subject:(Campus violence )

Washington State University

1. [No author]. ARMED WITH MORE THAN KNOWLEDGE: AN AUTOETHNOGRAPHIC EXPLORATION OF GUN CULTURE .

Degree: 2019, Washington State University

► The purpose of this dissertation is to explore the author’s experiences with campus concealed carry and gun culture. The author employs methods of autoethnography to… (more)

Subjects/Keywords: Education; Campus Concealed Carry; Gun Culture; Guns on Campus; School Violence

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APA (6^th Edition):

author], [. (2019). ARMED WITH MORE THAN KNOWLEDGE: AN AUTOETHNOGRAPHIC EXPLORATION OF GUN CULTURE . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/17877

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

author], [No. “ARMED WITH MORE THAN KNOWLEDGE: AN AUTOETHNOGRAPHIC EXPLORATION OF GUN CULTURE .” 2019. Thesis, Washington State University. Accessed January 21, 2021. http://hdl.handle.net/2376/17877.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

author], [No. “ARMED WITH MORE THAN KNOWLEDGE: AN AUTOETHNOGRAPHIC EXPLORATION OF GUN CULTURE .” 2019. Web. 21 Jan 2021.

Vancouver:

author] [. ARMED WITH MORE THAN KNOWLEDGE: AN AUTOETHNOGRAPHIC EXPLORATION OF GUN CULTURE . [Internet] [Thesis]. Washington State University; 2019. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/2376/17877.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

author] [. ARMED WITH MORE THAN KNOWLEDGE: AN AUTOETHNOGRAPHIC EXPLORATION OF GUN CULTURE . [Thesis]. Washington State University; 2019. Available from: http://hdl.handle.net/2376/17877

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Oregon

2. Hally, Simone Collette. Implementation Analysis of Campus Sexual Violence Prevention Programming.

Degree: 2020, University of Oregon

URL: https://scholarsbank.uoregon.edu/xmlui/handle/1794/25755

► While institutions of higher education provide opportunities for personal and intellectual transformation, they are also prevalent sites of sexual and intimate partner violence in the… (more)

▼ While institutions of higher education provide opportunities for personal and intellectual transformation, they are also prevalent sites of sexual and intimate partner violence in the United States. The Campus Sexual Violence Elimination (SaVE) Act, passed federally in 2013, “require[s] institutions to provide to incoming students and new employees and describe in their Annual Security Reports primary prevention and awareness programs” (Federal Register, 2014) in order to reduce— and ultimately prevent— sexual violence on college campuses. In this paper, I assess institutional interpretations of the Act’s requirement for “primary prevention programs”. After selecting 60 schools across six states and institutional classifications (i.e. public, private, Tribal, Associate, Baccalaureate, Master, Doctoral) and affiliations (i.e. religious affiliation), I used the prevention programming information described in their Annual Security Reports to measure their implementation of primary prevention programming. I measured the range in programming against a set of “promising practices” outlined by the National Association of Student and Personnel Administrators (NASPA) and the Center for Disease Control and Prevention (CDC) . These practices include: provision of prevention to students and other targeted groups (e.g. staff), appropriate timing (e.g. student and staff orientation) sufficient dosage (more than once), its inclusion of bystander intervention and empowerment, and its facilitation by peers. I recorded the implementation of programming within these categories for each school, and then combined the categories to create an overall “Promising Prevention Index” score. Using statistical analysis, I tested the relationship between each “promising prevention” category, as well as the overall Index, and school characteristics (i.e. State, setting, gender and racial composition, undergraduate population and student-faculty ratio, Carnegie Classification, and religious affiliation). Through these statistical analyses, I found that the state, proportion of black and latino students, as well as Carnegie Classification of each school affected implementation in specific programming categories, as well as the overall Index score. While I point to disparities in funding tied to these factors as a potential justification for their statistically significant relationship with prevention programming, I recommend further research in this area.

Subjects/Keywords: Campus Prevention; Campus SaVE Act; Sexual Violence; Prevention Program; Policy

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APA (6^th Edition):

Hally, S. C. (2020). Implementation Analysis of Campus Sexual Violence Prevention Programming. (Thesis). University of Oregon. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/25755

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hally, Simone Collette. “Implementation Analysis of Campus Sexual Violence Prevention Programming.” 2020. Thesis, University of Oregon. Accessed January 21, 2021. https://scholarsbank.uoregon.edu/xmlui/handle/1794/25755.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hally, Simone Collette. “Implementation Analysis of Campus Sexual Violence Prevention Programming.” 2020. Web. 21 Jan 2021.

Vancouver:

Hally SC. Implementation Analysis of Campus Sexual Violence Prevention Programming. [Internet] [Thesis]. University of Oregon; 2020. [cited 2021 Jan 21]. Available from: https://scholarsbank.uoregon.edu/xmlui/handle/1794/25755.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hally SC. Implementation Analysis of Campus Sexual Violence Prevention Programming. [Thesis]. University of Oregon; 2020. Available from: https://scholarsbank.uoregon.edu/xmlui/handle/1794/25755

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

3. Tomlinson, Robert W. Weapons on campus.

Degree: 2012, Sam Houston State University

URL: http://hdl.handle.net/20.500.11875/1832

Subjects/Keywords: campus violence; Firearms

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APA (6^th Edition):

Tomlinson, R. W. (2012). Weapons on campus. (Thesis). Sam Houston State University. Retrieved from http://hdl.handle.net/20.500.11875/1832

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Tomlinson, Robert W. “Weapons on campus.” 2012. Thesis, Sam Houston State University. Accessed January 21, 2021. http://hdl.handle.net/20.500.11875/1832.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Tomlinson, Robert W. “Weapons on campus.” 2012. Web. 21 Jan 2021.

Vancouver:

Tomlinson RW. Weapons on campus. [Internet] [Thesis]. Sam Houston State University; 2012. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/20.500.11875/1832.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tomlinson RW. Weapons on campus. [Thesis]. Sam Houston State University; 2012. Available from: http://hdl.handle.net/20.500.11875/1832

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas Tech University

4. -2455-7025. Critical incident of campus violence: Community college students experiences and perceptions of its effect on academic success.

Degree: EdD, Higher Education, 2016, Texas Tech University

URL: http://hdl.handle.net/2346/72289

► A student’s academic success is largely tied to the connections that a student makes to the college campus. These connections are a part of the… (more)

▼ A student’s academic success is largely tied to the connections that a student makes to the college campus. These connections are a part of the campus climate and culture intended to enhance positive perceptions and experiences, and engage positive student behaviors. This contributes to retention and completion as well; hence the higher a student’s perception of his or her connection to campus, the more likely a student is of being academically successful. A sense of connectedness is also associated with a student’s sense of well-being. If a student feels that he or she is in an unsafe environment, or that the level of safety provided by the institution is questionable, the student may lose the ability to fully invest themselves in the campus community, thereby lessening the chances of being as successful as they could be otherwise. The purpose of this qualitative study was to explore the perceptions of community college students who have experienced an act of campus violence at their institution, and how this experience has affected their academic success. Specific focus was given in this study to the students’ perceptions of their sense of security while on campus and how they perceived their institution had supported their success after an act of violence occurred. Data collection began with email requests for participants to complete a 25 question survey. From the responses, 15 participants were purposively chosen for analysis. The critical incident technique was used to gather the data due to nature of the human activities and their significance to the participants involved. Data analysis was conducted using the constant-comparative method. The study is significant in that it is intended to inform higher education practitioners of the effects of campus violence on a community college student’s sense of security while on campus, as well as informing practitioners of the perception of institutional supportiveness for academic success. This study is of further significance in that it explored perceptions of safety from students who have experienced an act of violence with regard to environmental design and institutional policies and procedures, and the study sought recommendations from students who experienced acts of violence that will assist higher education practitioners in increasing students’ perceptions of campus safety and institutional support for academic success. Trustworthiness was established through credibility, transferability, dependability, and confirmability, due to familiarity with the culture of the participants through protracted engagement, detailed reporting, reflexive evaluation, and by providing thick, rich descriptions. The findings of this study revealed that regardless of the level of experience the participants had with an act of violence at their institution, their perceptions of safety and security were largely the same, however the immediate reactions of the participants after experiencing an act of violence varied greatly depending on the level of experience the… Advisors/Committee Members: Smith, Dimitra J (committee member), Riley, Rebecca L (committee member), Jones, Stephanie J (Committee Chair).

