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 Population and Subgroup Differences in the Prevalence and Predictors of Campus Sexual Assault

April 22, 2022
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This webinar presents preliminary findings from a secondary data analysis study using the Haven Online Campus Sexual Assault Prevention program data. The scope and scale of the data used in this study allow for the examination and generalization of findings across contexts and behaviors and may help identify student populations in greatest need of services and resources. In addition, prevalence estimates of campus sexual assault victimization and perpetration across gender, racial/ethnic, and sexual orientation sub-populations will be discussed, and trends in perceptions of campus norms and bystander behavior that can guide campus sexual assault prevention efforts.
  
  
          Transcript
Sarah McMahon: Welcome to those of you joining or just going to take a few minutes.

Lisa Thompson: Hello everyone it looks like we have our we've slowed down a little bit and attendees joining, so I want to.

Lisa Thompson: welcome you to our brown bags day on population and subgroup differences in the prevalence and predictors of campus sexual assault, we do have a few housekeeping items to go over before we start, so I will go over those with you now.

Lisa Thompson: Can we move to the next time I.

Lisa Thompson: Think so just some important information for today's brown bag if you're having some difficulties hearing or joining the audio.

Lisa Thompson: You will be listening via your computer, so we suggest that you click the arrow next to your mute and unmute icon to adjust some of your audio settings.

Lisa Thompson: And if, for some reason you still can't hear, we suggest that you log off and then signed on to see if the problem resolves itself will usually fix it.

Lisa Thompson: But if you're still needing some technical assistance and you can use the chat box to send your issues to us.

Lisa Thompson: To the hosts and we will try and see what we can do to help you, and if you have any questions about the presentation that you'll be hearing today, we recommend that you use the question answer box, that is, on the bottom bar of your zoom window.

Lisa Thompson: These questions will be answered at the end of the presentation, if you forget, and you put it in the chat box will just remind you to go ahead and put it in the question answer box, so we can see it easily.

Lisa Thompson: And then, for the recording and the related slides those will be posted within the next couple weeks so that way you can have access to it after our brown bag is over, today, thank you and I know i'm going to turn it over to iris.

Iris Cardenas: I know so i'll be introducing our moderator for today, Dr Sir i'm McMahon.

Iris Cardenas: And still Dr Sarah McMahon is an associate professor of the rutgers university school of social work and director for the school Center for research from the ending violence.

Iris Cardenas: She also serves as a special advisor on campus climate to the executive Vice President for academic affairs her research focuses.

Iris Cardenas: focuses on using ecological, social justice, based frameworks to examine the prevention of interpersonal violence, as well as mechanisms for engaging individuals, communities and institutions in social change.

Iris Cardenas: Dr mcmahon's work also explores the ways in which participatory collaborative processes can enhance the translational research to practice in Community settings.

Iris Cardenas: She has extensive experience in designing and implementing quantitative and qualitative studies related to interpersonal violence bystander intervention and Campus placements welcome Dr Mike.

Sarah McMahon: Thank you so much for that lovely introduction iris i'm really excited to be here today to moderate What promises to be an interesting and thought provoking discussion.

Sarah McMahon: i'm really looking forward to the presentation by my esteemed colleagues, based on my own interest as a researcher in this area.

Sarah McMahon: And someone who CITES both the dena Dr Medina and Dr Coleman often and also based on my role as PA on the violence against women, research consortium.

Sarah McMahon: And just really briefly because I want to get to our presenters For those of you who are not familiar, the purpose of the consortium is.

Sarah McMahon: In collaboration with our partners and I J to bring together experts to identify implement and disseminate projects that fill gaps in our current knowledge base related to violence against women.

Sarah McMahon: i'd like to thank the anti gay team and members of the consortium, who are here today and today's presentation helps us examine one of those critical gaps in our understanding of how to better address interpersonal.

Sarah McMahon: Violence on college campuses so the the overview for today is that this webinar will present preliminary findings from a secondary data analysis, using the haven online campus sexual assault prevention program data.

Sarah McMahon: The scope and scale of the data used in the study allow for the examination and generalization of findings across contexts and behaviors and may help identify student populations and greatest needs of services and resources, which is an area we know where the field needs to be moving.

Sarah McMahon: In addition, prevalence estimates of campus sexual assault victimization and perpetration across gender, racial ethnic and sexual orientation subpopulations will be discussed.

Sarah McMahon: and trends and perceptions of campus norms and bystander behavior that can guide campus sexual assault prevention efforts.

Sarah McMahon: The next slide please.

Sarah McMahon: just want to provide some acknowledgments to our partners at the National Institute for justice.

Sarah McMahon: and appreciate their hosting today and working with the University of Maryland school of social work their office of continuing professional education and.

Sarah McMahon: A special thank you to Dante who has helped organize this and Dean Judy post mess, who is co P, I on the consortium, who is also contributed and today's effort to make sure we could bring you this webinar so thank you very much.

Sarah McMahon: And also just a disclaimer about today's presentation that opinions or points of view expressed in this presentation, are those of the presenters.

Sarah McMahon: And do not necessarily represent the official position or policies of the US Department of Justice so with that i'm very pleased to.

Sarah McMahon: turn this over to our esteem presenters Dr dina and Dr Coleman and looking forward to your presentation and then afterwards, having some time for questions and answers encourage you to be putting your Q amp a thoughts and ideas in the Q amp a section at the bottom of your zoom thanks.

Lisa Fedina (she/her): Thank you so much, Dr McMahon.

Lisa Fedina (she/her): For the warm welcome and introduction Dr rich Tony and I are very grateful and excited to be here to have this opportunity to share our preliminary results from our study looking at population and sub group differences in the prevalence of camden sexual assault sorry.

Lisa Fedina (she/her): So I just want to briefly it before we get started acknowledge or other study TEAM members our other Co investigator Dr Todd Harrison goal is also here in the University of Michigan school of social work.

Lisa Fedina (she/her): Our data manager or extraordinary data manager Louise ashwell who's a graduate of Ram sw program and who has been integral.

Lisa Fedina (she/her): And the implementation of this project, we have a number of wonderful student contributors and, of course, want to acknowledge our funding source from an AJ and are very grateful to energy for supporting this important work.

Lisa Fedina (she/her): So brief overview for our presentation today i'll be very briefly presenting a bit on background and literature on campus sexual assault just to get a better understanding of what gaps are study is filling.

Lisa Fedina (she/her): i'll be will share our study purpose or methods, the preliminary results for sharing today are very descriptive and nature.

Lisa Fedina (she/her): And then we'll end and descriptive in nature and focus specifically on the prevalence of victimization of sexual assault across students of groups and then we'll end with a discussion of.

Lisa Fedina (she/her): implications for practice policy and research and some of the next steps that we're planning on with these data.

Lisa Fedina (she/her): So as we're i'm sure all very well aware, preventing sexual assault among college students, has been a national ongoing national priority here in the US.

Lisa Fedina (she/her): prevalent studies that have used behaviourally specific measures of sexual assault suggests that approximately one in for one in five undergraduate women experienced sexual assault during their college tenure, and these statistics have been pretty consistent across several.

Lisa Fedina (she/her): Individual and multi campus studies, however, other studies do indicate that rates of sexual assault very to a degree that for estimates are difficult to provide.

Lisa Fedina (she/her): Systematic reviews of research on campus sexual assault indicate a very wide range of sexual assault across different types and very few studies have assessed the experiences of different populations of students of color.

