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Campus Sexual Assault Policy and Pro...

Zervoulakos, Lei Raiza A.

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Campus Sexual Assault Policy and Procedure: Examining Student Knowledge and Perception to Increase Reporting.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Campus Sexual Assault Policy and Procedure: Examining Student Knowledge and Perception to Increase Reporting./
作者:	Zervoulakos, Lei Raiza A.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2024,
面頁冊數:	102 p.
附註:	Source: Dissertations Abstracts International, Volume: 84-02, Section: B.
Contained By:	Dissertations Abstracts International84-02B.
標題:	Higher education administration. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29253440
ISBN:	9798841741541

Campus Sexual Assault Policy and Procedure: Examining Student Knowledge and Perception to Increase Reporting.
Zervoulakos, Lei Raiza A.

Campus Sexual Assault Policy and Procedure: Examining Student Knowledge and Perception to Increase Reporting. - Ann Arbor : ProQuest Dissertations & Theses, 2024 - 102 p.

Source: Dissertations Abstracts International, Volume: 84-02, Section: B.

Thesis (Psy.D.)--The Chicago School of Professional Psychology, 2024.

This item must not be sold to any third party vendors.

Sexual assault has significant physical and psychological impacts on victims but remains underreported, especially in higher learning institutions. The primary aim of this study was to examine college and university students' knowledge and attitudes towards sexual assault disclosure protocols and procedures in the institutions. Students' knowledge and perception of such policies and guidelines can determine their sexual assault reporting behaviors. However, students' demographic factors such as socialization, knowledge levels, and cultural backgrounds may influence their perceptions of sexual assault reporting behaviors. In this study, students' involvement in extracurricular activities and their enrollment modes were essential variables that influence attitudes towards the existing institutional policies. The first hypothesis for the study stated that students active in extracurricular activities on campus are likely to score higher when assessed on their knowledge of their campus sexual assault policy and procedure than students who are not engaged and active, while the second hypothesis stated that students with fewer completed academic credits have a positive attitude toward campus sexual assault policy and procedure compared to students with more completed academic credits. Data was analyzed using SPSS software to conduct statistical analysis. The results showed no relationship between academic credits and student perception and attitude toward campus sexual assault policy and procedure. However, the respondents who participated in extracurricular activities were more familiar with sexual assault policies and procedures. Moreover, male respondents scored higher in supporting initiatives by the campus administration in facilitating sexual assault reporting than those from other gender orientations. One of the recommendations included offering more training on sexual assault policies to part-time students in colleges and universities. Future research should focus on the effectiveness of providing helpful information to learners. In addition, other scholars should focus on how gender and age influence the under-reporting of rape and sexual assault cases within higher learning institutions.

ISBN: 9798841741541Subjects--Topical Terms:

2122863
Higher education administration.
Subjects--Index Terms:

Policy and procedures

Campus Sexual Assault Policy and Procedure: Examining Student Knowledge and Perception to Increase Reporting.
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500 $a Source: Dissertations Abstracts International, Volume: 84-02, Section: B.
500 $a Advisor: Gomberg, Linda.
502 $a Thesis (Psy.D.)--The Chicago School of Professional Psychology, 2024.
506 $a This item must not be sold to any third party vendors.
520 $a Sexual assault has significant physical and psychological impacts on victims but remains underreported, especially in higher learning institutions. The primary aim of this study was to examine college and university students' knowledge and attitudes towards sexual assault disclosure protocols and procedures in the institutions. Students' knowledge and perception of such policies and guidelines can determine their sexual assault reporting behaviors. However, students' demographic factors such as socialization, knowledge levels, and cultural backgrounds may influence their perceptions of sexual assault reporting behaviors. In this study, students' involvement in extracurricular activities and their enrollment modes were essential variables that influence attitudes towards the existing institutional policies. The first hypothesis for the study stated that students active in extracurricular activities on campus are likely to score higher when assessed on their knowledge of their campus sexual assault policy and procedure than students who are not engaged and active, while the second hypothesis stated that students with fewer completed academic credits have a positive attitude toward campus sexual assault policy and procedure compared to students with more completed academic credits. Data was analyzed using SPSS software to conduct statistical analysis. The results showed no relationship between academic credits and student perception and attitude toward campus sexual assault policy and procedure. However, the respondents who participated in extracurricular activities were more familiar with sexual assault policies and procedures. Moreover, male respondents scored higher in supporting initiatives by the campus administration in facilitating sexual assault reporting than those from other gender orientations. One of the recommendations included offering more training on sexual assault policies to part-time students in colleges and universities. Future research should focus on the effectiveness of providing helpful information to learners. In addition, other scholars should focus on how gender and age influence the under-reporting of rape and sexual assault cases within higher learning institutions.
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