Subjects/Keywords: Violence; Campus Violence; Academic Success; Critical Incident; Safety; Perceptions

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APA (6^th Edition):

-2455-7025. (2016). Critical incident of campus violence: Community college students experiences and perceptions of its effect on academic success. (Doctoral Dissertation). Texas Tech University. Retrieved from http://hdl.handle.net/2346/72289

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16^th Edition):

-2455-7025. “Critical incident of campus violence: Community college students experiences and perceptions of its effect on academic success.” 2016. Doctoral Dissertation, Texas Tech University. Accessed January 21, 2021. http://hdl.handle.net/2346/72289.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7^th Edition):

-2455-7025. “Critical incident of campus violence: Community college students experiences and perceptions of its effect on academic success.” 2016. Web. 21 Jan 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-2455-7025. Critical incident of campus violence: Community college students experiences and perceptions of its effect on academic success. [Internet] [Doctoral dissertation]. Texas Tech University; 2016. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/2346/72289.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-2455-7025. Critical incident of campus violence: Community college students experiences and perceptions of its effect on academic success. [Doctoral Dissertation]. Texas Tech University; 2016. Available from: http://hdl.handle.net/2346/72289

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

University of Michigan

5. Sinko, Laura. Finding the Strength to Heal After Campus Unwanted Sexual Experiences: A Journey of Identity and Strength.

Degree: PhD, Nursing, 2019, University of Michigan

URL: http://hdl.handle.net/2027.42/150062

► There is a significant body of literature highlighting the impact of unwanted sexual experiences (USEs) on undergraduate health, disproportionately affecting female students compared to their… (more)

▼ There is a significant body of literature highlighting the impact of unwanted sexual experiences (USEs) on undergraduate health, disproportionately affecting female students compared to their male counterparts. Although we know much about the negative consequences of this concerning social and public health issue, we know little about survivor’s healing needs and desires and what ultimately impacts their ability to recover and seek help after these sexually violent experiences. Therefore, the purpose of this dissertation is to better understand the retrospective and day-to-day healing processes of female undergraduate survivors of campus USEs as well as important influences of this phenomenon. Specific aims of this dissertation are four-fold including: 1. Evaluate the mediating role of trauma-related shame on the relationship between perceived peer rape myth acceptance and posttraumatic growth (PTG) in this population (N=174); 2. Evaluate the shared and independent variance contributions of mental health symptom and trauma history clusters on PTG (n=151); 3. Understand internal and socio-cultural influences of USE healing, as well as the nature of survivor healing goals, using narrative interviewing in a subset of our quantitative population (n=24); and 4. Understand the day-to-day USE healing process and goals, using a photo elicitation methodology focusing on healing and darker moments within survivors daily lives in a subset of our narrative interviewing population (n=17). Results of this dissertation reveal that although trauma-related shame does not mediate the relationship between perceived peer rape myth acceptance and PTG, mental health symptoms and trauma history significantly contribute to 35.27% of PTG variance, with trauma history significantly impacting PTG scores beyond mental health symptoms alone. Additionally, our grounded theory analysis yields the Healing after Unwanted Sexual Experiences Model. In this model, the normalization of sexual aggression within one’s social context is found to influence how one makes meaning of their USE, activating a cascade of emotions (shame, self-blame, fear, anger/frustration) and impacting their ability to integrate trauma into their identity. Through this model, we show that by externalizing one’s trauma and integrating it into one’s core identity, survivors of campus USE were able to pursue identified healing goals (i.e. reconstructing identity, cultivating worthiness, regaining trust, rebuilding worldview, and finding your voice). Finally, our photo elicitation analysis indicates that day-to-day healing functions on a continuum, impacted by darker moments (i.e. feelings of fear, anxiety, loneliness, guilt, anger, worthlessness) manifesting in overwhelm, disconnection, or vulnerability, as well as healing moments (i.e. rebuilding moments of self-care, self-love, connection, hope, peace, and freedom) influenced by self-reflection, authentic interactions, and resource utilization. Taken together, these results as a whole significantly contribute to our… Advisors/Committee Members: Saint Arnault, Denise M (committee member), Conley, Terri (committee member), Munro-Kramer, Michelle Lynne (committee member), Ploutz-Snyder, Robert (committee member).

Subjects/Keywords: Trauma Recovery; Gender-based Violence; Campus Sexual Assault; Nursing; Health Sciences

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APA (6^th Edition):

Sinko, L. (2019). Finding the Strength to Heal After Campus Unwanted Sexual Experiences: A Journey of Identity and Strength. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/150062

Chicago Manual of Style (16^th Edition):

Sinko, Laura. “Finding the Strength to Heal After Campus Unwanted Sexual Experiences: A Journey of Identity and Strength.” 2019. Doctoral Dissertation, University of Michigan. Accessed January 21, 2021. http://hdl.handle.net/2027.42/150062.

MLA Handbook (7^th Edition):

Sinko, Laura. “Finding the Strength to Heal After Campus Unwanted Sexual Experiences: A Journey of Identity and Strength.” 2019. Web. 21 Jan 2021.

Vancouver:

Sinko L. Finding the Strength to Heal After Campus Unwanted Sexual Experiences: A Journey of Identity and Strength. [Internet] [Doctoral dissertation]. University of Michigan; 2019. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/2027.42/150062.

Council of Science Editors:

Sinko L. Finding the Strength to Heal After Campus Unwanted Sexual Experiences: A Journey of Identity and Strength. [Doctoral Dissertation]. University of Michigan; 2019. Available from: http://hdl.handle.net/2027.42/150062

Vanderbilt University

6. Loonat, Farhana. Familial Violence, Violent Familiars: Agency Compromised and Claimed.

Degree: PhD, Political Science, 2014, Vanderbilt University

URL: http://hdl.handle.net/1803/12168

► Within liberal societies victims of gender-based violence have access to institutions of justice but these do not always guarantee them access to justice. There is… (more)

Subjects/Keywords: Autonomy; Agency; Culture; Shame; Intimate Partner Violence; Campus Rape

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APA (6^th Edition):

Loonat, F. (2014). Familial Violence, Violent Familiars: Agency Compromised and Claimed. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12168

Chicago Manual of Style (16^th Edition):

Loonat, Farhana. “Familial Violence, Violent Familiars: Agency Compromised and Claimed.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed January 21, 2021. http://hdl.handle.net/1803/12168.

MLA Handbook (7^th Edition):

Loonat, Farhana. “Familial Violence, Violent Familiars: Agency Compromised and Claimed.” 2014. Web. 21 Jan 2021.

Vancouver:

Loonat F. Familial Violence, Violent Familiars: Agency Compromised and Claimed. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/1803/12168.

Council of Science Editors:

Loonat F. Familial Violence, Violent Familiars: Agency Compromised and Claimed. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://hdl.handle.net/1803/12168

University of North Texas

7. Wilson, Hannah Caroline. The Sexual Victimization of Black College Women.

Degree: 2019, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc1505133/

► Sexual victimization is a pervasive mental and physical health issue with overarching implications for university campuses and victim service providers alike. While a large expanse… (more)

Subjects/Keywords: Sexual violence; campus sexual assault; Black women; self-esteem; social support

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APA (6^th Edition):

Wilson, H. C. (2019). The Sexual Victimization of Black College Women. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1505133/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Wilson, Hannah Caroline. “The Sexual Victimization of Black College Women.” 2019. Thesis, University of North Texas. Accessed January 21, 2021. https://digital.library.unt.edu/ark:/67531/metadc1505133/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Wilson, Hannah Caroline. “The Sexual Victimization of Black College Women.” 2019. Web. 21 Jan 2021.

Vancouver:

Wilson HC. The Sexual Victimization of Black College Women. [Internet] [Thesis]. University of North Texas; 2019. [cited 2021 Jan 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1505133/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wilson HC. The Sexual Victimization of Black College Women. [Thesis]. University of North Texas; 2019. Available from: https://digital.library.unt.edu/ark:/67531/metadc1505133/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Portland State University

8. McConnell, Erin Christine. Bystander Intervention to Prevent Campus Sexual Violence: the Role of Sense of Community, Peer Norms, and Administrative Responding.

Degree: MS(M.S.) in Psychology, Psychology, 2018, Portland State University

URL: https://pdxscholar.library.pdx.edu/open_access_etds/4554

► In recent years, the use of bystander intervention training to address campus sexual violence has risen rapidly. More research is critically needed to guide… (more)

Subjects/Keywords: Bystander effect; Sex crimes; Campus violence; Peer pressure; College administrators; Psychology

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APA (6^th Edition):

McConnell, E. C. (2018). Bystander Intervention to Prevent Campus Sexual Violence: the Role of Sense of Community, Peer Norms, and Administrative Responding. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/4554

Chicago Manual of Style (16^th Edition):

McConnell, Erin Christine. “Bystander Intervention to Prevent Campus Sexual Violence: the Role of Sense of Community, Peer Norms, and Administrative Responding.” 2018. Masters Thesis, Portland State University. Accessed January 21, 2021. https://pdxscholar.library.pdx.edu/open_access_etds/4554.

MLA Handbook (7^th Edition):

McConnell, Erin Christine. “Bystander Intervention to Prevent Campus Sexual Violence: the Role of Sense of Community, Peer Norms, and Administrative Responding.” 2018. Web. 21 Jan 2021.