Lisa Fedina (she/her): As well as populations of sexual and gender minority groups, although much of the research has relied on samples of SIS gender white college women.

Lisa Fedina (she/her): There is increasing evidence to show that sexual minority students gender minority students and some populations of students of color may be at higher risk for sexual assault during college.

Lisa Fedina (she/her): Compared to heterosexual assists gender and white, students, the mechanisms that lead to these higher rates of victimization among LGBT Q populations, as well as some students of color.

Lisa Fedina (she/her): have not really been fully explored or tested in social science, research.

Lisa Fedina (she/her): But scholars and advocates and practitioners agree that the demographic inequalities that we see in victimization are largely due to various social and economic conditions that LGBT Q communities and communities of color have been historically subjected to.

Lisa Fedina (she/her): As well as barriers that these communities face and accessing culturally relevant services and resources.

Lisa Fedina (she/her): Compared to victimization far fewer studies have look specifically at perpetration related outcomes so some systematic reviews have found.

Lisa Fedina (she/her): A wide range of reported perpetration rates specifically among male college students similar to this this discrepancy that we're seeing in victimization very wide range.

Lisa Fedina (she/her): And then other other systematic reviews looking at college male perpetration against women.

Lisa Fedina (she/her): have found very few studies, looking at perpetration experiences amongst students of color as well as sexual and gender minority students.

Lisa Fedina (she/her): And also looking at differences and among those studies that have looked at differences and race or sexual orientation, very few differences have been noted.

Lisa Fedina (she/her): Additionally, the literature has referred to a period of heightened victimization that occurs towards the beginning of a college students.

Lisa Fedina (she/her): freshman year, this is commonly referred to as the red zone in the literature and there's the explanations for this higher risk period in the first few months of college are likely due to campus climate related factors such as things like.

Lisa Fedina (she/her): Fraternity and sorority pledging periods college sporting events, the distribution of school breaks and holidays and increase leisure time during periods of lower workload.

Lisa Fedina (she/her): But there are other studies that disagree exactly when this period of high risk ends and it's challenging to ascertain at estimates during this high risk period.

Lisa Fedina (she/her): When retrospective measures that are used to collect data sometimes years later.

Lisa Fedina (she/her): are used in studies, but given that many campus prevention strategies assume high risk during this early period, more reliable estimates of campus sexual assault during the first few months of college would be valuable.

Lisa Fedina (she/her): And these data are especially needed for understudied and underserved students of groups, including different racial and ethnic sexual and gender minority groups to better understand the level of risk that these student groups are facing.

Lisa Fedina (she/her): So the overall study purpose of our project is to better understand the prevalence and predictors of sexual assault victimization and perpetration across different college campuses.

Lisa Fedina (she/her): Specifically, using data from the haven online campus sexual assault prevention intervention and that's a bit award.

Lisa Fedina (she/her): A lengthy title for this prevention program that ritual be providing more detail on in the next couple of slides.

Lisa Fedina (she/her): But our project overall has five study aims and today we're focusing specifically unnamed one and two, that are related to the prevalence of victimization across students of groups.

Lisa Fedina (she/her): And so now rich rich is now going to provide some background on haven.

Lisa Fedina (she/her): you're muted rich.

Rich Tolman (he-him-his): I am unmuted now.

Rich Tolman (he-him-his): Trying to keep all my screen straight hey everybody i'm so glad to be able to be here and talk about this data set which we were very excited to.

Rich Tolman (he-him-his): get access to because of the multiple opportunities there are to understand on campus sexual assault.

Rich Tolman (he-him-his): From this really large and rich data set on, so the haven online campus sexual assault intervention data set is.

Rich Tolman (he-him-his): consists of pre intervention and post intervention data gathered from entering college students to whom the haven intervention was delivered across 50 states in the United States in the US.

Rich Tolman (he-him-his): The intervention itself, which is not so the focus really of our work is not to evaluate the effectiveness of the haven intervention that's something that.

Rich Tolman (he-him-his): We gather as of the data are primarily focus on, but I just wanted to mention that the intervention itself is a online intervention and students are asked to.

Rich Tolman (he-him-his): fill out a pre test survey prior to taking the online survey and in most campuses they're required to do this intervention before registering or being allowed to take classes so.

Rich Tolman (he-him-his): And then, following their completion of the intervention program they're sent a post test.

Rich Tolman (he-him-his): survey as well, and generally that's filled out in the first three months of their time on campus so it's a really unique opportunity to have.

Rich Tolman (he-him-his): Data from before students are enrolled in.

Rich Tolman (he-him-his): In active and participating in campus activities and classes and then to get data on that critical.

Rich Tolman (he-him-his): Three month or so period following their arrival on campus and taking the intervention, so the data that we have come from the past five years, academic years 20 1617 1718 1819 1920 and 2221.

Rich Tolman (he-him-his): And the sample size of the data sets are quite large as you'll see in the next slide and they represent campuses of various sizes and academic configurations across the US.

Rich Tolman (he-him-his): does include public and private institutions four year and two year colleges and varying sizes of enrollment.

Rich Tolman (he-him-his): From pretty small tues as large as the largest campuses in the in the US, the data that the student is collected from students in a way that anonymize the data so students cannot be identified in the data but either by us, or by the folks collecting the data.

Rich Tolman (he-him-his): campuses are likewise anonymized in the data that we have they're known to the company that implements the haven intervention, but the data that we have to analyze that we have to analyze does not identify on campuses by name.

Rich Tolman (he-him-his): But and given those I think the anonymous ization of student data.

Rich Tolman (he-him-his): is really helpful methodological because.

Rich Tolman (he-him-his): Presumably it allows students to be more honest and the answers that they give to the various survey questions which include questions about victimization and perpetration and attitudes and a number of other things as well.

Rich Tolman (he-him-his): The multi year nature of the data provides opportunity for replicating cross sectional analyses, as well as pooling data across years for some of our proposed analyses.

Rich Tolman (he-him-his): It may or may not afford some opportunities not included aims to look at some trends or patterns over time as well, second, the data set.

Rich Tolman (he-him-his): Consistent over 2 million respondents totally so it's a very, very large data set and the large and demographically diverse composition of the sample participants allows us.

Rich Tolman (he-him-his): to conduct analyses between and within groups that are generally have little representation and research student methodological limitations and prior studies.

Rich Tolman (he-him-his): And the demographic representation of these understudied students subpopulations allow us to conduct methodological the rigorous and robust analyses of subgroup differences, based on multiple racial and ethnic identities varying gender identities and sexual orientations.

Rich Tolman (he-him-his): Including groups that have typically not been studied or because of the limitations on obtaining large enough sample sizes on.

Rich Tolman (he-him-his): Fourth, because the surveys are tied to campus interventions that are required the survey response rates are much higher.

Rich Tolman (he-him-his): than other campus large campus climate data sets so that strengthens we hope the representative of our data and the generalize ability of our studies findings and finally.

Rich Tolman (he-him-his): The survey items that were gathered on in the context of the evaluation of the effectiveness of the President of the.

Rich Tolman (he-him-his): haven intervention itself are very theoretically relevant constructs that drive most of campus sexual assault.

Rich Tolman (he-him-his): Prevention programs like attitudes towards can consent or raid myth attitudes bystander behaviors campus norms and and, likewise, which we'll talk a little bit more about but that's not the focus of main focus of our presentation today and.

