 284Raina V. Lamade, Elise Lopez, Mary P. Koss, Robert Prentky and Alexandra Brereton
The purpose of this paper is to summarize the development of a treatment program for students found responsible of sexual misconduct.
Abstract
Purpose
The purpose of this paper is to summarize the development of a treatment program for students found responsible of sexual misconduct.
Design/methodology/approach
This project, supported by the SMART (Office of Sex Offender Sentencing, Monitoring, Apprehending, Registering and Tracking) of the Department of Justice, was requested by The White House toward the end of President Obama’s last term and was intended to identify the confluence of factors related to sexual misconduct on college campuses, and to design a treatment program to address those factors.
Findings
This paper will discuss the unique factors of this population that ought to be considered to successfully develop an effective program, and the complexities of implementing treatment programs to this population, within a higher education system. This will include a discussion of barriers to implementation and challenges of employing treatment. This paper will present steps for implementing a treatment program and outline the core components of a treatment intervention for this population.
Originality/value
Implementing a treatment option for students found responsible of sexual misconduct that specifically targets the associated risk factors as part of a comprehensive approach to help improve campus safety.
Details
Keywords
Sean Valentine and Roland E. Kidwell
This study aims to gauge business school student perceptions of the academic conduct of college professors, to determine students' ethical evaluations of certain potential faculty…
Abstract
Purpose
This study aims to gauge business school student perceptions of the academic conduct of college professors, to determine students' ethical evaluations of certain potential faculty behaviors. The relationships between perceived faculty misconduct and several student demographic characteristics including sex and academic classification were also investigated.
Design/methodology/approach
A large sample of undergraduate students attending one of two diverse universities responded to an anonymous survey. Responses were analyzed using univariate and multivariate statistical methods.
Findings
Behaviors such as giving lower grades because of opposing opinions in the classroom and sharing an undergraduate student's private information with colleagues were rated the most harshly by student respondents. The 55 items that we used to measure professors' academic misconduct distilled into two basic dimensions: “inappropriate sexual situations” involving students and coworkers and “inappropriate familiarity with students.” Student sex and academic classification were related to one or both of these dimensions.
Research limitations/implications
The study did not address whether faculty misconduct might be seen as incompetent by the students rather than unethical. The survey also did not ascertain if or how often the student respondents had observed the behaviors that they judged as unethical or ethical.
Practical implications
Faculty who wish to be more effective teachers and role models should realize their behaviors are being scrutinized and evaluated by students who make ethical judgments about teacher conduct.
Originality/value
The study makes an important contribution by distilling 55 established items on ethical behaviors into two durable ethics scales regarding faculty‐student relationships: “inappropriate sexual situations” and “inappropriate familiarity with students.” These scales can be applied in future research.
Details
Keywords
In Chapter 5, the author will centralise the discourse on youth sexual misconduct in the focused SEA countries (Indonesia and Malaysia as the two Muslim-majority countries and…
Abstract
In Chapter 5, the author will centralise the discourse on youth sexual misconduct in the focused SEA countries (Indonesia and Malaysia as the two Muslim-majority countries and Thailand as a Buddhist-majority country). Addressed youth sexual misconduct encompasses underage sex, teenage pregnancy, and extramarital sex in SEA. The focus on these kinds of youth sexual misconduct hints at why these three countries are particularly highlighted owing to the controversy and significance. Per Islamic law, non-marital sex is religiously prohibited, where Indonesia recently passed the relevant law that criminalises non-marital sex. Upon the problematisation of these forms of youth sexual misconduct, the author will recommend policies that both local governments and the ASEAN could adopt and exercise in response to curtailing the prevalence of discussed delinquency. Overall, this chapter shall contain the scholarly value that helps SEA control or contain the social harms, directly or indirectly, inflicted by the prevalence of sexual youth delinquency.