Vancouver:

McConnell EC. Bystander Intervention to Prevent Campus Sexual Violence: the Role of Sense of Community, Peer Norms, and Administrative Responding. [Internet] [Masters thesis]. Portland State University; 2018. [cited 2021 Jan 21]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4554.

Council of Science Editors:

McConnell EC. Bystander Intervention to Prevent Campus Sexual Violence: the Role of Sense of Community, Peer Norms, and Administrative Responding. [Masters Thesis]. Portland State University; 2018. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4554

University of Ontario Institute of Technology

9. Palermo, Alisia M. Campus sexual violence: exploring student perspectives on sexual violence and the effectiveness of university responses.

Degree: 2019, University of Ontario Institute of Technology

URL: http://hdl.handle.net/10155/1106

► Sexual violence is a prevalent problem across North American universities. There is a lack of understanding of students??? sexually violent attitudes and behaviours and the… (more)

Subjects/Keywords: Campus sexual violence; Consent; Rape myths; University responses

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APA (6^th Edition):

Palermo, A. M. (2019). Campus sexual violence: exploring student perspectives on sexual violence and the effectiveness of university responses. (Thesis). University of Ontario Institute of Technology. Retrieved from http://hdl.handle.net/10155/1106

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Palermo, Alisia M. “Campus sexual violence: exploring student perspectives on sexual violence and the effectiveness of university responses.” 2019. Thesis, University of Ontario Institute of Technology. Accessed January 21, 2021. http://hdl.handle.net/10155/1106.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Palermo, Alisia M. “Campus sexual violence: exploring student perspectives on sexual violence and the effectiveness of university responses.” 2019. Web. 21 Jan 2021.

Vancouver:

Palermo AM. Campus sexual violence: exploring student perspectives on sexual violence and the effectiveness of university responses. [Internet] [Thesis]. University of Ontario Institute of Technology; 2019. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/10155/1106.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Palermo AM. Campus sexual violence: exploring student perspectives on sexual violence and the effectiveness of university responses. [Thesis]. University of Ontario Institute of Technology; 2019. Available from: http://hdl.handle.net/10155/1106

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Georgia

10. Walters, Deanna Lynn. Exploring connections between college male sexual violence risk factors, attitudes and behaviors with responses to sexual violence vignettes.

Degree: 2017, University of Georgia

URL: http://hdl.handle.net/10724/36920

► This study explored characteristics among college men for perpetrating sexual violence. The sequential mixed-methods study began with qualitative preliminary work, which led to the development… (more)

▼ This study explored characteristics among college men for perpetrating sexual violence. The sequential mixed-methods study began with qualitative preliminary work, which led to the development of the cross sectional quantitative study implemented later. In the preliminary work phase, vignettes depicting sexual violence among college students were tested on undergraduate participants. Written participant responses shaped questions later used on the cross sectional quantitative survey. Following the preliminary work, a cross sectional survey on UGA college male undergraduates was conducted, which included a variety of measures on factors known to be related to sexual violence perpetration. The survey included the previously-tested vignettes, along with Likert-style questions formed from themes developed through the preliminary work. This study proposed that group membership, alcohol use, rape myth acceptance, hypermasculinity, sex-related alcohol expectancies, and empathy level could predict sexual violence acceptance, as measured through vignette responses, and previous sexually violent behavior. Results showed that males who scored higher on rape myth acceptance had higher sexual violence acceptance. Males who were members of a fraternity or club sport scored higher risk on two of the four vignettes measuring sexual violence acceptance, though there were differences between the groups regarding which vignettes yielded higher scores. Fraternity membership predicted previous sexual violence behavior, while having no affiliation with a fraternity, club sport or other registered student organization predicted the lowest likelihood of having engaged in sexual violence. Participants who scored higher risk on alcohol use, rape myth acceptance, hypermasculinity and personal sex-related alcohol expectancies were more likely to have committed sexual violence compared with those who scored lower on those measures. Those who committed sexual violence scored higher risk on sexual violence acceptance for two of the four vignettes when compared with those who did not commit sexual violence. Implications for this study are that results may assist in the development of primary prevention programs targeting college men at high-risk for committing sexual violence, and shifting the focus away from survivor behavior that prevents being assaulted while placing the responsibility for change on preventing and reforming perpetrator behavior.

Subjects/Keywords: sexual violence; campus; college men; risk factors; vignettes

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APA (6^th Edition):

Walters, D. L. (2017). Exploring connections between college male sexual violence risk factors, attitudes and behaviors with responses to sexual violence vignettes. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/36920

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Walters, Deanna Lynn. “Exploring connections between college male sexual violence risk factors, attitudes and behaviors with responses to sexual violence vignettes.” 2017. Thesis, University of Georgia. Accessed January 21, 2021. http://hdl.handle.net/10724/36920.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Walters, Deanna Lynn. “Exploring connections between college male sexual violence risk factors, attitudes and behaviors with responses to sexual violence vignettes.” 2017. Web. 21 Jan 2021.

Vancouver:

Walters DL. Exploring connections between college male sexual violence risk factors, attitudes and behaviors with responses to sexual violence vignettes. [Internet] [Thesis]. University of Georgia; 2017. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/10724/36920.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Walters DL. Exploring connections between college male sexual violence risk factors, attitudes and behaviors with responses to sexual violence vignettes. [Thesis]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/36920

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Rutgers University

11. Draper, Jordan Leigh, 1988-. SaVE our campus: analyzing the effectiveness of an online sexual violence program.

Degree: Education, Culture and Society, 2017, Rutgers University

URL: https://rucore.libraries.rutgers.edu/rutgers-lib/52046/

Subjects/Keywords: Sex crimes; Campus violence – Prevention

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APA (6^th Edition):

Draper, Jordan Leigh, 1. (2017). SaVE our campus: analyzing the effectiveness of an online sexual violence program. (Thesis). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/52046/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Draper, Jordan Leigh, 1988-. “SaVE our campus: analyzing the effectiveness of an online sexual violence program.” 2017. Thesis, Rutgers University. Accessed January 21, 2021. https://rucore.libraries.rutgers.edu/rutgers-lib/52046/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Draper, Jordan Leigh, 1988-. “SaVE our campus: analyzing the effectiveness of an online sexual violence program.” 2017. Web. 21 Jan 2021.

Vancouver:

Draper, Jordan Leigh 1. SaVE our campus: analyzing the effectiveness of an online sexual violence program. [Internet] [Thesis]. Rutgers University; 2017. [cited 2021 Jan 21]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/52046/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Draper, Jordan Leigh 1. SaVE our campus: analyzing the effectiveness of an online sexual violence program. [Thesis]. Rutgers University; 2017. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/52046/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Liberty University

12. Snyder, George. The Effects of Active Shooter Resilience Training Programs on College Students' Perceptions of Personal Safety.

Degree: 2014, Liberty University

URL: http://digitalcommons.liberty.edu/doctoral/826

► The effects of active shooter resilience training programs on university students' perceptions of personal safety should be understood through evidenced-based research. A quasi-experimental post-test only… (more)

Subjects/Keywords: active killing; active shooter; campus safety; hybrid targeted violence; resilience; Education; Higher Education

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APA (6^th Edition):

Snyder, G. (2014). The Effects of Active Shooter Resilience Training Programs on College Students' Perceptions of Personal Safety. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/826

Chicago Manual of Style (16^th Edition):

Snyder, George. “The Effects of Active Shooter Resilience Training Programs on College Students' Perceptions of Personal Safety.” 2014. Doctoral Dissertation, Liberty University. Accessed January 21, 2021. http://digitalcommons.liberty.edu/doctoral/826.

MLA Handbook (7^th Edition):

Snyder, George. “The Effects of Active Shooter Resilience Training Programs on College Students' Perceptions of Personal Safety.” 2014. Web. 21 Jan 2021.

Vancouver:

Snyder G. The Effects of Active Shooter Resilience Training Programs on College Students' Perceptions of Personal Safety. [Internet] [Doctoral dissertation]. Liberty University; 2014. [cited 2021 Jan 21]. Available from: http://digitalcommons.liberty.edu/doctoral/826.

Council of Science Editors:

Snyder G. The Effects of Active Shooter Resilience Training Programs on College Students' Perceptions of Personal Safety. [Doctoral Dissertation]. Liberty University; 2014. Available from: http://digitalcommons.liberty.edu/doctoral/826

Seton Hall University

13. Thomas-Montford, Songa Y. See No Evil: Are Community Colleges Underreporting or Nonreporting Sexual Assaults?.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2020, Seton Hall University

URL: https://scholarship.shu.edu/dissertations/2799

► The Clery Act is a consumer protection law intended to protect students by forcing institutions of higher education to be transparent about campus crime,… (more)

Subjects/Keywords: Clery Act; Crime; Two-Year Colleges; Campus Safety; Sexual Violence; Higher Education

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APA (6^th Edition):

Thomas-Montford, S. Y. (2020). See No Evil: Are Community Colleges Underreporting or Nonreporting Sexual Assaults?. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2799

Chicago Manual of Style (16^th Edition):

Thomas-Montford, Songa Y. “See No Evil: Are Community Colleges Underreporting or Nonreporting Sexual Assaults?.” 2020. Doctoral Dissertation, Seton Hall University. Accessed January 21, 2021. https://scholarship.shu.edu/dissertations/2799.