Rich Tolman (he-him-his): While our proposed analysis, as I said, is not an evaluation of preventive intervention our results, we hope, will inform the design and implementation of programs, so let me just give you a peek at.

Rich Tolman (he-him-his): The sample for the sake of simplicity today we're just going to be talking about the most recent year of data, but we have been conducting analyses on all the years and we find fairly consistent findings across each year.

Rich Tolman (he-him-his): You can see how large the data is each year, and how many schools across the United States are represented in each cohort many, if not most of the schools are represented.

Rich Tolman (he-him-his): In multiple years of the data, though there is some moving in and out of the sample of schools that participate in the intervention, as you can see, but a very large number of schools that are consistently represented across all the years of data that we have.

Rich Tolman (he-him-his): And the haven data.

Rich Tolman (he-him-his): relevant to our presentation today has measures of victimization and perpetration included in the questions that are asked both pre and post participation in preventive intervention.

Rich Tolman (he-him-his): they're all measured with single items that are listed here and that's.

Rich Tolman (he-him-his): very much one of the limitations of the data, because the.

Rich Tolman (he-him-his): These variables are measured, with just a single item nevertheless respondents are asked to self report their experiences with.

Rich Tolman (he-him-his): Non consensual sexual conduct dating abuse and harassment and also if they've ever had sexual contact with someone that they did not consent, which we characterize as usc perpetration unwanted sexual contact perpetration.

Rich Tolman (he-him-his): The response items include.

Rich Tolman (he-him-his): Noting at both the pre test and the post test survey had these things occurred, never before college only before college since college started.

Rich Tolman (he-him-his): both before and during college and then a category which is particularly interesting and which i'll talk about later in our presentation students are given the option to say that they're not sure if they've been victimized or perpetrated.

Rich Tolman (he-him-his): These acts and they're also allowed to say they prefer not to answer and so.

Rich Tolman (he-him-his): While we might think about and we'll talk more about the social desirability of answering these questions it's maybe a specifically the perpetration question.

Rich Tolman (he-him-his): There is some meaningful opportunity to opt out of answering in a way that might still provide us some useful data which i'll talk more about later.

Rich Tolman (he-him-his): On and just to know, because.

Rich Tolman (he-him-his): they're asked the same questions, both before and after taking the intervention and some students may be taking the pre test after they've arrived at campus for a brief amount of time.

Rich Tolman (he-him-his): And then, and subsequently there's the possibility that they've reported differentially whether they had.

Rich Tolman (he-him-his): experienced any of these things before or during college, so there may be disrupted responses we.

Rich Tolman (he-him-his): In this data have created new variables to combine pre and post reports of victimization and perpetration such that.

Rich Tolman (he-him-his): participants who positively endorse the item on either the pre test or the post test recorded as having experienced the victimization or perpetration for that relevant time period, so if someone said.

Rich Tolman (he-him-his): For example, I on the pre test I did experience victimization prior to college, but then on the post test said that they didn't wear coating that as that they had on the presumption that any positive report probably indicates the likelihood of.

Rich Tolman (he-him-his): Have a natural positive response so that's.

Rich Tolman (he-him-his): What we've baked into the statistics that you're going to see today.

Rich Tolman (he-him-his): Because some turn it back over to you Lisa thanks rich.

Lisa Fedina (she/her): So our data analyses just use descriptive and by various Chi square statistics to determine the overall prevalence of victimization in each year.

Lisa Fedina (she/her): Both before college and during college within those first three months of enrollment.

Lisa Fedina (she/her): We look specifically at race, gender identity and sexual orientation, differences in the overall sample and then we stratified the sample by gender identity to look at within group differences for race and ethnicity and sexual orientation.

Lisa Fedina (she/her): Our primary demographic variables in this study include gender identity race and ethnicity and sexual orientation.

Lisa Fedina (she/her): And just want to note that the haven data do collect information on other aspects of identity and student characteristics.

Lisa Fedina (she/her): And in our study we conceptualize these constructs of gender identity race and sexual orientation, as social and political constructs.

Lisa Fedina (she/her): Rather than biological constructions and view the social constructs is being representative of various forms of intersecting oppression and privileges.

Lisa Fedina (she/her): So this is the theoretical and conceptual understanding that is being used and to carrier carry out our analyses and to interpret our findings.

Lisa Fedina (she/her): And this is important, I think, for social science researchers to consider when we're thinking about developing practices and policies that are aimed at preventing sexual assault, particularly among populations that have been historically oppressed and marginalized.

Lisa Fedina (she/her): So now report the results, looking at prevalence by year and overall demographic.

Lisa Fedina (she/her): So this table reports on the percentage of reported victimization and arbitration across each year of the haven data, so we can see that results are.

Lisa Fedina (she/her): fairly consistent across years and range generally within one to 2% of of each type of victimization again this is during college, but was in those first three months.

Lisa Fedina (she/her): And i'll rich will be talking about perpetration later in the presentation.

Lisa Fedina (she/her): But generally, we can see a pretty consistent rates of victimization overall in the sample here across years.

Lisa Fedina (she/her): Looking at prevalence by year before college, so this is reported victimization prior to college and this these rates.

Lisa Fedina (she/her): Naturally, were much higher than victimization during college and they do appear to be pretty consistent with other nationally representative surveys, or at least comparable to surveys of adolescents and young adults.

Lisa Fedina (she/her): We do the rates also pure pure pretty consistent across the years as well, although we do see a slight uptick in reported.

Lisa Fedina (she/her): Unwanted sexual contact dating abuse and harassment and 2018 2019 and it's possible that.

Lisa Fedina (she/her): The me to movement which had you know I just went viral in that year and months before of this academic year it's possible that.

Lisa Fedina (she/her): You know more survivors coming forward with their stories lead to more students acknowledging and defining their experiences of victimization and reporting and disclosing that in that year of the survey.

Lisa Fedina (she/her): So this the next three slides are will present bar graphs looking at this breakdown of racial identity differences gender identity differences and sexual orientation and the overall sample so.

Lisa Fedina (she/her): This bar graph or presents rates of unwanted sexual contact victimization both before and during college across racial identity groups, so the dark green shorter bars.

Lisa Fedina (she/her): flush to the left, represent unwanted sexual contact during college within those first three months.

Lisa Fedina (she/her): students who identified as other racial identity you reported the highest rate of victimization at 4.6% during the first three months of college.

Lisa Fedina (she/her): followed by native hawaiian and Pacific islander students and American Indian Alaska native students, the students that are comprised in this other race not listed racial group did include biracial and mixed race identities, but we're still analyzing the.

Lisa Fedina (she/her): The free text and the open ended text data to better understand who exactly is comprised in this group of the other race and identity that was not captured and the haven data.

Lisa Fedina (she/her): We see here that similar rates of victimization were reported among white black and Latino students Latino students had slightly lower rates of unwanted contact and the lowest rates were documented among Asian students.

Lisa Fedina (she/her): For the lowest reported rates were documented among Asian students, if we look at victimization before College and the lighter green bars.

Lisa Fedina (she/her): We see that American Indian Alaska native students report, the highest rate of contact and wanted contacted 22.9%.

Lisa Fedina (she/her): it's near nearly a quarter of a sample of American Indian Alaska native students reporting unwanted contact before they enter college, followed by native hawaiian and Pacific islander students.

Lisa Fedina (she/her): So then, moving to gender identity this bar graph reports unwanted sexual contact by gender identity, both before and during college in those first three months.

