Kathryn A. Branch

Professors’ Experiences With Student Disclosures of Sexual Assault and Intimate Partner Violence: How “Helping” Students Can Inform Teaching Practices

As female faculty teaching classes on sensitive topics (e.g., Family Violence, Women and Crime, Victimology), we have received numerous disclosures of sexual assault and intimate partner violence (IPV) victimization from our students both in and outside the classroom. These experiences have caused each of us to reflect on our teaching practices within the classroom. When college professors receive disclosures from their students they have to develop strategies on how to effectively handle the disclosure, how to manage the classroom environment and assignments knowing that a survivor is in the course, and how to effectively handle their own emotional impact that may result from the disclosure. This paper explores the strategies that faculty report using when responding to disclosures by students and how receiving student disclosures can be used to inform teaching practices.

The Relationship Between Social Support and Adolescent Dating Violence: A Comparison Across Genders

Although much research has focused on the function of social support in adult intimate partner violence, little is known about the role of social support in adolescent dating violence. This study is an exploratory analysis of the independent impact of social support from friends and family on the risk of adolescent dating violence perpetration and victimization among a large sample of youth (n = 970). Approximately, 21% of the sample reported experiencing victimization in a dating relationship whereas 23% indicated perpetrating dating violence. Male youth reported significantly more involvement in dating violence as both perpetrators and victims. Negative binomial regression modeling indicated that increased levels of support from friends was associated with significantly less dating violence perpetration and victimization; however, when gendered models were explored, the protective role of social support was only maintained for female youth. Family support was not significantly related to dating violence in any model. Implications for dating violence curriculum and future research are addressed.

‘But I’m not a counsellor’: The nature of role strain experienced by female professors when a student discloses sexual assault and intimate partner violence

Abstract Sexual assault and intimate partner violence victimisations are a major concern for the college community. College students who experience victimisation at times turn to their female professors as a listening ear. Due to conflicting role expectations, these professors may experience role strain when responding to student disclosures. This paper presents research in which professors were interviewed regarding student disclosures of sexual assault and intimate partner violence and asked about resulting strain. Findings indicate that professors are at times confused as to their exact role in assisting their students and are personally affected by the disclosures.

An Exploratory Analysis of College Students’ Response and Reporting Behavior Regarding Intimate Partner Violence Victimization and Perpetration Among Their Friends

Over the last several decades, an extensive literature has documented the prevalence of dating violence on college campuses. As a result, initiatives to promote awareness of dating violence on college campuses have proliferated and models of “bystander intervention” have been developed. Bystander intervention asserts that by giving all students information concerning the prevalence and warning signs of dating violence, these individuals will “say something” when they see problem behavior. However, a paucity of empirical research exists concerning whether students actually report their observation of dating violence among their peers. In the present study, a sample of college freshman (n = 275) was surveyed regarding their willingness to report dating violence behaviors among their friends. Findings indicate that a slight majority of respondents report that they would report dating violence victimization among their friends to university officials (54%) and/or law enforcement (56%) while fewer indicated they would report perpetration, 38% and 42%, respectively. Importantly, respondents overwhelmingly report that they would attempt to intervene in the dating violence victimization (87%) and perpetration (84%). Implications of these findings for campus safety initiatives and bystander education models are discussed.

Blurring the lines reinforcing rape myths in comic books

Through the use of popular culture constructs, individuals are exposed to an overabundance of images that validate rape myths. Although studies have examined rape in popular culture, little attention has been given to the use of rape myths in comic books as a means to reinforce hegemonic masculinity. Using a convenience sample taken from popular comic book series, this content analysis examined the prevalence of rape and the myths used to create such portrayals as well as discuss the negative impact the perpetuation of rape culture has on society. Findings indicate that the reinforcement of rape myths is present within mainstream comic books. Rape myths that were supported included a number of rape survivor, rape perpetrator, and victim blaming myths.

The effects of receiving a rape disclosure: college friends' stories.

Research suggests that college women are at greater risk for rape and sexual assault than women in the general population or in a comparable age group. College women, away from home and family, may turn to friends for support. Friends may experience emotional reactions that affect their own functioning and may not feel they have anywhere to turn. In this study, we interviewed male and female college students who had received a rape disclosure from a friend. Their unique stories provide insight into the secondary effects of rape disclosure on friends. Implications of these findings for college campuses are discussed.

An Exploratory Examination of Student to Professor Disclosures of Crime Victimization

Prior qualitative research has demonstrated that female college students may utilize their professors as support providers when they experience sexual assault and intimate partner violence victimization. To further explore this phenomenon, the present study used a random sampling design on two college campuses to examine the following questions: (a) Are student disclosures of crime victimization a common occurrence for college professors? (b) What is the nature of college professors’ most recent disclosure of crime victimization? and (c) Do professor characteristics predict receiving a student disclosure of victimization? Implications of these findings as well as directions for future research will be discussed.

Examining Parental and Peer Social Support as a Buffer Between Dating Violence Victimization and Negative Outcomes Among Female Adolescents

Social support has been linked to a lower rate of negative outcomes among adult women who have experienced intimate partner violence victimization; however, little is known about the potential buffer effects of social support for adolescent girls who have been victimized by a dating partner. Using data from the Toledo Adolescent Relationship Study (n=495), we examine the impact of social support from parents and peers on negative outcomes, including low self-esteem, depression, and unhealthy weight control, among female youth who have experienced physical and/or emotional dating violence victimization (n=198). Multivariate regression analyses demonstrate that social support from parents and peers protects against low self-esteem but not against depression or unhealthy weight control. Implications for dating violence programming and future research are addressed.

Bruised and Battered: Reinforcing Intimate Partner Violence in Comic Books:

Previous studies have examined intimate partner violence (IPV) in popular culture; however, little attention has been given to the presence of domestic violence myths in comic books. Using a convenience sample taken from popular comic book series, this content analysis examines the prevalence of IPV and the myths used to justify such portrayals. Findings indicate that the reinforcement of IPV through myths is clearly evident within mainstream comic books. Discussion of the negative impact of the acceptance and reinforcement of IPV myths is addressed.