MLA Handbook (7^th Edition):

Thomas-Montford, Songa Y. “See No Evil: Are Community Colleges Underreporting or Nonreporting Sexual Assaults?.” 2020. Web. 21 Jan 2021.

Vancouver:

Thomas-Montford SY. See No Evil: Are Community Colleges Underreporting or Nonreporting Sexual Assaults?. [Internet] [Doctoral dissertation]. Seton Hall University; 2020. [cited 2021 Jan 21]. Available from: https://scholarship.shu.edu/dissertations/2799.

Council of Science Editors:

Thomas-Montford SY. See No Evil: Are Community Colleges Underreporting or Nonreporting Sexual Assaults?. [Doctoral Dissertation]. Seton Hall University; 2020. Available from: https://scholarship.shu.edu/dissertations/2799

East Tennessee State University

14. Hill, Sarah K. Effectiveness of an Educational Intervention on the Intimate Partner Violence Screening Behaviors of College-Based Health Care Providers.

Degree: PhD, Psychology, 2016, East Tennessee State University

URL: https://dc.etsu.edu/etd/3091

► Over one million women in the United States are physically, sexually, or emotionally abused by a partner or former partner every year. Women between… (more)

Subjects/Keywords: intimate partner violence; screening; primary care; college campus; provider training; intervention; Clinical Psychology; Health Psychology

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APA (6^th Edition):

Hill, S. K. (2016). Effectiveness of an Educational Intervention on the Intimate Partner Violence Screening Behaviors of College-Based Health Care Providers. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3091

Chicago Manual of Style (16^th Edition):

Hill, Sarah K. “Effectiveness of an Educational Intervention on the Intimate Partner Violence Screening Behaviors of College-Based Health Care Providers.” 2016. Doctoral Dissertation, East Tennessee State University. Accessed January 21, 2021. https://dc.etsu.edu/etd/3091.

MLA Handbook (7^th Edition):

Hill, Sarah K. “Effectiveness of an Educational Intervention on the Intimate Partner Violence Screening Behaviors of College-Based Health Care Providers.” 2016. Web. 21 Jan 2021.

Vancouver:

Hill SK. Effectiveness of an Educational Intervention on the Intimate Partner Violence Screening Behaviors of College-Based Health Care Providers. [Internet] [Doctoral dissertation]. East Tennessee State University; 2016. [cited 2021 Jan 21]. Available from: https://dc.etsu.edu/etd/3091.

Council of Science Editors:

Hill SK. Effectiveness of an Educational Intervention on the Intimate Partner Violence Screening Behaviors of College-Based Health Care Providers. [Doctoral Dissertation]. East Tennessee State University; 2016. Available from: https://dc.etsu.edu/etd/3091

15. Roberts, Elaine. Keeping students safe: Student perceptions of campus safety at a mid-sized Virginia university and the impact for prevention, response and risk reduction strategies.

Degree: 2012, James Madison University

URL: https://commons.lib.jmu.edu/master201019/304

► The nexus of social factors, the college experience, and campus safety research represents an empirical gap in the literature surrounding campus safety issues. There is… (more)

Subjects/Keywords: campus safety; sexual assault; interpersonal violence; unmatched counttechnique; constructivism; undergraduate students; Education

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APA (6^th Edition):

Roberts, E. (2012). Keeping students safe: Student perceptions of campus safety at a mid-sized Virginia university and the impact for prevention, response and risk reduction strategies. (Masters Thesis). James Madison University. Retrieved from https://commons.lib.jmu.edu/master201019/304

Chicago Manual of Style (16^th Edition):

Roberts, Elaine. “Keeping students safe: Student perceptions of campus safety at a mid-sized Virginia university and the impact for prevention, response and risk reduction strategies.” 2012. Masters Thesis, James Madison University. Accessed January 21, 2021. https://commons.lib.jmu.edu/master201019/304.

MLA Handbook (7^th Edition):

Roberts, Elaine. “Keeping students safe: Student perceptions of campus safety at a mid-sized Virginia university and the impact for prevention, response and risk reduction strategies.” 2012. Web. 21 Jan 2021.

Vancouver:

Roberts E. Keeping students safe: Student perceptions of campus safety at a mid-sized Virginia university and the impact for prevention, response and risk reduction strategies. [Internet] [Masters thesis]. James Madison University; 2012. [cited 2021 Jan 21]. Available from: https://commons.lib.jmu.edu/master201019/304.

Council of Science Editors:

Roberts E. Keeping students safe: Student perceptions of campus safety at a mid-sized Virginia university and the impact for prevention, response and risk reduction strategies. [Masters Thesis]. James Madison University; 2012. Available from: https://commons.lib.jmu.edu/master201019/304

Columbia University

16. Degesys, Aiste. Students’ Experiences With Sexual and Intimate Partner Violence: a Secondary Analysis of ACHA-NCHA Iic Data to Inform Campus Violence Prevention Programming.

Degree: 2020, Columbia University

URL: https://doi.org/10.7916/d8-t0bc-d566

► The Centers for Disease Control and Prevention proposes that universities/colleges implement comprehensive sexual violence prevention programming (SV-PP). Data suggest intimate partner violence (IPV) exceeds campus… (more)

▼ The Centers for Disease Control and Prevention proposes that universities/colleges implement comprehensive sexual violence prevention programming (SV-PP). Data suggest intimate partner violence (IPV) exceeds campus sexual violence (SV) rates with rape culture (RC) creating an environment conduce to SV; with limited information on graduate students’ SV and IPV experiences. To improve university/college SV-PP, counseling, and mental health services for all students, studies of IPV and SV, and a contributing factor, RC, are needed. This dissertation is a secondary data analysis of the American College Health Association-National College Health Assessment IIc comparing responses from Spring 2016 to Spring 2019 to illuminate the relationship between IPV and SV. Specific aims were to: 1) explore the relationship between IPV and SV amongst students; 2) compare IPV and SV experiences between undergraduate and graduate students; and, 3) develop an instrument assessing students’ RC perceptions. Analyses (SPSS Version 26) illustrated that SV was correlated (2016: r=.25, p<.001; 2019: r=.29, p<.001) with IPV; with rates of IPV exceeding SV. Undergraduates had disproportionately higher experiences of SV and IPV than graduate students. Factors that increased odds for SV and IPV: being female, transgender, non-White, non-heterosexual, lower GPA, and/or drug use. Non-White subgroups of the college population, such as American Indian/Alaskan Native/Native Hawaiian students, had higher rates and increased odds of experiencing SV (OR: 1.47, 95% CI [1.29, 1.67], p<.001) and any form of IPV (OR: 1.53, 95% CI [1.34, 1.74], p<.001) than other subgroups. Among variables analyzed using logistic regression, drug use (excluding marijuana) within the last 30 days was associated with the highest odds of SV (OR 5.29, 95% CI [3.11, 9.01], p<.001) and IPV (OR 6.02, 95% CI [3.62, 10.03], p<.001). To improve resources, educate the campus community, and support survivors, it is imperative campuses understand the relationship between SV, IPV, RC, and those at increased risk for victimization. Colleges and universities can facilitate systemic change by accurately naming the culture that supports violence against women as “rape culture,” measuring RC on campus, and engaging in multitiered PP at all levels of the institution.

Subjects/Keywords: Health education; College students; Sex crimes; Sexual abuse victims; Intimate partner violence; Campus violence; Rape culture

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APA (6^th Edition):

Degesys, A. (2020). Students’ Experiences With Sexual and Intimate Partner Violence: a Secondary Analysis of ACHA-NCHA Iic Data to Inform Campus Violence Prevention Programming. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/d8-t0bc-d566

Chicago Manual of Style (16^th Edition):

Degesys, Aiste. “Students’ Experiences With Sexual and Intimate Partner Violence: a Secondary Analysis of ACHA-NCHA Iic Data to Inform Campus Violence Prevention Programming.” 2020. Doctoral Dissertation, Columbia University. Accessed January 21, 2021. https://doi.org/10.7916/d8-t0bc-d566.

MLA Handbook (7^th Edition):

Degesys, Aiste. “Students’ Experiences With Sexual and Intimate Partner Violence: a Secondary Analysis of ACHA-NCHA Iic Data to Inform Campus Violence Prevention Programming.” 2020. Web. 21 Jan 2021.

Vancouver:

Degesys A. Students’ Experiences With Sexual and Intimate Partner Violence: a Secondary Analysis of ACHA-NCHA Iic Data to Inform Campus Violence Prevention Programming. [Internet] [Doctoral dissertation]. Columbia University; 2020. [cited 2021 Jan 21]. Available from: https://doi.org/10.7916/d8-t0bc-d566.