Lisa Fedina (she/her): So we can see on this chart that trans women college students reported the highest rate of victimization at 7.6% within the first three months of college, followed by gender non conforming students at 6.1%.

Lisa Fedina (she/her): across all groups, we see the highest rates compared to students who identify as woman or man.

Lisa Fedina (she/her): We see the highest rates among gender minority groups, including trans women, gender non conforming students gender queer trans men and other gender identified students and then, if we look at before college victimization before College and the later green bars again we see.

Lisa Fedina (she/her): Some similar patterns with gender queer gender non conforming and trans men reporting among the highest rates of victimization before college.

Lisa Fedina (she/her): And then finally for sexual orientation, we see that queer students and bisexual students reported the highest rates of unwanted sexual contact during college 5.8% and 5.5% respectively.

Lisa Fedina (she/her): These groups also have the highest rate of unwanted sexual contact before entering college and students who identified as questioning.

Lisa Fedina (she/her): sexual orientation or other sexual orientation that listed also reported concerning concerning at high rates of victimization both before and during college.

Lisa Fedina (she/her): So those that results kind of prints that presents the broad overview of gender, race and sexual orientation differences overall in the sample.

Lisa Fedina (she/her): These next two slides look at within gender differences first, beginning with race and ethnicity, so this table shows the percentages of unwanted sexual contact by race within gender groups in results did indicate that significant differences by race.

Lisa Fedina (she/her): were found such that black trans women in American Indian Alaska native gender minority students appear to experience.

Lisa Fedina (she/her): Unwanted sexual contact at the highest rate during that first three months of college, so I know this is a lot of numbers i'm going to walk you through.

Lisa Fedina (she/her): Some of this in more detail so if we begin in this far left column of students identifying as women, women with other racial and ethnic identity reported the highest rate of unwanted contact compared to women of other racial and ethnic groups at 6.1%.

Lisa Fedina (she/her): For men native hawaiian and Pacific islander.

Lisa Fedina (she/her): Male students reported the highest rate of 2%.

Lisa Fedina (she/her): Among trans women rates were highest among black trans women, but we also found that over a third of native hawaiian and Pacific islander trans women reported unwanted sexual contact.

Lisa Fedina (she/her): During college this particular subgroup and for all the sub groups in this table for all these percentages that you see this little a super script indicates that these percentages are based on a sample size sample size of less than 10 so we just note this.

Lisa Fedina (she/her): into we're cautious with interpreting these findings just given that some of these sample sizes were quite small.

Lisa Fedina (she/her): So we do just want to note that we see that, for the other racial group as well.

Lisa Fedina (she/her): And then, for the rest of the gender groups listed here among trans men 20% of American Indian Alaska native trans men.

Lisa Fedina (she/her): 25.9% of American Indian Alaska native gender queer identified students 20% of American Indian Alaska native gender non conforming students and 12.5% of other gender identified American Indian Alaska native students reported.

Lisa Fedina (she/her): Unwanted sexual contact was in the first three months of college, so these boxes are just highlighting the group, based on a large enough sample size that we could feel a little bit more confident in these numbers.

Lisa Fedina (she/her): of fun one in sexual contact during college.

Lisa Fedina (she/her): So this next slide.

Lisa Fedina (she/her): presents the differences within gender identity based on sexual orientation identity so overall we did find significant differences within gender groups such that bisexual women.

Lisa Fedina (she/her): A sexual trans women and lesbian identify trans men reported among the highest rates of unwanted contact during college just in broad strokes, but again i'll walk you through this table, and we can see.

Lisa Fedina (she/her): That.

Lisa Fedina (she/her): So, and we, I do want to note that the boxes here, as I did on the last slide or just highlighting the highest rate was in each of these groups, but we want to acknowledge that rates within many of these other groups are still high, and concerning and and more in detention.

Lisa Fedina (she/her): On the far left to your students identifying as women, bisexual women reported the highest rate at 6.1% queer identified, then a 5.5%.

Lisa Fedina (she/her): A sexual trans women at 19.7% and also gay trans women at about 23% although again the samples based off of this percentage is based off of a sample less than 10 among trans men 11.5% of a sexual students.

Lisa Fedina (she/her): And 23.5% of lesbian identified trans men.

Lisa Fedina (she/her): For gender queer students 13% 8.8% of lesbian identified students 13.4% of heterosexual identified gender non conforming students and 6.8% of queer other vendor identified students all reporting among the highest rates of unwanted contact during college.

Lisa Fedina (she/her): This, I know that this is a lot of data presented in these figures and tables so i'll be coming back to these results to summarize in just a moment.

Lisa Fedina (she/her): So, though, the results of that I just presented focused on unwanted sexual contact, but we did want to provide a snapshot of the dating abuse and harassment results as the demographic qualities that we found.

Lisa Fedina (she/her): In unwanted sexual contact appear to extend to dating abuse and harassment as well.

Lisa Fedina (she/her): So these charts that i'm presenting here.

Lisa Fedina (she/her): There we have each of these charts and full of folks have questions or would like to see the very specific rate within each of these groups we're happy to provide that.

Lisa Fedina (she/her): But we just wanted to kind of provide a snapshot of the overall trends that we're seeing in dating abuse and harassment victimization.

Lisa Fedina (she/her): As these demographic inequalities appear to be present in these forms of victimization as well.

Lisa Fedina (she/her): So for race, we can see in this upper left hand corner students identifying as other racial and ethnic identity, along with native hawaiian Pacific islander and American Indian Alaska native report among the highest rates of dating abuse during college.

Lisa Fedina (she/her): same with gender identity, we see similar patterns with trans women reporting among the highest rates of dating abuse and for sexual orientation.

Lisa Fedina (she/her): Students identifying with other sexual orientation or bisexual orientation appear to be reporting among the highest rates of dating abuse.

Lisa Fedina (she/her): With harassment again similar we see similar inequalities, but just overall compared to dating abuse and unwanted sexual contact.

Lisa Fedina (she/her): large number of students have experienced harassment within the first three months of college and so compared to those to the other forms of victimization.

Lisa Fedina (she/her): Harassment rates were generally much higher than I wanted contact and dating abuse American Indian Alaska native students reported the highest rate of harassment.

Lisa Fedina (she/her): Gender non conforming students and trans women students and queer and by students again reporting among the highest rates of harassment, so we see these similar inequalities and patterns across these forms of victimization as well.

Lisa Fedina (she/her): So to summarize all of that yeah well lots of information we've data that we've thrown.

Lisa Fedina (she/her): At you this, the overall prevalence of unwanted sexual contact was generally consistent across years.

Lisa Fedina (she/her): We did find significant differences in race, gender and sexual orientation, overall, in the sample and also within gender differences, based on race and sexual orientation, so specifically.

Lisa Fedina (she/her): Among black trans women and American Indian Alaska native students within most gender minority groups.

Lisa Fedina (she/her): reported the highest rates of unwanted contact during college, as well as women with an identity with other are not listed racial identities.

Lisa Fedina (she/her): bisexual college women trans women who identified as gay and trans men who identified as lesbian all appear to be reporting the highest rates of unwanted contact.

Lisa Fedina (she/her): And the demographic data qualities and unwanted sexual contact during college were consistent with those found in victimization before college in these patterns seem to extend also to harassment in dating abuse.

Lisa Fedina (she/her): So, moving to discussion as rich noted earlier methodological limitations and prior studies and you know dealing with small sample sizes have.