Details
Keywords
Sarah Cote Hampson and Jamie Huff
This chapter explores the language of anti-violence activists, university coordinators, and due-process activists concerned with Title IX and campus sexual violence. Using an…
Abstract
This chapter explores the language of anti-violence activists, university coordinators, and due-process activists concerned with Title IX and campus sexual violence. Using an analysis of 32 in-depth interviews with anti-violence activists, due-process activists, and campus Title IX coordinators, the authors identify key themes in Title IX discourse, including ideas about cultural change and safety. In some instances, activists and coordinators discussed the need for cultural change, though often without agreeing on which campus cultures must be confronted. The authors also found the influence of the dominant discourse of the victims’ rights movement in interview subjects’ emphasis on safety and paternalism.
Details
Keywords
How do university compliance administrators implement the rules prohibiting campus sexual misconduct? Title IX Coordinators’ authority is legal–rational and derives from the power…
Abstract
Purpose
How do university compliance administrators implement the rules prohibiting campus sexual misconduct? Title IX Coordinators’ authority is legal–rational and derives from the power to enforce Title IX and university rules. The paper aims to discuss this issue.
Design/methodology/approach
Analyzing narratives collected from administrators at 22 large institutions of higher education, this paper distinguishes rules from relationship-oriented Coordinators and develops an understanding of how and why Title IX Coordinators utilize relational authority as they implement Title IX.
Findings
The key finding is that relational administrators exhibit less institutional authority than their rules-based counterparts and focus on their relationships with complainants and respondents over university leaders and administrators.
Originality/value
While other researchers have focused on rules, this research demonstrates how Title IX Coordinators draw heavily on relational strategies.
Details
Keywords
Marina Rosenthal, Carly P. Smith and Jennifer J. Freyd
The purpose of this paper is to examine employees’ experiences of institutional betrayal after a campus sexual assault.
Abstract
Purpose
The purpose of this paper is to examine employees’ experiences of institutional betrayal after a campus sexual assault.
Design/methodology/approach
University employees completed online measures evaluating various attitudes toward the university.
Findings
The majority of participants reported institutional betrayal in the university’s response to the case. Employees who reported institutional betrayal indicated significantly lower attachment to the university than employees who reported no institutional betrayal. Institutional betrayal mediated the relationship between institutional attachment and institutional forgiveness.
Social implications
Universities’ failure to respond effectively and promptly to sexual violence does not go unnoticed by employees. Institutional actions after sexual assault have the power to damage employees’ attachment to the university – employees who experienced institutional betrayal were less attached, and ultimately less forgiving of the institution. Universities’ poor prevention and response efforts impact their entire campus community and compromise community members’ ongoing relationship with the school.
Originality/value
College students’ active resistance to sexual violence on campus is featured prominently on the pages of major news outlets. Yet, less featured in research and media is the impact of campus sexual assault on university employees, particularly after sexual assault cases are mishandled. This study offers perspective on employees’ experiences and reactions after a prominent sexual assault case.
Details
Keywords
While universities continue to grow increasingly sophisticated in their communication functions, issues like sexual assault continue to pose a challenge. One reason is that these…
Abstract
Purpose
While universities continue to grow increasingly sophisticated in their communication functions, issues like sexual assault continue to pose a challenge. One reason is that these issues are emotional, complex, and often only dealt with at the point that they have become a crisis for the institution. The purpose of this paper is to understand the role that dialogue can play in proactively communicating about issues of sexual assault.
Design/methodology/approach
This study utilized 32 in-depth interviews with university officials from 21 different universities across the USA with responsibility for communicating about issues of sexual assault, including Title IX officers, victims advocate services, student affairs, and university communications.
Findings
Issues managers worked to create opportunities for dialogue on their campus communities by highlighting shared values. Within a dialogic framework, university issues managers were creating spaces for dialogue and developing alternative forms of engagement in an effort to empower students with the necessary skills to engage in dialogue with their peers. There was a recognition that dialogue is most effective when it is peer-to-peer vs coming from an authoritative or administrative position. Issues managers helped students to develop the skills necessary for engaging in dialogue with each other.
Originality/value
To advance public relations scholarship, there is a need to consider emotional and gendered issues that are often stigmatized. This can help practitioners to develop better, and proactive, communication strategies for handling issues of sexual assault as to avoid negative media attention and work to change organizational culture.
Details