Council of Science Editors:

Degesys A. Students’ Experiences With Sexual and Intimate Partner Violence: a Secondary Analysis of ACHA-NCHA Iic Data to Inform Campus Violence Prevention Programming. [Doctoral Dissertation]. Columbia University; 2020. Available from: https://doi.org/10.7916/d8-t0bc-d566

17. Makinen, Bryan. An Examination of Clery Crime Statistics at Four Year Public Institutions of Higher Education Served by or Without Dedicated University Police Departments.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2019, Encompass Digital Archive, Eastern Kentucky University

URL: https://encompass.eku.edu/etd/632

► This paper was written to examine the impact of dedicated university police departments relative to reporting Clery statistics, fundamental information that prospective students and… (more)

▼ This paper was written to examine the impact of dedicated university police departments relative to reporting Clery statistics, fundamental information that prospective students and their parents can use in selecting an institution of higher education. The prospect of gaining knowledge and bettering one’s life occurs best when taking place in a safe and transparent environment. While college and university campuses are not immune to crime, similar to society as a whole, they are statistically safer places by which learning can occur. The college years are instrumental in shaping the lives and mindset of America’s youth by exposing them to a variety of cultural experiences and divergent beliefs. The higher education marketplace has become an exceedingly competitive environment wherein students, parents and society have an expectation of a safe environment. Campus administrators can best evaluate, control and mitigate issues if they are reported and data is analyzed to prevent similar instances in the future. Reporting and data acquisition is best accomplished by dedicated, trained and honorable administrators who desire to truly understand criminal activities occurring at their establishments. An in-depth examination of literature concerning Clery statistics reveals the significant impact reported crime has on campuses of institutions of higher education (IHE’s). This data can be utilized to influence and affect change in preventing crime on college and university campuses. This paper specifically focuses on the difference in reported data from IHE’s with dedicated university police departments versus IHE’s without dedicated university police departments. This study revealed that the most prevalent reported crimes were disciplinary actions followed by arrests and criminal offenses. Paired samples t tests were conducted and determined that there was a statistical difference in the amount of crimes reported by IHE’s with a dedicated university police department versus IHE’s without a dedicated university police department for the crime categories of criminal offenses, VAWA offenses, arrests, disciplinary actions and fires. Hate crimes was the singular crime category analyzed that did not reveal a difference in the crime reporting for IHE’s with or without a dedicated university police department.

Subjects/Keywords: Campus Safety; Clery Act; Gun Violence; Institutions of Higher Education; University Police Department; Educational Administration and Supervision

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APA (6^th Edition):

Makinen, B. (2019). An Examination of Clery Crime Statistics at Four Year Public Institutions of Higher Education Served by or Without Dedicated University Police Departments. (Doctoral Dissertation). Encompass Digital Archive, Eastern Kentucky University. Retrieved from https://encompass.eku.edu/etd/632

Chicago Manual of Style (16^th Edition):

Makinen, Bryan. “An Examination of Clery Crime Statistics at Four Year Public Institutions of Higher Education Served by or Without Dedicated University Police Departments.” 2019. Doctoral Dissertation, Encompass Digital Archive, Eastern Kentucky University. Accessed January 21, 2021. https://encompass.eku.edu/etd/632.

MLA Handbook (7^th Edition):

Makinen, Bryan. “An Examination of Clery Crime Statistics at Four Year Public Institutions of Higher Education Served by or Without Dedicated University Police Departments.” 2019. Web. 21 Jan 2021.

Vancouver:

Makinen B. An Examination of Clery Crime Statistics at Four Year Public Institutions of Higher Education Served by or Without Dedicated University Police Departments. [Internet] [Doctoral dissertation]. Encompass Digital Archive, Eastern Kentucky University; 2019. [cited 2021 Jan 21]. Available from: https://encompass.eku.edu/etd/632.

Council of Science Editors:

Makinen B. An Examination of Clery Crime Statistics at Four Year Public Institutions of Higher Education Served by or Without Dedicated University Police Departments. [Doctoral Dissertation]. Encompass Digital Archive, Eastern Kentucky University; 2019. Available from: https://encompass.eku.edu/etd/632

18. Bolante, Rebecca. Threat assessment in community colleges.

Degree: PhD, Counseling, 2014, Oregon State University

URL: http://hdl.handle.net/1957/49200

► The field of threat assessment and management in higher education is in the early stages of development. In particular, little is noted in the research… (more)

▼ The field of threat assessment and management in higher education is in the early stages of development. In particular, little is noted in the research literature about the practices of threat assessment teams in this environment. To fill this knowledge gap, a random national sample of 15% (n = 148) of public community colleges were surveyed as to: (1) threat assessment practices, (2) continuing education needs, and (3) training delivery preferences. Community colleges were randomly selected and the lead threat assessment practitioner for that institution was queried using the gold-standard for survey research: the Tailored Design Method (Dillman, Smyth, & Christian, 2009). A total of 113 participants returned a completed survey. This number represented a return rate of 76%. A post hoc power analysis reported an actual power (i.e., 1-β error probability) of 0.84. Survey respondents were 83 men and 28 women ranging in age from 29 to 70 years (M = 53, SD = 9). Most were non-Hispanic Whites (75%), with 10 Hispanics, 12 African Americans, 2 Native Americans, and 1 Pacific Islander. Almost half of the participants held a master's degree (48%). The professional breakdown of respondents was law enforcement/security (n = 52), college administration (n = 55), and other (n = 6). The professions that comprised the "other" category included: (a) counselor, (b) human resource professional, and (c) attorney. Because of the small number and heterogeneity of persons in the "other" category (n = 6), this category was not used for the inferential statistical analyses. A total of 67% reported fewer than 40 hours of threat assessment training. The average number of new threat assessment cases received each month was 4.13 (SD = 8.61). The vast majority of the community colleges operated with a formalized threat assessment team (73%). The leading types of team composition were: (1) employees only (57%), and (2) mix of employees and outside personnel (32%). Most college threat assessment teams addressed more than just students as threat sources (69%). In rank order, the top 5 continuing education needs reported were: (1) legal implications, (2) confidentiality implications, (3) ethical considerations when conducting threat assessment, (4) basic overview of threat assessment and management, and (5) advanced training of threat assessment and management. Inferential statistical analyses revealed that, in reference to their professional background, threat assessment practitioners similarly rank their: (a) continuing education needs, and (b) training delivery preferences (i.e., in-person v. online). Implications for both research and practice were discussed. Advisors/Committee Members: Dykeman, Cass (advisor), Eakin, Gene (committee member).

Subjects/Keywords: threat assessment; Campus violence – Risk assessment

…assessment and management, higher education, campus violence, and prevention of targeted acts of… …Virginia Tech plan for assessing the threat of violence on the college campus involved a four… …Comprehensive Strategies for Mitigating Targeted Acts of Violence .............................. 15… …research on effective techniques and strategies for managing threats. As the need for violence… …behaviors, and risk factors to mitigate targeted violence. TATs must also understand the…

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APA (6^th Edition):

Bolante, R. (2014). Threat assessment in community colleges. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/49200

Chicago Manual of Style (16^th Edition):

Bolante, Rebecca. “Threat assessment in community colleges.” 2014. Doctoral Dissertation, Oregon State University. Accessed January 21, 2021. http://hdl.handle.net/1957/49200.

MLA Handbook (7^th Edition):

Bolante, Rebecca. “Threat assessment in community colleges.” 2014. Web. 21 Jan 2021.

Vancouver:

Bolante R. Threat assessment in community colleges. [Internet] [Doctoral dissertation]. Oregon State University; 2014. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/1957/49200.

Council of Science Editors:

Bolante R. Threat assessment in community colleges. [Doctoral Dissertation]. Oregon State University; 2014. Available from: http://hdl.handle.net/1957/49200

University of Colorado

19. West, Samantha Grainger. (Un)doing the Process: Title Ix, Legal Rhetoric & the Possibilities for Critical Consent.

Degree: MA, 2019, University of Colorado

URL: https://scholar.colorado.edu/comm_gradetds/93

► Confronted with panicked discourse around the statistics that 1 in 4 women, 6% of men, and 1 in 2 trans* students will experience sexual assault… (more)

Subjects/Keywords: campus sexual violence; critical consent; gender performativity; grievability; legal rehetoric; title ix; Communication; Gender, Race, Sexuality, and Ethnicity in Communication; Rhetoric

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APA (6^th Edition):

West, S. G. (2019). (Un)doing the Process: Title Ix, Legal Rhetoric & the Possibilities for Critical Consent. (Masters Thesis). University of Colorado. Retrieved from https://scholar.colorado.edu/comm_gradetds/93

Chicago Manual of Style (16^th Edition):

West, Samantha Grainger. “(Un)doing the Process: Title Ix, Legal Rhetoric & the Possibilities for Critical Consent.” 2019. Masters Thesis, University of Colorado. Accessed January 21, 2021. https://scholar.colorado.edu/comm_gradetds/93.