Lisa Fedina (she/her): Recent how often researchers have had to often combine sexual and gender minority students into a single group to compare victimization experiences and other outcomes, so our study.

Lisa Fedina (she/her): Attempts to fill some of these gaps in knowledge on specific group experiences.

Lisa Fedina (she/her): Among the studies that have explored students subgroups based on sexual orientation and gender or findings do appear to be consistent, although those studies are few.

Lisa Fedina (she/her): But we did find consistent patterns and some of those studies, such that by women by identified women and the haven data reported significantly higher rates of unwanted contact compared to women of other sexual orientations similarly and other studies of.

Lisa Fedina (she/her): transgender queer gender non conforming and other other gender identified students have reported significantly higher rates of sexual assault of some kind.

Lisa Fedina (she/her): Compared to six gender females insist gender meals, although these studies typically have much longer reporting period, so our findings are prevalence results are much lower than some of these other studies, but that's likely due to differences in reporting periods.

Lisa Fedina (she/her): Of the limited in scope, some studies have found racial and ethnic disparities in campus sexual assault victimization and among the studies that have found some racial differences.

Lisa Fedina (she/her): Results appear to be mixed some studies have not found any differences by race, but that has been mostly studies that have been compared only white and black college women students.

Lisa Fedina (she/her): Other studies have found that have included samples of American Indian Alaska native students have found that.

Lisa Fedina (she/her): native and indigenous students experienced the highest rates of sexual assault compared to other racial groups, and there is a lot more research, although it's still.

Lisa Fedina (she/her): Not a great deal, there is more research on violence among native populations using general population samples and our findings do appear to be consistent with the literature on sexual violence and intimate partner violence among adults.

Lisa Fedina (she/her): And so, our findings extend.

Lisa Fedina (she/her): This knowledge to include American Indian Indian and Alaska native students, as well as American Indian Alaska native students from specific gender minority groups.

Lisa Fedina (she/her): Overall, the lack of data on experiences of students of color really highlights the need for research that can assess multiple racial and ethnic minority subgroups.

Lisa Fedina (she/her): Which are studied does provide for some ethnic groups, however, we do recognize the limitations of our findings for students who identified or categorized as having an other.

Lisa Fedina (she/her): Racial identity, because this was not adequately captured in the haven data.

Lisa Fedina (she/her): And, as I mentioned we're still going through free text data to better understand the composition of this sample but there's also been research from the general population that have indicated that multi racial women.

Lisa Fedina (she/her): In particular, experience elevated rates of violence and sexual assault, but much more work much more research and much more work is needed to avoid grouping all of these individuals together and as a monolithic group.

Lisa Fedina (she/her): And then finally overall our high rates of victimization within certain subgroups are likely due to various structural factors and barriers on campuses that these students face.

Lisa Fedina (she/her): Related to service access legal protections racial discrimination immigration status, among others, but more research is really needed to identify what those mechanisms are.

Lisa Fedina (she/her): Finally, our data indicate that there may be a potential red zone for harassment, particularly for.

Lisa Fedina (she/her): Different gender minority groups students queer identifying students and American Indian Alaska native students, as they were the group setting had very high rates of harassment in that first three months.

Lisa Fedina (she/her): So this highlights the need for prevention to address harassment, in addition to sexual sexual assault.

Rich Tolman (he-him-his): So I wanted to.

Rich Tolman (he-him-his): Talk about a few practice and prevention inputting.

Rich Tolman (he-him-his): implications of our this preliminary data given the inequalities and unwanted sexual contact, as well as other forms of victimization the harassment and dating abuse variables as well among students of color in trans gender non conforming students, bisexual and queer students of color.

Rich Tolman (he-him-his): I think that points to the need for prioritize planning and resources and culturally relevant services on campuses.

Rich Tolman (he-him-his): For those students who are the most likely to experience victimization while attending college, we also, I think, really need to attend to the needs and experiences among students with childhood and adolescent histories of unwanted sexual contact which we saw.

Rich Tolman (he-him-his): happen in elevated rates and differentially across these groups of concern.

Rich Tolman (he-him-his): Given that many of these subgroups are victimized during college at the highest rates they also have the highest rates of victimization prior to college so prevention of.

Rich Tolman (he-him-his): victimization during college is essential to reduce the inequalities found among students of color and LGBT Q plus students of color.

Rich Tolman (he-him-his): The high rate of harassment as Dr Medina was mentioning suggests that there might be a significant red zone for harassment and.

Rich Tolman (he-him-his): It just gives me pause to think about that implementation because implication of that because.

Rich Tolman (he-him-his): students who are made to feel unwelcome on campus based on sexual orientation, race and gender identity it's not a surprise, of course, on that they have those experiences, but prevention and preparation that is aimed.

Rich Tolman (he-him-his): At the potential of that experience happening for those students those vulnerable students who have also experienced pre college victimization is really important.

Rich Tolman (he-him-his): Interventions like haven focus on issues of consent and sexual assault, but not constructions of identity and oppression.

Rich Tolman (he-him-his): Like due to racism hetero sexism, and so on, so maybe we need to think about more inclusive interventions or additional targeted interventions that address these other issues beyond issues of sexual assault.

Rich Tolman (he-him-his): The kind of preparation that goes along with that I just mentioned, that at the our school of social work, you know this has been a trend that we've noticed.

Rich Tolman (he-him-his): For a while that our students of color and.

Rich Tolman (he-him-his): Such own gender minority students.

Rich Tolman (he-him-his): Report greater feelings of being unwelcome or not.

Rich Tolman (he-him-his): On campus when they when they arrive, so we began to do more targeted anti racism preparation before students get to campus on through required pre campus.

Rich Tolman (he-him-his): programs and also orientation events so to the extent that we can make these preventive interventions inclusive of these this broader set of issues, I think, will move us in a positive direction.

Lisa Fedina (she/her): And so, in addition to practice and pop i'm sorry, in addition to practice prevention implications.

Lisa Fedina (she/her): I think our findings.

Lisa Fedina (she/her): So far, also present some important implications for research future research and policy in terms of policy folks might be aware of.

Lisa Fedina (she/her): The violence against women act by was recent reauthorization this past month, and the requirements that are set forth and blah blah.

Lisa Fedina (she/her): For campus climate surveys and how campus how campuses are going about collecting this data.

Lisa Fedina (she/her): And so, our findings can guide the implementation of these surveys, which can then best capture victimization and perpetration experiences among students subgroups and better get at the context of these experiences.

Lisa Fedina (she/her): And how victimization types different types of victimization like dating abuse and harassment and unwanted sexual contact my intersect or co occur.

Lisa Fedina (she/her): Particularly for sexual and gender minority students of color.

Lisa Fedina (she/her): So these surveys present really important opportunities to identify needs and policy and programmatic barriers and gaps among students that are most affected by these different forms of victimization.

Lisa Fedina (she/her): As rich mentioned earlier, with the measures or measures of victimization and perpetration in the haven data are limited to single items.

Lisa Fedina (she/her): And it's important to understand distinctions and tactics of unwanted sexual contact, as well as different forms of dating abuse and harassment, to ensure accurate data among students subgroups.

Lisa Fedina (she/her): And to also more clearly inform prevention efforts, we also need a greater effort to use to develop and test and use valid reliable and culturally relevant measures.

Lisa Fedina (she/her): Specific specific to different subgroups and populations.