MLA Handbook (7^th Edition):

West, Samantha Grainger. “(Un)doing the Process: Title Ix, Legal Rhetoric & the Possibilities for Critical Consent.” 2019. Web. 21 Jan 2021.

Vancouver:

West SG. (Un)doing the Process: Title Ix, Legal Rhetoric & the Possibilities for Critical Consent. [Internet] [Masters thesis]. University of Colorado; 2019. [cited 2021 Jan 21]. Available from: https://scholar.colorado.edu/comm_gradetds/93.

Council of Science Editors:

West SG. (Un)doing the Process: Title Ix, Legal Rhetoric & the Possibilities for Critical Consent. [Masters Thesis]. University of Colorado; 2019. Available from: https://scholar.colorado.edu/comm_gradetds/93

Florida Atlantic University

20. Archer, Robert. Examining the relationship between fear of crime, self-protective behavior, and situational crime prevention among college students.

Degree: MS, 2014, Florida Atlantic University

URL: http://purl.flvc.org/fau/fd/FA00004264 ; (URL) http://purl.flvc.org/fau/fd/FA00004264

►

Summary: Previous researchers have recommended that universities should be deemed very safe places. However, reports of crime have dominated the news, including shootings and mass… (more)

Subjects/Keywords: Campus violence; College students – Crimes against; Crime prevention – Citizen participation; Fear of crime; Universities and colleges – Security measures

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APA (6^th Edition):

Archer, R. (2014). Examining the relationship between fear of crime, self-protective behavior, and situational crime prevention among college students. (Masters Thesis). Florida Atlantic University. Retrieved from http://purl.flvc.org/fau/fd/FA00004264 ; (URL) http://purl.flvc.org/fau/fd/FA00004264

Chicago Manual of Style (16^th Edition):

Archer, Robert. “Examining the relationship between fear of crime, self-protective behavior, and situational crime prevention among college students.” 2014. Masters Thesis, Florida Atlantic University. Accessed January 21, 2021. http://purl.flvc.org/fau/fd/FA00004264 ; (URL) http://purl.flvc.org/fau/fd/FA00004264.

MLA Handbook (7^th Edition):

Archer, Robert. “Examining the relationship between fear of crime, self-protective behavior, and situational crime prevention among college students.” 2014. Web. 21 Jan 2021.

Vancouver:

Archer R. Examining the relationship between fear of crime, self-protective behavior, and situational crime prevention among college students. [Internet] [Masters thesis]. Florida Atlantic University; 2014. [cited 2021 Jan 21]. Available from: http://purl.flvc.org/fau/fd/FA00004264 ; (URL) http://purl.flvc.org/fau/fd/FA00004264.

Council of Science Editors:

Archer R. Examining the relationship between fear of crime, self-protective behavior, and situational crime prevention among college students. [Masters Thesis]. Florida Atlantic University; 2014. Available from: http://purl.flvc.org/fau/fd/FA00004264 ; (URL) http://purl.flvc.org/fau/fd/FA00004264

Florida Atlantic University

21. Kijanczuk, Katarzyna Aleksandra. Theft of personal belongings on college campuses.

Degree: MS, 2014, Florida Atlantic University

URL: http://purl.flvc.org/fau/fd/FA00004207 ; (URL) http://purl.flvc.org/fau/fd/FA00004207

►

Summary: With the increasing rate of violent criminal victimization, concerns about safety and prevention have begun to resonate across college campuses throughout the nation. Despite… (more)

Subjects/Keywords: Campus violence; College students – Crimes against College students – Crimes against; Crime prevention and architectural design; Universities and colleges – Security measures

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APA (6^th Edition):

Kijanczuk, K. A. (2014). Theft of personal belongings on college campuses. (Masters Thesis). Florida Atlantic University. Retrieved from http://purl.flvc.org/fau/fd/FA00004207 ; (URL) http://purl.flvc.org/fau/fd/FA00004207

Chicago Manual of Style (16^th Edition):

Kijanczuk, Katarzyna Aleksandra. “Theft of personal belongings on college campuses.” 2014. Masters Thesis, Florida Atlantic University. Accessed January 21, 2021. http://purl.flvc.org/fau/fd/FA00004207 ; (URL) http://purl.flvc.org/fau/fd/FA00004207.

MLA Handbook (7^th Edition):

Kijanczuk, Katarzyna Aleksandra. “Theft of personal belongings on college campuses.” 2014. Web. 21 Jan 2021.

Vancouver:

Kijanczuk KA. Theft of personal belongings on college campuses. [Internet] [Masters thesis]. Florida Atlantic University; 2014. [cited 2021 Jan 21]. Available from: http://purl.flvc.org/fau/fd/FA00004207 ; (URL) http://purl.flvc.org/fau/fd/FA00004207.

Council of Science Editors:

Kijanczuk KA. Theft of personal belongings on college campuses. [Masters Thesis]. Florida Atlantic University; 2014. Available from: http://purl.flvc.org/fau/fd/FA00004207 ; (URL) http://purl.flvc.org/fau/fd/FA00004207

22. Hopkins, Mark L. Peace Officers and Public Schools.

Degree: 1994, Sam Houston State University

URL: http://hdl.handle.net/20.500.11875/171

Subjects/Keywords: campus police; juvenile violence; school safety measures

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APA (6^th Edition):

Hopkins, M. L. (1994). Peace Officers and Public Schools. (Thesis). Sam Houston State University. Retrieved from http://hdl.handle.net/20.500.11875/171

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hopkins, Mark L. “Peace Officers and Public Schools.” 1994. Thesis, Sam Houston State University. Accessed January 21, 2021. http://hdl.handle.net/20.500.11875/171.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hopkins, Mark L. “Peace Officers and Public Schools.” 1994. Web. 21 Jan 2021.

Vancouver:

Hopkins ML. Peace Officers and Public Schools. [Internet] [Thesis]. Sam Houston State University; 1994. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/20.500.11875/171.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hopkins ML. Peace Officers and Public Schools. [Thesis]. Sam Houston State University; 1994. Available from: http://hdl.handle.net/20.500.11875/171

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

23. Brawner, Charles A. Guns, Gangs, and Violence: School Safety at the Crossroad.

Degree: 1996, Sam Houston State University

URL: http://hdl.handle.net/20.500.11875/257

Subjects/Keywords: School security measures; campus police; school violence

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APA (6^th Edition):

Brawner, C. A. (1996). Guns, Gangs, and Violence: School Safety at the Crossroad. (Thesis). Sam Houston State University. Retrieved from http://hdl.handle.net/20.500.11875/257

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Brawner, Charles A. “Guns, Gangs, and Violence: School Safety at the Crossroad.” 1996. Thesis, Sam Houston State University. Accessed January 21, 2021. http://hdl.handle.net/20.500.11875/257.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Brawner, Charles A. “Guns, Gangs, and Violence: School Safety at the Crossroad.” 1996. Web. 21 Jan 2021.

Vancouver:

Brawner CA. Guns, Gangs, and Violence: School Safety at the Crossroad. [Internet] [Thesis]. Sam Houston State University; 1996. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/20.500.11875/257.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Brawner CA. Guns, Gangs, and Violence: School Safety at the Crossroad. [Thesis]. Sam Houston State University; 1996. Available from: http://hdl.handle.net/20.500.11875/257

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Arkansas

24. Self, Sheila J. Behavioral Intervention Teams: An Exploration of Team Member Perceptions at Oklahoma Regional Universities.

Degree: Doctor of Education in Higher Education (EdD), Higher Education (EdD), 2017, University of Arkansas

URL: https://scholarworks.uark.edu/etd/2564

► The aim of this study was to examine Behavioral Intervention Teams from the perspective of twelve team members at four regional universities in Oklahoma.… (more)

Subjects/Keywords: Behavioral Intervention Team; Campus Violence Prevention; Retention; Students of Concern; Threat Assessment; Applied Behavior Analysis; Higher Education Administration

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APA (6^th Edition):

Self, S. J. (2017). Behavioral Intervention Teams: An Exploration of Team Member Perceptions at Oklahoma Regional Universities. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2564

Chicago Manual of Style (16^th Edition):

Self, Sheila J. “Behavioral Intervention Teams: An Exploration of Team Member Perceptions at Oklahoma Regional Universities.” 2017. Doctoral Dissertation, University of Arkansas. Accessed January 21, 2021. https://scholarworks.uark.edu/etd/2564.

MLA Handbook (7^th Edition):

Self, Sheila J. “Behavioral Intervention Teams: An Exploration of Team Member Perceptions at Oklahoma Regional Universities.” 2017. Web. 21 Jan 2021.

Vancouver:

Self SJ. Behavioral Intervention Teams: An Exploration of Team Member Perceptions at Oklahoma Regional Universities. [Internet] [Doctoral dissertation]. University of Arkansas; 2017. [cited 2021 Jan 21]. Available from: https://scholarworks.uark.edu/etd/2564.