Lisa Fedina (she/her): and future studies, ideally, using mixed methods approaches or introspective study designs that will allow for testing of various structural factors and contextual factors that help to explain these higher rates of victimization among certain subgroups is needed, including using a framework.

Lisa Fedina (she/her): That is inclusive, that is, inter sectional and that uses a strengths based rather than a deficit based approach to assessing risk and protective factors within these students of groups.

Rich Tolman (he-him-his): So I want to take a.

Rich Tolman (he-him-his): few minutes because I see we're already maybe running a little bit over our time to.

Rich Tolman (he-him-his): Talk about the perpetration data we haven't presented parallel.

Rich Tolman (he-him-his): Analyses today on perpetration across the populations and subgroups that we focused on for victimization and in part that's because we really are still wrapping our.

Rich Tolman (he-him-his): heads around the the meaning of the perpetration data and the opportunities for analyzing it and I wanted to just to note, you can see the perpetration reports during college those get the first three months of college again term to remind you of that.

Rich Tolman (he-him-his): Are are.

Rich Tolman (he-him-his): relatively low less than 1% of the respondents say that they had perpetrated unwanted sexual contact during those first three months during that first three month period of of college, but you see the rates of perpetration are relatively consistent across the years.

Rich Tolman (he-him-his): Similarly.

Rich Tolman (he-him-his): Oh, is that.

Rich Tolman (he-him-his): yeah perpetration before college itself.

Rich Tolman (he-him-his): Is up there.

Lisa Fedina (she/her): um.

Rich Tolman (he-him-his): i'm having trouble advancing my notes slides here we go.

Rich Tolman (he-him-his): perpetration before college again the rates are higher than the during college period so much larger time period reported prior to on campus again similar rates across.

Rich Tolman (he-him-his): Those years.

Rich Tolman (he-him-his): So I wanted to mention though some issues around the perpetration data that we're trying to.

Rich Tolman (he-him-his): understand better and model into our analyses of perpetration subsequently.

Rich Tolman (he-him-his): Our perpetration rates that are reported here are based on definitive yeses to that omnibus perpetration question, that is, that means students affirmatively responded that yes, they had.

Rich Tolman (he-him-his): perpetrated unwanted sexual contact with someone during the relevant time periods this treats the other answers which remember we're.

Rich Tolman (he-him-his): not sure i'm not sure if I did, that or I prefer not to answer if I did, that and the analyses that we presented and presented here treat those answers as missing data.

Rich Tolman (he-him-his): But it's possible that those answers not sure or prefer not to answer reveal important information at least about potential perpetration because social desirability might lead someone reluctant to admit perpetration to use these other categories to not deny.

Rich Tolman (he-him-his): perpetration but not to affirmatively or definitively respond that they had as well, and being i'm not sure if there was consent in a.

Rich Tolman (he-him-his): sexual contact we seems to indicate that the sexual contact was not affirmatively consent it to not in a definitive way so that's a meaningful category as well, in terms of intervention that not sure.

Rich Tolman (he-him-his): category and why would someone who had not perpetrated sexual abuse respond as prefer not to say.

Rich Tolman (he-him-his): seems like the social desirability would tilton the direction of an affirmative definitive know, rather than a possible yes, which is one way to interpret that prefer not to say category.

Rich Tolman (he-him-his): So let's take a look so um I wanted to show you one example of those non how those non definitive perpetration responses very in this case by gender, so, and these could have.

Rich Tolman (he-him-his): A big impact on those very small rates have.

Rich Tolman (he-him-his): responded to do admit to perpetration adding in the not shores or the.

Rich Tolman (he-him-his): Non definitive prefer not to say is as potential at least forms of potential for perpetration could make the rates for different groups look very different so differential responding and differential willingness to use that category.

Rich Tolman (he-him-his): could really have a big impact on our understanding of perpetration by these subgroups so we want to be careful about that, so you can see just to take one example, the four.

Rich Tolman (he-him-his): Responding to identify as female if you look at their pre test results, the non shores and prefer not to answers as to about 3% of the sample, but when we look at male respondents it's 4% likewise in the prefer not to answer and nine definitive.

Rich Tolman (he-him-his): shores in prefer not to answers in the post test the difference between men and women male identified and female identified response, I should say swells to like 1.6% so that could have a big.

Rich Tolman (he-him-his): impact on our understanding of perpetration if we consider that there's a potential that those.

Rich Tolman (he-him-his): Non definitive responses may represent perpetration so we're working on ways to model this into our analysis and one possible solution is to model.

Rich Tolman (he-him-his): definitive knows, rather than definitive yeses or I shouldn't say rather than in addition to definitive yeses and not to treat the not chores and prefer not to answer as as missing data, but rather to.

Rich Tolman (he-him-his): include them in a non definitive know category and see if models, then, that we develop in our understanding of subgroup differences and of the ways in which attitudes campus norms and other variables on impact perpetration model that in that additional way.

Rich Tolman (he-him-his): So next steps in our.

Rich Tolman (he-him-his): analysis.

Rich Tolman (he-him-his): We conducted conformity confirmatory factor analysis on attitudes and by standard deleted constructs in the data set across student racial and gender groups and we're finding that our measurement models are invariant across those groups, which is very welcome.

Rich Tolman (he-him-his): Finding because it allows us, then, to do subsequent analyses.

Rich Tolman (he-him-his): Using those subgroups and with confidence that our measurement models on those variables are applicable to those groups and our next steps are to conduct multi level modeling analyses that account.

Rich Tolman (he-him-his): For campus characteristics in school size region and school type that's like four year to year Public Private when we're talking about type.

Rich Tolman (he-him-his): to better understand the relationship between some of these attitude perception related constructs and victimization and perpetration.

Rich Tolman (he-him-his): And how these models very or do not vary across student racial gender and sexual orientation subgroups i'll just note that these analyses have been delayed So what do you do what are some difficulties in obtaining correcting our campus level data there's a possible potential perhaps.

Rich Tolman (he-him-his): That we may be able to obtain enhance campus level data that will go beyond type size and region of the campus that's the data that was originally included, but it's possible that without.

Rich Tolman (he-him-his): That some additional campus layer data will be available to us.

Rich Tolman (he-him-his): Respecting the anonymized camp campus variable, that is, we won't know which campuses are which, but the.

Rich Tolman (he-him-his): gathers of the data do and it's possible that we can link this to additional campus information that they can provide, so our data opportunities for campus level understanding of these factors might be expanded.

Lisa Fedina (she/her): And that concludes our presentation, for today, so I guess we'll turn it back over to Dr McMahon.

Sarah McMahon: Wonderful, thank you for such a really interesting presentation it's incredibly impressive to to just understand the scope of what you're looking at.

Sarah McMahon: I think that you know many of the types of analyses that you're conducting are really helping to push the field forward again in terms of being.

Sarah McMahon: Comprehensive like really appreciated hearing about how you were looking at experiences of different groups and populations.

Sarah McMahon: You know by gender, race, sexual orientation and especially appreciated.

Sarah McMahon: Looking at differences within group, especially as we're trying, you know, to move towards having intersection ality in our analyses so.

Sarah McMahon: And the discussions that you both provided both in terms of what we need to be doing in terms of incorporating measures.

Sarah McMahon: And implications into our programs around those issues, I think, is really interesting considering, you know how can we.

Sarah McMahon: Maybe consider sexual violence or dating violence as one dimension of campus climate, and how does it integrate with these other.

Sarah McMahon: dimensions, whether it be the climate, based on race and how people do or don't feel welcome so that was.

Sarah McMahon: really interesting also knowing that you were looking both before and during college, and I think you know another area, we can be considering is how do we bridge that and how can we sort of.

Sarah McMahon: Understand people's experiences over time, knowing that they're having these experiences not only while they're on campus but before and and looking at both victimization and and perpetration.

Sarah McMahon: across these different issues it's just really phenomenal to hear about your work, so thank you, I have lots of questions but i'm not going to hog them.

Sarah McMahon: So i'm going to turn to the the questions and answers that.

Sarah McMahon: participants have shared and encourage people to continue to add there and see if we can get to some of the questions that people have asked.

Sarah McMahon: So the first one is a question about wondering if there's a graph that shows the rate of people who answered they experienced victimization prior to college versus students who didn't and then those that experienced re victimization or first victimization.

Lisa Fedina (she/her): um yeah I don't have any we unfortunately don't have any of those graphs candy today and i'm trying to think we have because I was this particular attendee.

Lisa Fedina (she/her): True so question, but if you're wanting to know, like the comparison, how many students by different subgroups experienced victimization prior to to college yeah compared to those who didn't.

Lisa Fedina (she/her): And then, who experienced the victimization so yeah for the purposes of these analyses we combine those reports of for folks That said, they experienced victimization both before and since college.

Lisa Fedina (she/her): To yeah for as for simplicity and just trying to streamline the findings, but you raise a really important point about looking at again, you know, given that.

Lisa Fedina (she/her): We know that early victimization.

Lisa Fedina (she/her): If we have for survivors coming to campus right maybe placed a greater risk for for experiencing re victimization once they get to campus So those are important nuances that will definitely be looking at these data.

Sarah McMahon: Great Thank you another question that came up and Dr 15 I believe you were talking about this a little bit is Could you give an example of what using a strengths based perspective on risk and protective factors approach would look like.

Lisa Fedina (she/her): yeah that's a really great.

Lisa Fedina (she/her): Question Susan, thank you for asking that I think yeah i'm not especially familiar with these the strengths based approaches that are specifically being used in campus sexual assault.

Lisa Fedina (she/her): interventions and models, but I can say just for generally in violence, research, I think that there's been this.

Lisa Fedina (she/her): Growing attention to move away.

Lisa Fedina (she/her): From a deficit framework right that focuses more on problems with individuals and that could be victim blaming writer blames individuals and communities for.

Lisa Fedina (she/her): Potentially being for experiencing victimization for experiencing it at higher rates and those types of interventions being used more to help.

Lisa Fedina (she/her): victims and survivors more so navigate their own experience right and avoid risks that are associated with these outcomes so.

Lisa Fedina (she/her): I I feel like I don't have a straightforward answer and I would say that I think you know strengths strengths based or assets focused approaches would would look really differently depending on the Community that's being served and so.

Lisa Fedina (she/her): there's a great deal of research on assets based interventions and models and violence within native and indigenous communities.

Lisa Fedina (she/her): And the assets and strengths frameworks that would be used in certain gender minority communities, what would look different than within certain sexual minority communities and within various different communities of color so.

Lisa Fedina (she/her): There was one other thing Oh, we are so we're also working with an advisory board who does have more focused expertise within working in serving within specific communities and so we're hopeful that.

Lisa Fedina (she/her): In terms as we move forward with approaches or guidance around prevention and programming that that level of specificity, depending on what community.

Lisa Fedina (she/her): we're you know that we're working with and conducting research on that those frameworks can be applied by the experts in the practitioners and survivors who are from those communities themselves.

Sarah McMahon: Thank you for that and and just to follow up question on that to that some of you know what i've seen happening on college campuses also relates to working with people who have committed offenses and trying to integrate some more strength based.

Sarah McMahon: approaches that try to balance accountability, while also trying to provide opportunity for change, so I don't know if either of you have thoughts or how some of that might apply there.

Sarah McMahon: that's a great.

Lisa Fedina (she/her): Thought yeah Dr McMahon rich I don't know if you have anything um.

Lisa Fedina (she/her): I yeah.

Sarah McMahon: I think you know there's been some work on like restorative justice, and I know at rutgers we have some alternative.

Sarah McMahon: options when, especially if it's you know these are survivor driven that if they're not looking to go through adjudication or through another formal process.

Sarah McMahon: There may be some other options to consider, especially if the action doesn't rise to the level of expulsion, for example, so it'll be interesting to hear what people come up with and and how our measures can sort of assess how those interventions are working as well.

Rich Tolman (he-him-his): yeah I think I mean.

Rich Tolman (he-him-his): i'm I think we're all a lot of us are really hopeful about the potential for restorative rather than Carswell or pseudo Carswell responses in the systems that we work in, and we know so well how those differentially fall upon.

Rich Tolman (he-him-his): Some of the sub groups that were really interested in studying in this data so.

Rich Tolman (he-him-his): So, moving beyond punitive responses towards those restorative options, I think it's something we would refer, but I think.

Rich Tolman (he-him-his): Those do tend to be.

Rich Tolman (he-him-his): At least on our campus I would say, the number of students who gets subjected to those kinds of programs in any way any kind of penalty or any restorative option is relatively small compared to the amount of.

Rich Tolman (he-him-his): Unwanted sexual.

Rich Tolman (he-him-his): Contact that's occurring, and so I think there's a promise for hopefully for other structural and larger scale solutions rather than the aftermath not not to minimize that in any way because.

Rich Tolman (he-him-his): But just to say that I think.

Rich Tolman (he-him-his): We need to continue to keep that focus on those other.

Rich Tolman (he-him-his): Other factors I mean so yeah these kind of preventive in interventions, hopefully on.

Rich Tolman (he-him-his): fine tuning those and expanding those and finding the ways that they work, the most effectively I would hopefully prevent the need for those kind of restorative options when people.

Rich Tolman (he-him-his): get to campus but I guess our data is at least hinting at this point on, and again some some preliminary analyses that we began the run, but I think.

Rich Tolman (he-him-his): Pre College on experiences both victimization and perpetration are really.

Rich Tolman (he-him-his): Crucial as well, so understanding who's coming in with what sets of experiences and what kinds of targeted interventions might prevent that from occurring on campus is a really important area, as opposed to the post assault adjudication and.

Rich Tolman (he-him-his): focus.

Sarah McMahon: These are great points and I think they're starting to you know, the level of conversation is rising about how do we look at some of these structural level factors some more to both in terms of measurement.

Sarah McMahon: and also the development of programs, and so I wonder if either of you have a comment or two on some ideas for that is it about you know.

Sarah McMahon: Creating advisory boards or bringing together the people who are doing this measurement to sort of de silo this work on campuses or is it designing measures that are able to look at.

Sarah McMahon: You know, a variety of issues while trying to also keep the length short enough or you know what are some ideas or thoughts that you have either measurement or sort of prevention wise to sort of de silo this work to to address those structural issues.

Lisa Fedina (she/her): yeah that's a great.

Lisa Fedina (she/her): Great point Dr my fan I think yeah I think bringing using advisory boards yeah.

Lisa Fedina (she/her): In our task forces, you know.

Lisa Fedina (she/her): and working groups as a means to bring folks together and providing people with resources as well to share their expertise, whether that's yeah other researchers are practitioners are survivors advocates etc I think that's a great way to get to help.