Council of Science Editors:

Self SJ. Behavioral Intervention Teams: An Exploration of Team Member Perceptions at Oklahoma Regional Universities. [Doctoral Dissertation]. University of Arkansas; 2017. Available from: https://scholarworks.uark.edu/etd/2564

Georgia State University

25. Charleston, Kayla N. But Some of Us Are Brave: Race, Rape Culture and Sexual Violence on College Campuses.

Degree: PhD, Sociology, 2018, Georgia State University

URL: https://scholarworks.gsu.edu/sociology_diss/104

► Attempts to quantify the occurrence of sexual violence on college campuses have yielded varied results. Some researchers place the number of women who experience… (more)

▼ Attempts to quantify the occurrence of sexual violence on college campuses have yielded varied results. Some researchers place the number of women who experience campus sexual assault or rape (whether attempted or completed) at one in five while other research reports a much lower number at 6.1 per 1,000 female students (Krebs, Lindquist, Warner, Fisher and Martin 2007; Bureau of Justice Statistics 2014). Researchers also differ in their estimates of how often rape and sexual assault go unreported. According to the National Institute of Justice (2000), students do not report over 95% of completed or attempted rapes to police. Other estimates situate the amount of rape and sexual assault victimizations unreported to the police at 80% (Bureau of Justice Statistics 2014). Yet for all the research conducted on sexual violence in this context, scholars and researchers have done little in the way of considering race and its implications for this social problem. This dissertation aims to address an apparent dearth in the literature with regard to the role of race in campus sexual violence. Rates and types of victimization have been shown to vary according to race (Moher-Kuo, Dowdall, Koss and Weschler 2004; Gross, Winslett, Roberts and Gohm 2006). The current research explores 12 women’s experiences with campus sexual assault, detailing how race impacted their victimization as well as colored subsequent processes of deciding to report and administrative actions taken if they chose to do so. Overall, Black women experienced more violent sexualization than White women over their lifetime that they felt contributed to their victimization. Additionally, while colleges and universities appear to be notoriously unsupportive of victims and survivors, Black women felt that their race produced added impediments in the process of receiving justice. Lastly, historical constructions of race, gender, sexuality and criminality impacted how the women and others perceived their assaults. Advisors/Committee Members: Rosalind Chou, Eric Wright, Tiffany King.

Subjects/Keywords: Sexual violence; Rape culture; Campus sexual assault; Intersectionality; Black bodies; Sexuality; Intersection of race; gender and sexuality

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APA (6^th Edition):

Charleston, K. N. (2018). But Some of Us Are Brave: Race, Rape Culture and Sexual Violence on College Campuses. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/sociology_diss/104

Chicago Manual of Style (16^th Edition):

Charleston, Kayla N. “But Some of Us Are Brave: Race, Rape Culture and Sexual Violence on College Campuses.” 2018. Doctoral Dissertation, Georgia State University. Accessed January 21, 2021. https://scholarworks.gsu.edu/sociology_diss/104.

MLA Handbook (7^th Edition):

Charleston, Kayla N. “But Some of Us Are Brave: Race, Rape Culture and Sexual Violence on College Campuses.” 2018. Web. 21 Jan 2021.

Vancouver:

Charleston KN. But Some of Us Are Brave: Race, Rape Culture and Sexual Violence on College Campuses. [Internet] [Doctoral dissertation]. Georgia State University; 2018. [cited 2021 Jan 21]. Available from: https://scholarworks.gsu.edu/sociology_diss/104.

Council of Science Editors:

Charleston KN. But Some of Us Are Brave: Race, Rape Culture and Sexual Violence on College Campuses. [Doctoral Dissertation]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/sociology_diss/104

Rutgers University

26. Cedeno, Linda. The impact of exposure to school violence and the role of hope in low-income, urban youth.

Degree: MS, Psychology, 2007, Rutgers University

URL: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.13451

► The purpose of the current study was to investigate the prevalence and impact of personal victimization and witnessing violence in the school setting in a… (more)

▼ The purpose of the current study was to investigate the prevalence and impact of personal victimization and witnessing violence in the school setting in a sample of low-income, ethnic-minority children. In addition, hope was examined as a potential protective factor in buffing youth from the development of problem behaviors in the context of school-specific violence. It was hypothesized that exposure to school violence would be positively associated with externalizing symptoms. Additionally, it was hypothesized that hope would be positively related to indices of adjustment, and inversely related to problem behaviors. Finally, exploratory questions suggested by extant research were posed further investigating associations between exposure to school violence and adjustment. Additionally, the moderating effects of hope and gender on the linkages between exposure to school violence and psychological and behavioral functioning were examined. Data were derived from a longitudinal primary prevention research project evaluating the impact of a social and emotional learning curriculum. Participants were approximately 161 African-American and Latino fifth graders. Students completed self-reports of self-concept and hope. Teachers completed a teacher-rated survey assessing levels of problem behaviors, social skills, and academic competence for each student in their class. Results indicated that the majority of youth had been personally victimized and witnessed violence on one or more occasion during a three-month period. In addition, exposure to school violence was positively associated with problem behaviors, and negatively associated with social skills, self-concept, and academic competence, most notably for males. Moreover, hope provided a buffering effect on females' self-concept for those witnessing higher levels of school violence. Implications of both the prevalence and impact of exposure to school violence, as well as the limited moderating effects of hope found in the current study are discussed in relation to intervention efforts and strengthening future research sampling low-income, ethnic-minority youth. Advisors/Committee Members: Elias, Maurice (chair), Chu, Brian (co-chair), Kelly, Shalonda (co-chair).

Subjects/Keywords: Campus violence; School shootings; School vandalism; School violence; Urban youth; City children

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APA (6^th Edition):

Cedeno, L. (2007). The impact of exposure to school violence and the role of hope in low-income, urban youth. (Masters Thesis). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.13451

Chicago Manual of Style (16^th Edition):

Cedeno, Linda. “The impact of exposure to school violence and the role of hope in low-income, urban youth.” 2007. Masters Thesis, Rutgers University. Accessed January 21, 2021. http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.13451.

MLA Handbook (7^th Edition):

Cedeno, Linda. “The impact of exposure to school violence and the role of hope in low-income, urban youth.” 2007. Web. 21 Jan 2021.

Vancouver:

Cedeno L. The impact of exposure to school violence and the role of hope in low-income, urban youth. [Internet] [Masters thesis]. Rutgers University; 2007. [cited 2021 Jan 21]. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.13451.

Council of Science Editors:

Cedeno L. The impact of exposure to school violence and the role of hope in low-income, urban youth. [Masters Thesis]. Rutgers University; 2007. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.13451

University of Southern California

27. Gottlieb, Irina. Sexual violence prevention on college campus as a Clery Act requirement: perceptions from the field.

Degree: EdD, Education, 2008, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/191126/rec/5818

► In the past decade violence on college campuses and, specifically, sexual violence have been widely recognized as a significant and persistent problem. Multiple studies have… (more)

▼ In the past decade violence on college campuses and, specifically, sexual violence have been widely recognized as a significant and persistent problem. Multiple studies have been conducted on the prevalence, incidence, causes, and effects of this type of violence nationwide. This problem also has been addressed through national education policy and legislation. The Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act has been a major event in this policy and a separate target of research on its own. However, no studies up to date have comprehensively studied what colleges do to meet the requirements of the Clery Act and to reduce crime on their respective campuses.; This study analyzed student affairs professionals' awareness and perceptions of existing sexual violence prevention programs. It was sought to determine patterns in the professionals' perceptions based on the respondents' gender, years in the field, and other relevant characteristics.; The study was guided by two main research questions: (1) What sexual violence prevention programs do student affairs professionals perceive as most effective? and (2) Is there any pattern in student affairs professionals' perceptions of violence prevention programs, based on their gender, years in the field, professional level, unit in which they work, and size, type, and geographic location of the institution and perceptions of violence on campus as a problem? A nationwide web-based survey was used to conduct this study.; The results indicated that orientation for incoming students, self-defense programs, rallies/speak-outs, and distribution of brochures and other promotional materials were perceived to be most effective for sexual violence prevention on campus. Additionally, participants with less work experience, employed in entry-level positions at 2-year, commuter, and smaller-sized institutions demonstrated a greater preference for more traditional risk reduction and mass-printed information distribution programs than did their counterparts employed at larger residential and 4-year colleges, who had more professional experience and/or authority. The results present important implications for violence-related education and the types of colleges that need targeted funding to provide such an education, as well as for improving institutions' efforts in violence and crime prevention. Advisors/Committee Members: Sundt, Melora A.Astor, Ron Avi (Committee Chair), Merriman, Lynette S. (Committee Member).