Lisa Fedina (she/her): To decide a little bit, then I think it's also up to us, you know as as violence, researchers and practitioners to go find that information right into dig into anti racist scholarship and.

Lisa Fedina (she/her): And until yeah some of these different assets based you know frameworks that are being used within very specific communities to understand how those are being used, but then you know consult and work together to think about how they might be applied, and to what extent.

Lisa Fedina (she/her): They would be appropriate to measure and ascertain these constructs within the context of a campus climate survey.

Lisa Fedina (she/her): Other you know I think other ideas on campus climate surveys it, you know expanding the types of victimization expanding the types of discrimination.

Lisa Fedina (she/her): of you know, micro aggressions yeah Dr mckeon I know you're you know you have done this work to better look at some of the intersections of forms of violence across marginalized groups of students.

Lisa Fedina (she/her): That, I think I don't know whether it's would be done in campus surveys or follow up types of surveys and other mixed methods types of studies to again draw on the asset assets.

Lisa Fedina (she/her): And strings defined by people from those communities to then inform how what we should be collecting on the surveys that could then subsequently inform prevention and actual programs.

Sarah McMahon: Right and giving us a lot to think about Thank you Dr Medina another question that's here is how do rates and perpetration compared to the perpetration data with higher rates and Upper class graduates third or fourth year and not incoming freshmen.

Sarah McMahon: So that's a great question.

Rich Tolman (he-him-his): yeah rich dude oh.

Rich Tolman (he-him-his): i'm.

Rich Tolman (he-him-his): We um we haven't we haven't analyzed that and the the bulk of our the data that we're presenting here today is.

Rich Tolman (he-him-his): from entering students, so we don't really have the comparative data within our within.

Rich Tolman (he-him-his): This data set to look at the differences among.

Rich Tolman (he-him-his): upperclassmen versus.

Rich Tolman (he-him-his): Entering freshmen but.

Rich Tolman (he-him-his): That said, there is some data and we make, there is, there are some.

Rich Tolman (he-him-his): Number of folks who do fill this out when they enter campus at a later time period than in their freshman year so maybe the potential for that we haven't looked too closely at that just yet, but.

Rich Tolman (he-him-his): I will say that there, I mean again there might be a potential.

Rich Tolman (he-him-his): For looking across years because this year's.

Rich Tolman (he-him-his): freshmen become next year's sophomores juniors or seniors still available in the pool of people who might potentially victimized or not victimize on.

Rich Tolman (he-him-his): students who are entering in their freshman year or so there's a potential anyway, though we're still we're thinking about how we might be able to do it to look across rates on on on specific campuses over over a number of years to see if changes in.

Rich Tolman (he-him-his): Differences in perpetration or victimization rates and differences and attitudes on campus norms bystander behavior have any impact on.

Rich Tolman (he-him-his): Subsequent years of reported victimization data I don't know if that's an answer to this specific question but we're looking for ways to.

Rich Tolman (he-him-his): potentially have the data help inform that question.

Sarah McMahon: Thank you for that there was a follow up saying, like the Krebs campus sexual assault measure shows a red zone perpetration by upperclassmen wondering how these data could paint a picture of where prevention interventions are best targeted.

Rich Tolman (he-him-his): Again, and that's.

Rich Tolman (he-him-his): A limitation and, as I was saying in this data set because it is.

Rich Tolman (he-him-his): focused on entering students, rather than across all the years of campus so the perpetration that we're picking up in this is entering perpetration by entering students, but we know right that perpetration.

Rich Tolman (he-him-his): happening by people from who are various levels on campus.

Rich Tolman (he-him-his): Including potentially graduate students or others as well, so.

Rich Tolman (he-him-his): We may not with this data be able to give the best answer to that, but as I said, we're looking for ways opportunities in the way the data is structured, to see if we can put it to work to help potentially see.

Rich Tolman (he-him-his): Again across the years because Nick this year's freshmen are next year sophomores, and so we have five years of data.

Rich Tolman (he-him-his): And so we may be able to model, something that could help.

Rich Tolman (he-him-his): eliminate that both the pool of for a, for example, what's the pool of perpetrators from one year that are now presumably still at that school and in the pool of people who could.

Rich Tolman (he-him-his): be committing victimization I mean perpetration so in.

Rich Tolman (he-him-his): The subsequent classes so we're looking for ways to do that.

Sarah McMahon: yeah that's really exciting to think about and having those different pools and years, I think, is you know offers a really, really important contribution and.

Sarah McMahon: One other person here in the queue and I said I wonder if perpetration rates among upperclassmen with the added power dynamic would increase compared to our freshmen.

Sarah McMahon: don't know if you have any thoughts on that.

Rich Tolman (he-him-his): I would think so, I do think so.

Rich Tolman (he-him-his): um that that is a factor and also.

Rich Tolman (he-him-his): Again, simple very preliminary analysis that we did shows that.

Rich Tolman (he-him-his): I think again, not surprisingly, shows that there may be differential concentration of perpetration.

Rich Tolman (he-him-his): among people who are.

Rich Tolman (he-him-his): associated with various kinds of endeavors on campus fraternities, for example, or sports teams.

Rich Tolman (he-him-his): And so on the embedded newness of folks in those in those upper years or their status on campus in subsequent years.

Rich Tolman (he-him-his): might really haven't even additional boost not only.

Rich Tolman (he-him-his): That they're older, but that they're more fully embedded in these structures that may be.

Rich Tolman (he-him-his): Promoting or making victimization more more likely so.

Rich Tolman (he-him-his): So I think we can we can take a look at some of that beta in my just in my opinion, yes, age and embedded in us and Campus structures that lend prestige and power.

Rich Tolman (he-him-his): can certainly heighten the risk of perpetration.

Rich Tolman (he-him-his): So, and again hope, to the extent, hopefully, our will find ways to have the data speak to that or, to be able to understand that more effectively, we do have.

Rich Tolman (he-him-his): data which we haven't talked about that our next steps on analyzing.

Rich Tolman (he-him-his): Attitudes towards consent and rape myth attitudes.

Rich Tolman (he-him-his): Also.

Rich Tolman (he-him-his): perception of campus norms and bystander beliefs and advocacy that might help inform.

Rich Tolman (he-him-his): Our understanding of perpetration as well, and maybe across years or levels for students.

Sarah McMahon: Wonderful well, we are just at time and it's exciting to hear about not only what you've already found, but some of your plans for moving forward, I know I will be eagerly anticipating seeing what what comes out of this project, so thank you so much for.

Sarah McMahon: Sharing the wealth of information, you did today and I just is there anybody else on our panel, who has any closing thoughts or remarks before we close.

Sarah McMahon: Okay.

Sarah McMahon: Well then, I just like to once again thank everyone who took the time to attend today we really appreciate that you joined us.

Sarah McMahon: We also would like to again thank all of our partners and I J and i'd like to thank everybody who's here from the consortium and, of course, would like to give a special round of applause.

Sarah McMahon: For Dr Medina and Dr Coleman, thank you for being generous with your time and sharing all this great information with us, it gives us a lot to think about so thanks everyone and have a great rest of the day, thank you so much, take care.
    
  
Disclaimer:
              Opinions or points of view expressed in these recordings represent those of the speakers and do not necessarily represent the official position or policies of the U.S. Department of Justice. Any commercial products and manufacturers discussed in these recordings are presented for informational purposes only and do not constitute product approval or endorsement by the U.S. Department of Justice.
  
Date Published: April 22, 2022
    
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