Subjects/Keywords: violence prevention; college campus; prevention programs; sexual violence; Clery Act; student affairs; perceptions

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APA (6^th Edition):

Gottlieb, I. (2008). Sexual violence prevention on college campus as a Clery Act requirement: perceptions from the field. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/191126/rec/5818

Chicago Manual of Style (16^th Edition):

Gottlieb, Irina. “Sexual violence prevention on college campus as a Clery Act requirement: perceptions from the field.” 2008. Doctoral Dissertation, University of Southern California. Accessed January 21, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/191126/rec/5818.

MLA Handbook (7^th Edition):

Gottlieb, Irina. “Sexual violence prevention on college campus as a Clery Act requirement: perceptions from the field.” 2008. Web. 21 Jan 2021.

Vancouver:

Gottlieb I. Sexual violence prevention on college campus as a Clery Act requirement: perceptions from the field. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2021 Jan 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/191126/rec/5818.

Council of Science Editors:

Gottlieb I. Sexual violence prevention on college campus as a Clery Act requirement: perceptions from the field. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/191126/rec/5818

Northeastern University

28. Brice, Kathryn. Exploring personal narratives: experiencing the Dawson College shooting.

Degree: MS, School of Criminology and Criminal Justice, 2015, Northeastern University

URL: http://hdl.handle.net/2047/d20128852

► Research on school shootings has generally focused more on the perpetrators than the victims of such crimes. The current study seeks to explore personal narratives… (more)

Subjects/Keywords: personal narratives; school shooting; victimization; Criminology; Students; Campus violence; Québec (Province); School shootings; Québec (Province); College students; Violence against; Québec (Province); Psychological aspects; Youth and violence; Psychological aspects; Victims of crimes; Psychological aspects; Adjustment (Psychology)

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APA (6^th Edition):

Brice, K. (2015). Exploring personal narratives: experiencing the Dawson College shooting. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20128852

Chicago Manual of Style (16^th Edition):

Brice, Kathryn. “Exploring personal narratives: experiencing the Dawson College shooting.” 2015. Masters Thesis, Northeastern University. Accessed January 21, 2021. http://hdl.handle.net/2047/d20128852.

MLA Handbook (7^th Edition):

Brice, Kathryn. “Exploring personal narratives: experiencing the Dawson College shooting.” 2015. Web. 21 Jan 2021.

Vancouver:

Brice K. Exploring personal narratives: experiencing the Dawson College shooting. [Internet] [Masters thesis]. Northeastern University; 2015. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/2047/d20128852.

Council of Science Editors:

Brice K. Exploring personal narratives: experiencing the Dawson College shooting. [Masters Thesis]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/d20128852

University of KwaZulu-Natal

29. Makhaye, Mandisa Samukelisiwe. Exploring students' perceptions on the nature and incidence of crime on university on-campus residence.

Degree: 2016, University of KwaZulu-Natal

URL: http://hdl.handle.net/10413/14835

► For decades crime has been an issue faced by different communities on a daily basis. With ever evolving dynamics within communities, crime has found a… (more)

Subjects/Keywords: College students - crimes against - SA - KZN.; Campus violence.; Students - crimes against - SA - KZN.; Theses - Criminology.; On-campus residence crime.; University students - victims of crime.; UKZN student residences.; Nature of university crime.

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APA (6^th Edition):

Makhaye, M. S. (2016). Exploring students' perceptions on the nature and incidence of crime on university on-campus residence. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/14835

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Makhaye, Mandisa Samukelisiwe. “Exploring students' perceptions on the nature and incidence of crime on university on-campus residence.” 2016. Thesis, University of KwaZulu-Natal. Accessed January 21, 2021. http://hdl.handle.net/10413/14835.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Makhaye, Mandisa Samukelisiwe. “Exploring students' perceptions on the nature and incidence of crime on university on-campus residence.” 2016. Web. 21 Jan 2021.

Vancouver:

Makhaye MS. Exploring students' perceptions on the nature and incidence of crime on university on-campus residence. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/10413/14835.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Makhaye MS. Exploring students' perceptions on the nature and incidence of crime on university on-campus residence. [Thesis]. University of KwaZulu-Natal; 2016. Available from: http://hdl.handle.net/10413/14835

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

30. Barros, Maria Maiza. Violência escolar entre alunos do ensino médio integrado: uma análise a partir do Instituto Federal do Ceará-Campus Iguatu.

Degree: 2015, Escola Superior de Teologica

URL: http://dspace.est.edu.br:8080/xmlui/handle/BR-SlFE/500

►

This research investigated school violence among the integrated high school students of the Federal Institute of Ceará Iguatu Campus. It is a qualitative and quantitative… (more)

▼

This research investigated school violence among the integrated high school students of the Federal Institute of Ceará Iguatu Campus. It is a qualitative and quantitative research about the history of the culture of violence in the school, the main types of violence, the characteristics of the aggressors, the victims and the witnesses, differences in the forms of violence among the students and the current legislation on the theme. The analyses of the questionnaires applied to the students showed that: the violence among the students is present in both sexes, with the predominance being in the masculine sex, and is in all ages and grades of the integrated high school and in the three enrollment regimes and manifests itself in the forms of verbal, physical, virtual, psychological, sexual, bullying and practical joke violence. The results showed that: the violence among the students has always been present and has been perpetuated throughout the years presenting itself in various types of violence, being that the practical jokes and the power relations between students of different grades has already become culture in the institution. It was also observed that the existing legislation does not contemplate certain forms of violence found in the school environment, indicating a need for adjustment in order to inhibit these forms of violence. We dealt with the current legislations on the theme, beginning with the broadest law going to the most specific which is the internal regulations of the institution.

A presente pesquisa investigou a violência escolar entre alunos do ensino médio integrado do Instituto Federal do Ceará Campus Iguatu. Tratase de uma pesquisa qualitativa e quantitativa sobre a história da cultura de violência na escola, os principais tipos de violência, as características dos agressores, das vítimas e das testemunhas, diferenças nas formas de violência entre os alunos e a legislação vigente acerca do tema. As análises dos questionários aplicados aos alunos mostraram que: a violência entre os alunos está presente em ambos os sexos, com predominância no sexo masculino, em todas as idades e séries do ensino médio integrado e nos três regimes de matrícula e se manifesta nas formas de violência verbal, física, virtual, psicológica, sexual, bullying e o trote. Os resultados evidenciaram que: a violência entre alunos sempre esteve presente e vem se perpetuando ao longo dos anos apresentandose nos diversos tipos de violência, sendo que o trote e as relações de poder entre alunos de diferentes séries já se tornaram cultura na instituição. Constatouse também que a legislação existente não contempla certas formas de violência encontradas no ambiente escolar, indicando a necessidade de um ajuste para coibilas. Foram abordadas as legislações vigente acerca do tema, iniciando com a lei mais ampla até a mais específica que é o regulamento interno da instituição.

Advisors/Committee Members: Brandenburg, Laude Erandi, http://lattes.cnpq.br/2720814127433525, Wondracek, Karin Hellen Kepler, http://lattes.cnpq.br/6308804580424239, CPF:41489640053, CPF:29054885068.

Subjects/Keywords: Violência escolar; Alunos; Instituto Federal do Ceará Campus Iguatu; Ensino médio integrado; EDUCAÇÃO COMUNITÁRIA COM INFÂNCIA E JUVENTUDE; School violence; Students; Federal Institute of CearáIguatu Campus; Integrated high school; CNPQ::CIENCIAS HUMANAS::TEOLOGIA

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APA (6^th Edition):

Barros, M. M. (2015). Violência escolar entre alunos do ensino médio integrado: uma análise a partir do Instituto Federal do Ceará-Campus Iguatu. (Thesis). Escola Superior de Teologica. Retrieved from http://dspace.est.edu.br:8080/xmlui/handle/BR-SlFE/500

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Barros, Maria Maiza. “Violência escolar entre alunos do ensino médio integrado: uma análise a partir do Instituto Federal do Ceará-Campus Iguatu.” 2015. Thesis, Escola Superior de Teologica. Accessed January 21, 2021. http://dspace.est.edu.br:8080/xmlui/handle/BR-SlFE/500.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Barros, Maria Maiza. “Violência escolar entre alunos do ensino médio integrado: uma análise a partir do Instituto Federal do Ceará-Campus Iguatu.” 2015. Web. 21 Jan 2021.

Vancouver:

Barros MM. Violência escolar entre alunos do ensino médio integrado: uma análise a partir do Instituto Federal do Ceará-Campus Iguatu. [Internet] [Thesis]. Escola Superior de Teologica; 2015. [cited 2021 Jan 21]. Available from: http://dspace.est.edu.br:8080/xmlui/handle/BR-SlFE/500.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Barros MM. Violência escolar entre alunos do ensino médio integrado: uma análise a partir do Instituto Federal do Ceará-Campus Iguatu. [Thesis]. Escola Superior de Teologica; 2015. Available from: http://dspace.est.edu.br:8080/xmlui/handle/BR-SlFE/500

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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Open Access Theses and Dissertations